· web viewread to cite the most supportive textual evidence in l1 and/or by matching phrase...
TRANSCRIPT
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 1CCSS: RI.6.1WIDAELDS: 2-5ReadingSpeaking
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Read to cite the most supportive textual evidence from informational text using adapted text and graphic organizers.
VU: Explicit, evidence, quotes, inferences
LFC: Use quotation marks
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to cite the most supportive textual evidence in L1 and/or by matching phrase citations from leveled informational text to visual representations of the text in English.
Read to cite the most supportive textual evidence in L1 and/or by matching sentence citations from leveled informational text to visual representations of the text in English.
Read to cite the most supportive textual evidence from adapted informational text.
Read to cite the most supportive textual evidence from informational texts within the grade 5-6 text complexity level.
Read to cite the most supportive textual evidence from grade-level informational text.
Learning Supports
Graphic organizerTemplate Partner L1 supportPhrase citationsPictures of textWord/picture wall Leveled textCornell note taking sheet(partially completed by teacher)
Graphic organizerTemplate Partner L1 supportSentence citationsPictures of textWord/picture wall Leveled textCornell note taking sheet(partially completed by teacher)
Graphic organizerTemplate Partner Word wallHighlight/mark textAdapted leveled textCornell note taking sheet
Graphic organizer Highlight/mark textGrade 5-6 text complexity level bandCornell note taking 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 2CCSS: RI.6.2WIDAELDS: 2-5Reading Speaking
Determine the central idea of a text and how it is conveyed through particular details.
Read and identify the central idea of an informational text and its supporting details by using a graphic organizer.
VU: Main idea, supporting details
LFC: Adverbs, compound and complex sentences
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read and identify the central idea and key details from leveled informational text in L1 and/or by matching phrase citations to visual representations.
Read and identify the central idea and key details from leveled informational text in L1 and/or by matching sentence citations to visual representations of text.
Read and identify the central idea and key details from adapted informational text using key content based vocabulary in simple, related sentences.
Read and identify the central idea and key details from informational text within grade 5-6 text complexity level using complete sentences of varying lengths and emerging complexity with some content-based vocabulary.
Read and identify the central idea and key details from grade-level informational text using detailed sentences of varying lengths and complexity with content-based vocabulary.
Learning Supports
Graphic organizerTemplate Partner L1 supportPhrase citationsVisual representationsLeveled text
Graphic organizerTemplate Partner L1 support Sentence citationsVisual representationsLeveled text
Graphic organizerTemplate Partner Adapted leveled text
Graphic organizerMarking the textText within the grades 5-6 complexity 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 3CCSS: RI.6.2 WIDAELDS: 2 - 5Reading Speaking
When reading a 6th grade informational text, provide a summary of the text distinct from personal opinions or judgments.
Read and objectively summarize informational text distinct from opinions or judgments using a story map with L1 support.
VU: Summary, analyze
LFC: Sentences with transitional phrases
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read and summarize informational text in L1 and/or from a leveled text, complete summary by matching phrase citations to visual representations.
Read and summarize informational text in L1 and/or from a leveled text, use phrases and short sentences to complete summary.
Read and objectively summarize adapted informational text. Use key content based vocabulary in simple, related sentences.
Read and objectively summarize informational text within the grade 5-6 text complexity level. Use complete sentences of varying lengths and emerging complexity with some content based vocabulary.
Read and objectively summarize informational grade-level texts. Use detailed sentences of varying lengths and complexity with content based vocabulary.
Learning Supports
Story mapTemplate Partner L1 supportPhrase citationsVisual representationsLeveled text
Story mapTemplate Partner L1 supportSentence citationsSentence frame s Visual representationsLeveled text
Story mapTemplate Partner Adapted text
Story mapText within the grades 5-6 complexity 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 4CCSS: RI.6.3 WIDAELDS: 2 - 5Reading Speaking
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
Read and analyze how a key individual, event, or idea is developed in an informational text by using a Cornell note-taking sheet, pictures and a word wall.
VU: Traits, characteristics, events, challengesLFC: Sentence structure, adjectives, sequential phrasesLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read and analyze how a key individual, event, or idea is developed from an informational text in L1 and/or by matching phrase citations from a leveled text to visual representations.
Read and analyze how a key individual, event, or idea is developed from an informational text in L1 and/or by matching sentence citations from leveled texts to visual representations of text.
Read and analyze how a key individual, event, or idea is developed from an adapted informational text. Use key content-based vocabulary in simple, related sentences.
Read and analyze how a key individual, event, or idea is developed from informational text within the grades 5-6 complexity level. Use complete sentences of varying lengths and emerging complexity with content-based vocabulary.
Read and analyze how a key individual, event, or idea is developed from grade-level text. Use detailed sentences of varying lengths and complexity with content-based vocabulary.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Learning Supports
Highlight/mark textLeveled textCornell note taking sheet(partially completed by teacher) L1 supportPhrase citationsPictures of textPartner Word/picture wall
Highlight/mark textLeveled textCornell note taking sheet(partially completed by teacher) L1 supportSentence citationsPictures of textPartner Word/picture wall
Highlight/mark textAdapted leveled textCornell note taking sheetPartner Word wall
Highlight/mark textText within the grades 5-6 complexity levelCornell note taking 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 5CCSS: RI.6.4WIDAELDS: 2-5Reading Speaking
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Read to determine the figurative, connotative and technical meanings of words and phrases in an informational text, including using reference materials and L1 support.
VU: Literary terms
LFC: Sentences with figurative, connotative and technical languageLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to determine the figurative, connotative and technical meanings of words and phrases from informational text in L1 and/or match single words to visual representations of leveled texts.
Read to determine the figurative, connotative and technical meanings of words and phrases from an informational text in L1 and/or match phrases from leveled text to visual representations of texts.
Read to determine the figurative, connotative and technical meaning of words and phrases from an adapted informational text using key content based vocabulary in simple, related sentences.
Read to determine the figurative, connotative and technical meaning of words and phrases from informational text within the grades 5-6 complexity level using complete sentences of varying lengths and emerging complexity with content-based vocabulary.
Read to determine the figurative, connotative and technical meanings of words and phrases in an informational text using detailed sentences of varying lengths and complexity with content-based vocabulary.
Learning Supports
Reference materials (print and digital thesaurus and dictionary; bilingual and English) L1 supportPictures of textWord/picture wall
Reference materials (print and digital thesaurus and dictionaries; bilingual and English) L1 supportPictures of textWord/picture wall
Reference materials (print and digital thesaurus and dictionaries; bilingual and English) Highlight/mark textAdapted text Word wall
Reference materials (print and digital thesaurus and dictionaries) Highlight/mark textText within the grades 5-6 complexity 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Leveled text Leveled 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 6CCSS: RI.6.5WIDAELDS: 2 - 5Reading Speaking
Analyze how a particular sentence fits into the overall structure of a text and contributes to the development of ideas.
Read and analyze how a particular sentence contributes to the development of ideas in an informational text by using an outline or web.
VU: Structure
LFC: Complex sentences with various verb forms
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read and analyze how a particular sentence contributes to the development of ideas from an informational text in L1 and/or match word and phrase citations to the overall structure of a leveled text.
Read and analyze how a particular sentence contributes to the development of ideas from an informational text in L1 and/or match sentence citations to overall structure of a leveled text.
Read and analyze how a particular sentence contributes to the development of ideas from an adapted informational text using key content-based vocabulary in simple, related sentences.
Read to analyze how a particular sentence contributes to the development of ideas from informational text within grades 5-6 complexity level using complete sentences of varying lengths and emerging complexity with some content-based vocabulary.
Read and analyze how a particular sentence contributes to the development of ideas from grade-level informational text using detailed sentences of varying lengths and complexity with content-based vocabulary.
Learning Supports
Outline (completed)Web (completed)L1 supportPhrase citationsPictures of textWord/picture wall
Outline (partially completed by teacher)Web (partially completed)L1 supportSentence citationsPictures of text
OutlineWeb Word wallHighlight/mark textAdapted leveled text
OutlineWeb Text within the grades 5-6 complexity 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Leveled text Word/picture wall Leveled text
Student Learning Objective (SLO) Language Objective Language NeededSLO: 7CCSS: RI.6.5WIDAELDS: 2 - 5Reading Speaking
Analyze how a particular sentence fits into theoverall structure of a text and contributes to the development of ideas.
Repeat of SLO 6 VU:
LFC: LC:
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives SEE SLO #6 SEE SLO #6 SEE SLO #6 SEE SLO #6 SEE SLO #6
Learning Supports
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 8CCSS: RI.6.9WIDAELDS: 2 - 5 Reading Speaking
Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Compare and contrast one author’s presentation of events with that of another by using a graphic organizers and L1 support.
VU: Similarities, differences, facts, fiction
LFC: Simple, compound and complex sentences, word order and parallelismLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Compare and contrast one author’s presentation of events with that of another from an informational text in L1 and/or produce single words and pictures to complete a graphic organizer.
Compare and contrast one author’s presentation of events with that of another from an informational text in L1 and/or produce phrases and short sentences to complete a graphic organizer.
Compare and contrast one author’s presentation of events with that of another from an adapted informational text, using key content-based vocabulary in simple, related sentences.
Compare and contrast one author’s presentation of events with that of another in informational text within grades 5-6 complexity level using complete sentences of varying lengths and emerging complexity with content-based vocabulary.
Compare and contrast one author’s presentation of events with that of another, using detailed sentences of varying lengths and complexity with content -based vocabulary.
Learning Supports
Graphic organizerTemplate L1 supportWord/picture wall Leveled text
Graphic organizerTemplate L1 supportSentence frameWord/picture wall Leveled text
Graphic organizerTemplate Word wallAdapted text
Graphic organizerText within the grades 5-6 complexity 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 9CCSS: W.6.2WIDAELDS: 1-5WritingReading
Write informative/explanatory texts to examine a topic and convey ideas, through the selection of relevant content.
Select relevant content to write an informative/explanatory text by highlighting and marking the text.
VU: Relevant
LFC: Explanatory sentences
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Select relevant content to produce a clear and coherent informative writing piece in L1 and/or use single words that represent key ideas using phrase patterns and general content-related vocabulary.
Select relevant content to produce a clear and coherent informative writing piece in L1 and/or use phrases and short sentences that represent key ideas using formulaic patterns and general, content-based vocabulary.
Select relevant content to produce an informative writing piece using simple sentences that represent multiple, related ideas with repetitive structures and key, content-based vocabulary.
Select relevant content to produce an organized informative writing piece using expanded and some complex sentences with a variety of grammatical structures and content-based vocabulary.
Select relevant content to produce a clear and coherent informative writing piece using multiple, complex sentences with a variety of grammatical structures and precise content-based vocabulary.
Learning Supports
Template Highlight/mark textL1 supportLeveled textCloze sentences
Template Highlight/mark textL1 supportLeveled textSentence frame s
Template Highlight/mark textAdapted leveled text
Highlight/mark textGrade 5-6 text complexity level band
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 10CCSS: W.6.2aWIDAELDS: 1-5Writing
Write informative/explanatory texts to examine a topic and convey ideas through the organization of relevant content; introduce a topic; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Compose informative/explanatory texts through the organization and formatting of relevant content using graphic organizers and L1 support.
VU: Format; graphics
LFC: Explanatory sentence structuresLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Compose informative/explanatory texts in L1 and/or produce single words or drawings that represent key ideas with phrase patterns and general content-related vocabulary.
Compose informative/explanatory texts in L1 and/or produce phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.
Compose informative/explanatory texts by producing simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.
Compose organized informative/explanatory texts by producing expanded and some complex sentences with a variety of grammatical structures and content-based vocabulary.
Compose clear and coherent informative/explanatory texts using multiple, complex sentences in a variety of grammatical structures and precise content-based vocabulary.
Learning Supports
Graphic organizerTemplate Partner L1 supportVisualsWord wall
Graphic organizerTemplate Partner L1 supportSentence frame s Word wall
Graphic organizerTemplate Partner Word wall
Graphic organizer
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 11CCSS:W.6.2aWIDAELDS: 1-5Writing
Organize ideas, using strategies such as definition, classification, comparison/contrast, and cause/effect.
Develop and organize ideas for writing, using strategies such as definition, classification, comparison/contrast, and cause/effect using charts, L1 support and working in small groups.
VU: Develop, organize
LFC: Comparative adjectives, conjunctions, adverbsLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Develop and organize ideas for writing, using various strategies in L1 and/or use single words that represent key ideas using phrase patterns and general content-related vocabulary.
Develop and organize ideas for writing, using various strategies in L1 and/or use phrases and short sentences that represent key ideas with formulaic sentence patterns and general, content-based vocabulary.
Develop and organize ideas for writing, using various strategies by producing simple sentences with repetitive structures and key, content-based vocabulary.
Develop and organize ideas for writing, using various strategies by producing expanded and some complex sentences with a variety of grammatical structures and content-based vocabulary.
Develop and organize ideas for writing using various strategies by producing multiple, complex sentences with a variety of grammatical structures and precise content-based vocabulary.
Learning Supports
ChartTemplate Small group L1 support
ChartTemplate Small group L1 support
ChartTemplate Small group
Chart
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 12CCSS: W6.2.b WIDAELDS: 1-5Writing
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and example.
Develop and organize the topic for writing with relevant facts, definitions, concrete details, quotations by using graphic organizers.
VU: Fact, opinion, supporting details, main idea
LFC: Sentences with transitional phrases and conjunctionsLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Develop and organize the topic for writing with relevant facts, definitions, concrete details, quotations, in L1 and/or produce single words that represent key ideas using phrase patterns and general content-related vocabulary.
Develop and organize the topic for writing with relevant facts, definitions, concrete details, quotations in L1 and/or produce phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.
Develop and organize the topic for writing with relevant facts, definitions, concrete details, quotations by producing simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.
Develop and organize the topic for writing with relevant facts, definitions, concrete details, quotations by producing expanded and some complex sentences with a variety of grammatical structures and content-based vocabulary.
Develop and organize the topic for writing with relevant facts, definitions, concrete details, quotations by producing multiple, complex sentences in a variety of grammatical structures and precise content-based vocabulary.
Learning Supports
Graphic organizerTemplate Word wallVisualsL1 supportCloze sentences
Graphic organizerTemplate Word wallVisualsL1 supportSentence frame s
Graphic organizerTemplate Word wall
Graphic organizer
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 13CCSS: W.6.2.cWIDAELDS: 1-5Writing
Use appropriate transitions to clarify the relationships among ideas and concepts.
Demonstrate the relationship among ideas and concepts by using transitional words and phrases by using Phrase walls and charts.
VU: Transitional words and phrases
LFC: Prepositional phrases, verb formsLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Demonstrate the relationship among ideas and concepts by using transitional words and phrases in L1 and/or use single words that represent and transition between key ideas using phrase patterns and general content-related vocabulary.
Demonstrate the relationship among ideas and concepts by using transitional words and phrases in L1 and/or use phrases and short sentences that represent and transition between key ideas using formulaic patterns and general, content-based vocabulary.
Demonstrate the relationship among ideas and concepts by using transitional words and phrases using simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.
Demonstrate the relationship among ideas and concepts by using transitional words and phrases by producing expanded and some complex sentences with a variety of grammatical structures and content-based vocabulary.
Demonstrate the relationship among ideas and concepts by using transitional words and phrases using multiple, complex sentences in a variety of grammatical structures and precise content-based vocabulary.
Learning Supports
ChartPhrase wallTemplate Partner L1 supportVisuals
ChartPhrase wallTemplate Partner L1 support
ChartPhrase wallTemplate Partner
Chart
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Gestures
Student Learning Objective (SLO) Language Objective Language NeededSLO: 14CCSS:W.6.2.dWIDAELDS: 1-5Writing
When writing informative/explanatory text, use precise language to inform about or explain the topic.
Use precise language to inform about or explain a topic using word wall and reference materials.
VU: Precise, synonyms,
LFC: Adjectives, adverbs
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Use precise language to inform about or explain a topic in L1 and/or use precise single words that represent key ideas using phrase patterns and general content-related vocabulary.
Use precise language to inform about or explain a topic in L1 and/or use phrases and short sentences with precise language using formulaic sentence patterns and general, content-based vocabulary.
Use precise language to inform about or explain a topic using simple sentences with repetitive structures and key, content-based vocabulary.
Use precise language to inform about or explain a topic by producing expanded and some complex sentences with a variety of grammatical structures and content-based vocabulary.
Use precise language to inform about or explain a topic using multiple, complex sentences in a variety of grammatical structures and precise content-based vocabulary.
Learning Supports
Reference materials (thesaurus, bilingual and English dictionary and glossary)VisualsWord Wall
Reference materials (thesaurus, bilingual and English dictionary and glossary)VisualsWord Wall
Reference materials (thesaurus, bilingual and English dictionary and glossary)Word Wall
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
L1 Support L1 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 15CCSS: W.6.2.fWIDAELDS: 1-5Writing
Provide a concluding statement or section that follows from the information or explanation presented.
Compose a conclusion statement that follows from the information or explanation presented using a story map and L1 support.
VU: Conclusion
LFC: Transitional phrases, various verb forms
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Compose a conclusion statement that follows from the information or explanation presented in L1 and/or produce single words that represent key concluding ideas using phrase patterns and general content-related vocabulary.
Compose a conclusion statement that follows from the information or explanation presented in L1 and/or produce phrases and short sentences that represent key concluding ideas using formulaic patterns and general, content-based vocabulary.
Compose a conclusion statement that follows from the information or explanation presented by producing simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.
Compose a conclusion statement that follows from the information or explanation presented, by producing expanded and some complex sentences that represent organized ideas with a variety of grammatical structures and content-based vocabulary.
Compose a clear and coherent conclusion statement that follows from the information or explanation presented using multiple, complex sentences with a variety of grammatical structures and precise content-based vocabulary.
Learning Supports
Story map (completed)TemplateVisualsWord WallL1 Support
Story map (partially completed by teacher)TemplateVisualsWord WallL1 Support
Story mapWord WallTemplate
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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 16CCSS: W.6.2.e; WIDAELDS: 1-5Writing
Write informative/explanatory texts to examine a topic and convey ideas, through the analysis of relevant content; establish and maintain a formal style.
Produce a formal, informative/explanatory text that examines a topic and conveys ideas by using a word wall, template and L1 support.
VU: Transitional words and phrases
LFC: Prepositional phrases, verb forms
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Produce a coherent written informative/explanatory text that examines a topic and conveys ideas, in L1 and/or use single words that represent key ideas using phrase patterns and general content-related vocabulary.
Produce a coherent written informative/explanatory text that examines a topic and conveys ideas in L1 and/or use phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.
Produce a written, formal, informative/ explanatory text that examines a topic and conveys ideas using simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.
Produce an organized formal informative/explanatory text that examines a topic and conveys ideas using expanded and some complex sentences with a variety of grammatical structures and content-based vocabulary.
Produce a coherent, formal informative/ explanatory text that examines a topic and conveys ideas using multiple, complex sentences with a variety of grammatical structures and precise content-based vocabulary.
Learning Supports
Word wallTemplateVisualsL1 SupportCloze sentences
Word WallTemplateVisualsL1 SupportSentence frame s
Word WallTemplateSentence starters
Template
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 17CCSS: W.6.4WIDAELDS: 1-5Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and organize sentences in a task which is appropriate to the reader using a writing diamond.
VU: Task, purpose, audience
LFC: Sentences appropriate to taskLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Develop and organize sentences in a task which is appropriate to the reader in L1 and/or use single words that represent key ideas using phrase patterns and general content-related vocabulary.
Develop and organize sentences in a task which is appropriate to the reader in L1 and/or use phrases and short sentences that represent key ideas with formulaic sentence patterns and general, content-based vocabulary.
Develop and organize sentences in a task which is appropriate to the reader using simple sentences that represent multiple, related ideas with repetitive structures and key, content-based vocabulary.
Develop and organize sentences in a task which is appropriate to the reader, using expanded and some complex sentences with a variety of grammatical structures and content-based vocabulary.
Develop clear and coherent writing for a task which is appropriate to the reader using multiple, complex sentences with a variety of grammatical structures and precise content-based vocabulary.
Learning Supports
Writing Diamond (completed)VisualsWord wallL1 SupportCloze sentences
Writing Diamond (partially completed by teacher)VisualsWord wallL1 SupportSentence frame s
Writing Diamond (partially completed by teacher)Word wallSentence starters
Writing Diamond
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 18CCSS: W.6.5WIDAELDS: 1-5Writing
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Plan, revise, edit, and rewrite narrative using peer editing with a checklist, storyboard, and dictionary/thesaurus.
VU: Editing, rewriting, peer editLFC: complex sentences, increasing specificity of nouns, verbs and adjectives; correlative conjunctionsLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write, plan, revise and edit to develop, strengthen, and focus a narrative using L1 and/or use single words that represent key ideas using phrase patterns and general, content-related vocabulary.
Write, plan, revise and edit to develop, strengthen, and focus a narrative using L1 and/or use phrases and short sentences that represent key ideas using formulaic patterns and general, content-based vocabulary.
Write, plan, revise and edit to develop, strengthen, and focus a narrative written in simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.
Write, plan, revise and edit to develop, strengthen, and focus a narrative written in expanded and some complex sentences that represent organized ideas with a variety of grammatical structures and content-based vocabulary.
Write, plan, revise and edit to develop, strengthen, and focus a narrative using multiple, complex sentences with a variety of grammatical structures and precise content based vocabulary.
Learning Supports
Teacher feedbackTechnology support (i.e., spell check, online thesaurus, grammar check).Template Word wallVisuals/StoryboardL1 SupportCloze sentences
Teacher feedbackTechnology support (i.e., spell check, online thesaurus, grammar check).Template Word wallVisuals/StoryboardL1 Support
StoryboardTemplate Peer checklist Technology support (i.e., spell check, online thesaurus, grammar check).
Writing outlinePeer checklistTechnology support (i.e., spell check, online thesaurus, grammar check).
Technology support (i.e., spell check, online thesaurus, grammar check)
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 19CCSS: W.6.6WIDA: 2Reading Speaking
Use technology, including the Internet, to produce and publish narrative writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Produce and publish narrative writing using Microsoft Office, a peer and a checklist.
VU: Collaborate, interact, publishLFC: Subject verb agreement, embedded clauses LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Publish written work to apply technology and collaborative skills and present relationship between information and ideas using L1 and/or single words that represent ideas using phrase patterns and general content-related vocabulary.
Publish written work by applying specific technology and collaborative skills using L1 and/or by using phrases and short sentences that represent key ideas using formulaic patterns and general, content-based vocabulary.
Publish written work by applying specific technology and collaborative skills by using simple sentences that represent multiple, related ideas with repetitive structures and key, content-based vocabulary.
Publish written work by applying specific technology and collaborative skills using expanded and some complex sentences that represent organized ideas with a variety of grammatical structures and content-based vocabulary.
Publish clear and coherent written work by applying specific technology and collaborative skills using multiple, complex sentences with a variety of grammatical structures and precise content-based vocabulary.
Learning Supports
Publishing checklistTeacher feedbackTechnology support (i.e., spell check, online thesaurus, grammar check)Template Word wallVisuals/Storyboard
Publishing checklistTeacher feedbackTechnology support (i.e., spell check, online thesaurus, grammar check)Template Word wallVisuals/StoryboardSentence frame s
Publishing checklistPeer feedback Technology support (i.e., spell check, online thesaurus, grammar check)TemplateWord Wall
Publishing checklistPeer feedback Technology support (i.e., spell check, online thesaurus, grammar check)
Technology support (i.e., spell check, online thesaurus, grammar check)
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Cloze sentencesL1 Support
L1 Support
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 20CCSS: W.6.9a.WIDAELDS: 2-5Writing
Draw evidence from 6th grade literary texts to support analysis and reflection; apply grade 6 reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
Write to cite evidence from literary texts to support analysis and reflection using a graphic organizer and marking the text.
VU: Cite, reflection, evidence
LFC: Referential phrases, conjunctions
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Write to cite evidence from literary texts to support analysis and reflection from L1 texts and/or use single words that represent key ideas with phrase patterns and general content-related vocabulary.
Write to cite evidence from literary texts to support analysis and reflection from L1 texts and/or use phrases and short sentences that represent key ideas using formulaic patterns and general, content-based vocabulary.
Write to cite evidence from adapted literary texts to support analysis and reflection by producing simple sentences that represent multiple, related ideas with repetitive structures and key, content-based vocabulary.
Write to cite evidence from literary texts to support analysis and reflection by producing expanded and some complex sentences that represent organized ideas with a variety of grammatical structures and content-based vocabulary.
Write clearly and coherently to cite evidence from literary texts using multiple, complex sentences with a variety of grammatical structures and precise content-based vocabulary.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Learning Supports
Graphic organizer (completed)Marking the textWord/picture wallVisualsCloze sentencesL1 support
Graphic organizer (partially completed by teacher)Marking the textWord/picture wallVisualsSentence FramesL1 Support
Graphic organizer (partially completed by teacher)Marking the textTemplateWord Wall
Graphic organizer
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 21CCSS: W.6.9.bWIDAELDS: 1-5Writing
Draw evidence from informational texts to support analysis and reflection; apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
Write to cite evidence from informational texts to support analysis and reflection using a graphic organizer and marking the text.
VU: Cite evidence, argument
LFC: Referential phrases, transition wordsLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write to cite evidence from informational texts to support analysis and reflection from L1 texts and/or use single words that represent key ideas with phrase patterns and general content-related vocabulary.
Write to cite evidence from informational texts to support analysis and reflection from L1 texts and/or use phrases and short sentences that represent key ideas using formulaic patterns and general, content-based vocabulary.
Write to cite evidence from adapted informational texts to support analysis and reflection by producing simple sentences that represent multiple, related ideas with repetitive structures and key, content-based vocabulary.
Write to cite evidence from informational texts to support analysis and reflection by producing expanded and some complex sentences that represent organized ideas with a variety of grammatical structures and content-based vocabulary.
Write clearly and coherently to cite evidence from informational texts using multiple, complex sentences with a variety of grammatical structures and precise content-based vocabulary.
Learning Supports
Graphic organizer (completed)Marking the textWord/picture wallVisualsCloze sentencesL1 support
Graphic organizer (partially completed by teacher)Marking the textWord/picture wallVisualsSentence Frames
Graphic organizer (partially completed by teacher)Marking the textTemplateWord Wall
Graphic organizer
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
L1 Support
Student Learning Objective (SLO) Language Objective Language NeededSLO: 22CCSS: W.6.10.WIDAELDS: 1-5Writing
Write narratives routinely over extended time frames (time for reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Write narratives routinely for specific time frames and for various purposes, tasks and audiences using templates and word walls.
VU: Journal, task, purpose
LFC: Verb forms; declarative sentences, compound and complex sentences
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write narratives routinely to create a portfolio and make periodic journal entries in L1 and/or use single words that represent key ideas using phrase patterns and general, content-related vocabulary.
Write narratives routinely to create a portfolio and make periodic journal entries in L1 and/or use phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.
Write narratives routinely to create a portfolio and make periodic journal entries by producing simple sentences that represent multiple, related ideas with repetitive structures and key, content-based vocabulary.
Write narratives routinely to create a portfolio and make periodic journal entries by producing expanded and some complex sentences that represent organized ideas with a variety of grammatical structures and content-based vocabulary.
Write narratives routinely to create a portfolio and make periodic journal entries using multiple, complex sentences with a variety of grammatical structures and precise content-based vocabulary.
Learning Supports
TemplateWord/picture wallVisualsCloze sentencesL1 Support
TemplateWord/picture wallVisualsSentence frame s L1 Support
TemplatesWord wall/bank Sentence starters
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 23CCSS: SL.6.1WIDAELDS: 2SpeakingListening
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Participate in a variety of collaborative discussion settings using an outline and Conversation Cue cards.
VU: In my opinion, I feel that, I understand that
LFC: Compound and complex sentences
LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Participate in a variety of teacher led discussions using L1 and/or use single words that represent key ideas using phrase patterns and general content-related vocabulary.
Participate in a variety of teacher led discussions, in L1 and/or use phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.
Participate in a variety of collaborative discussion using simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.
Participate in a variety of collaborative discussion settings using expanded and some complex sentences that represent organized ideas with a variety of grammatical structures and content-based vocabulary.
Participate in a variety of collaborative discussion settings using multiple, complex sentences with a variety of grammatical structures and precise content based vocabulary.
Learning Supports
OutlineNotes in L1 & EnglishConversation Cue cards Multiple reference materials (thesaurus, English, & bilingual dictionary, translation)Pictures/Photographs
OutlineNotes in L1 & EnglishConversation Cue cards Multiple reference materials (thesaurus, English & bilingual dictionary, translation)Sentence frame s
OutlineNotes Conversation Cue cards Multiple reference materials (thesaurus, English and bilingual dictionary, translation)Word wall/bank
OutlineNotesConversation Cue cards Multiple reference materials (thesaurus, dictionary, translation)
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Word wall/bankL1 support
Pictures/PhotographsWord wall/bankL1 support
Student Learning Objective (SLO) Language Objective Language NeededSLO: 24CCSS: SL.6.1a.WIDA: 1-5SpeakingListening
Come to discussions prepared, having read or studied required material.
Share ideas based on texts studied using notes and Cue cards.
VU: According to, The text states
LFC: Declarative and interrogatory sentences; subordinate conjunctions LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Share ideas in a grade-level discussion on a previously researched topic using L1 and/or use single words that represent key ideas with phrase patterns and general, content-related vocabulary.
Share ideas in a grade-level discussion on a previously researched topic in L1 and/or use phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.
Share ideas in a grade-level discussion on a previously researched topic using simple sentences that represent multiple, related ideas with repetitive structures and key, content-based vocabulary.
Share ideas in a grade-level discussion on a previously researched topic using expanded and some complex sentences that represent organized ideas with a variety of grammatical structures and content-based vocabulary.
Share ideas in a grade-level discussion on a previously researched topic using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.
Learning Supports
Cornell notes (completed)Cue cardsTeacher modeled techniques
Cornell notes (completed)Cue cardsTeacher modeled techniquesPeer groups
Cornell note-takingCue cardsWord wallPeer groups
Cornell note-takingCue cardsPeer groups
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Peer groupsWord wallVisualsGesturesL1 support
VisualsSentence frame s L1 support
Student Learning Objective (SLO) Language Objective Language NeededSLO: 25 CCSS: SL.6.1a.WIDA: 1-5SpeakingListening
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Share ideas based on evidence from texts studied using notes and cue cards.
VU: Probe, according to, the text states
LFC: Declarative and interrogatory sentences; subordinate conjunctions
LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Share ideas in a grade-level discussion to further probe and reflect on a previously researched topic using L1 and/or use single words that represent key ideas with phrase patterns and general, content-related vocabulary.
Share ideas in a grade-level discussion to further probe and reflect on a previously researched topic in L1 and/or use phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.
Share ideas in a grade-level discussion to further probe and reflect on a previously researched topic using simple sentences that represent multiple, related ideas with repetitive structures and key, content-based vocabulary.
Share ideas in a grade-level discussion to further probe and reflect on a previously researched topic using expanded and some complex sentences that represent organized ideas with a variety of grammatical structures and content-based vocabulary.
Share ideas in a grade-level discussion to further probe and reflect on a previously researched topic using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.
Learning Supports
Cornell notes (completed)Cue cardsTeacher modeled
Cornell notes (completed)Cue cardsTeacher modeled techniques
Cornell note-takingCue cardsWord wallPeer groups
Cornell note-takingCue cardsPeer groups
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
techniques Word wallVisualsGesturesL1 support
Word wallVisualsSentence frame s L1 support
Student Learning Objective (SLO) Language Objective Language NeededSLO: 26CCSS: SL.6.lb.WIDA ELDS: 1Reading Speaking
When taking part in collaborative discussions, follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
Speak and listen to peers to create rules for collaborative discussions using a reference sheet of specific discussion rules.
VU: Goals, roles, deadlines
LFC: Verb forms; declarative sentences
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Speak and listen to peers to create guidelines, student roles and classroom goals in L1 and/or use single words that represent key ideas using phrase patterns and general content-related vocabulary.
Speak and listen to peers to create guidelines, student roles and classroom goals in L1 and/or use phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.
Speak and listen to peers to create guidelines for discussion, choose student roles and set classroom using simple sentences with repetitive structures and key, content-based vocabulary.
Speak and listen to peers to create guidelines for discussion, choose student roles and set classroom goals expanded and some complex sentences with a variety of grammatical structures and content-based vocabulary.
Speak and listen to peers to create guidelines for discussion, choose student roles and set classroom goals through negotiated agreement using multiple, complex sentences in a variety of grammatical structures and precise content-based vocabulary.
Learning Supports
Reference sheet of specific discussion rulesRole playTemplate
Reference sheet of specific discussion rulesRole playTemplate
Reference sheet of specific discussion rulesRole playTemplate
Reference sheet of specific discussion rulesRole playTemplate
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Word/picture wallL1 supportCloze sentences
Word/picture wallL1 supportSentence frame s
Word wall
Student Learning Objective (SLO) Language Objective Language NeededSLO: 27CCSS: SL.6.1c.WIDA ELDS: 2 -5Reading Speaking
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Compose and respond to questions with elaboration and detail by making comments that contribute to the discussion using sentence frames and L1 support.
VU: Elaborate, detail, 5-W wordsLFC: Asking informational and clarifying questions; expressing and supporting opinionsLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Compose and respond to questions with elaboration and detail by making comments that contribute to the discussion using L1 and/or use single words that represent key ideas using phrase patterns and general, content-related vocabulary.
Compose and respond to questions with elaboration and detail by making comments that contribute to the discussion in L1 and/or use phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.
Compose and respond to questions by making comments that contribute to the discussion using simple sentences that represent multiple, related ideas with repetitive structures and key, content-based vocabulary.
Compose and respond to questions with elaboration and detail by making comments that contribute to the discussion, by producing expanded and some complex sentences that represent organized ideas with a variety of grammatical structures and content-based vocabulary.
Compose and respond to questions with elaboration and detail by making comments that contribute to the discussion using multiple, complex sentences with a variety of grammatical structures and precise content-based vocabulary.
Learning Supports
Sentence frame s Word wall
Sentence frame s Word wall
Sentence startersWord wall
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Visuals/GesturesL1 supportChoice questions
VisualsL1 supportWh-questions
Student Learning Objective (SLO) Language Objective Language NeededSLO: 28CCSS: SL.6.1.d.WIDA ELDS: 1-5Reading Speaking
When participating in collaborative discussions, review the key ideas expressed.
Participate in collaborative discussion and review key ideas expressed using a graphic organizer and notes
VU: Reflect, paraphrase
LFC: Retelling, present/past tense verbs, comparing
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Participate in collaborative discussion and review key ideas expressed in L1 and/or listen to discussion to gain understanding using L1 and/or use single words that represent key ideas using phrase patterns and general content-related vocabulary.
Participate in collaborative discussion and review key ideas expressed in L1 and/or use phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.
Participate in collaborative discussion and review key ideas expressed by producing simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.
Participate in collaborative discussion and review key ideas expressed by producing expanded and some complex sentences that represent organized ideas with a variety of grammatical structures and content-based vocabulary.
Participate in collaborative discussion and review key ideas expressed using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.
Learning Graphic organizer Graphic organizer Graphic organizer Graphic organizer
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Supports Notes in English and L1Word/picture wallL1 supportChoice questions
Notes in English and L1Word/picture wallL1 supportSentence frame s
NotesWord wall
Student Learning Objective (SLO) Language Objective Language NeededSLO: 29CCSS: SL.6.1d.WIDA: 1-5Reading Speaking
When participating in collaborative discussions, review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Paraphrase and reflect on multiple perspectives during a discussion using a graphic organizer and notes.
VU: Reflect, paraphrase
LFC: Retelling, present/past tense verbs, comparing
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Paraphrase and reflect on multiple perspectives during a discussion in L1 and/or listen to discussion to gain understanding using L1 and/or use single words that represent key ideas using phrase patterns and general content-related vocabulary.
Paraphrase and reflect on multiple perspectives during a discussion in L1 and/or use phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.
Paraphrase and reflect on multiple perspectives during a discussion producing simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.
Paraphrase and reflect on multiple perspectives during a discussion by producing expanded and some complex sentences that represent organized ideas with a variety of grammatical structures and content-based vocabulary.
Paraphrase and reflect on multiple perspectives during a discussion using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Learning Supports
Graphic organizerNotes in English and L1Word/picture wallL1 supportChoice questions
Graphic organizerNotes in English and L1Word/picture wallL1 supportSentence frame s
Graphic organizerNotesWord wall
Graphic organizer
Student Learning Objective (SLO) Language Objective Language NeededSLO: 30CCSS: SL.6.2WIDA: 1-5 SpeakingListening
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Listen to information and explain how it contributes to a topic using notes and an outline.
VU: Interpret, explainLFC: Present and past tense verbs, dependent and independent clauses LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Listen to presentation of grade-level information and explain how it contributes to a topic using L1 and/or using single words that represent key ideas using phrase patterns and general, content-related vocabulary.
Listen to presentation of grade level information and explain how it contributes to a topic in L1 and/or use phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.
Listen to presentation of adapted grade level information and explain how it contributes to a topic producing simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.
Listen to presentation of grade level information and explain how it contributes to a topic by producing expanded and some complex sentences that represent organized ideas with a variety of grammatical structures and content-based
Listen to presentation of grade level information and explain how it contributes to a topic using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
vocabulary.Learning Supports
Outline (completed)NotesWord/picture bank L1 support Cloze sentencesPictures/Visuals
Outline (partially completed)NotesWord/picture bank L1 support Sentence frame s Pictures/Visuals
Outline (partially completed)NotesWord bank
OutlineNotes
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 31CCSS:SL.6.6; L.6.3aWIDA: 2-5Reading SpeakingListeningWriting
Demonstrate a command of formal English and its conventions when writing, speaking, reading, or listening; vary sentence patterns for meaning.
Demonstrate a command of formal English and its conventions when writing, speaking, reading, or listening according to English language proficiency level with appropriate supports.
VU: Formal vs. informal English
LFC: Varies by ELP level
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Demonstrate a command of formal English and its conventions by producing or processing single words that represent key ideas using phrase patterns and general content-related vocabulary.
Demonstrate a command of formal English and its conventions by producing or processing phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.
Demonstrate a command of formal English and its conventions by producing or processing simple sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.
Demonstrate a command of formal English and its conventions by producing or processing expanded and some complex sentences that represent organized ideas with a variety of grammatical structures and content-based vocabulary.
Demonstrate a command of formal English and its conventions by producing or processing multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.
Learning Supports
Reference materials (print & digital, bilingual & English)Word/picture wallL1 supportCloze sentencesGestures
Reference materials (print & digital, bilingual & English)Word/picture wallL1 supportSentence frame s
Reference materials (print & digital, bilingual & English)Word wallTemplate
Reference materials (print & digital, bilingual & English)
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Pictures/Visuals Pictures/Visuals
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 32CCSS: L.6.1.aWIDA ELDS: 2-5WritingSpeaking
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; ensure that pronouns are in the proper case (subjective, objective, possessive).
Speak and write with pronouns in the proper case and gender using teacher modeling and referent Chart.
VU: Pronouns (subjective, objective, possessive)
LFC: Sentences with pronouns and referents
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Speak and write with high frequency pronouns in the proper case and gender with key content-based, leveled vocabulary.
Speak and write with common pronouns in the proper case and gender with key content-based, leveled vocabulary and short sentence structures.
Speak and write with pronouns in the proper case and gender with key content based, grades 5-6 level vocabulary and simple sentence structures.
Speak and write with pronouns in the proper case and gender with content based, grades 5-6 level vocabulary and language structures.
Speak and write with pronouns in the proper case and gender with content based, grade level vocabulary and language structures.
Learning Supports
Reference materials (print and digital, bilingual and English)Teacher created referent ChartPicturesL1 supportWord/picture wallCloze sentences
Reference materials (print and digital, bilingual and English)Teacher created referent ChartPicturesL1 supportWord/picture wallSentence frame s
Reference materials (print and digital, bilingual and English)Teacher created referent ChartWord wall
Reference materials (print and digital)Teacher created referent Chart
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 33CCSS: L.6.1b.WIDA ELDS: 2-5WritingSpeaking
Use intensive pronouns (e.g., myself, ourselves) to demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate correct use of intensive pronouns using pronoun Chart and Visuals.
VU: Intensive pronouns
LFC: Describing people and actions
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Use high frequency intensive pronouns (myself, himself) when writing or speaking with key, content-based, leveled vocabulary.
Use common intensive pronouns when writing or speaking with key content-based, leveled vocabulary and short sentences.
Use intensive pronouns when writing or speaking with key content-based, grade 5-6 level vocabulary and simple sentence structure.
Use intensive pronouns when writing or speaking with content-based, grade 5-6 level vocabulary and language structures.
Use intensive pronouns when writing or speaking with content-based, grade-level vocabulary and language structures.
Learning Supports
Pronoun ChartWord/picture wallCloze sentencesPicturesL1 support
Pronoun ChartWord/picture wallSentence frame s PicturesL1 support
Pronoun ChartWord wall
Pronoun Chart
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 34CCSS: L.6.2a.WIDA ELDS: 2-5Writing
Demonstrate command of the conventions of standard English capitalization, punctuation, when writing; use punctuation (commas, parentheses, dashes) to set offnonrestrictive/ parenthetical elements.
Write using the proper capitalization and punctuation conventions of standard English using teacher created mechanics Chart and checklist.
Note: Capitalization rules and punctuation marks differ across languages. This is an opportunity to compare and contrast usage.
VU: Punctuation marks, capitalization
LFC: Sentence structure
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Write using the proper capitalization and punctuation conventions of standard English with high frequency content-based, leveled vocabulary and short sentences.
Write using the proper capitalization and punctuation conventions of standard English with key, content-based, leveled vocabulary and short sentences.
Write using the proper capitalization and punctuation conventions of standard English with key, content-based, grade 5-6 level vocabulary and simple sentence structure.
Write using the proper capitalization and punctuation conventions of standard English with content-based, grade 5-6 level vocabulary and language structures.
Write using the proper capitalization and punctuation conventions of standard English with content-based, grade-level vocabulary and language structures.
Learning Supports
Reference materials (print and digital, bilingual and digital)Teacher created mechanics ChartTeacher created checklistL1 support/comparison
Reference materials (print and digital, bilingual and digital)Teacher created mechanics ChartTeacher created checklistL1 support/comparison
Reference materials (print and digital, bilingual and digital)Teacher created mechanics ChartTeacher created checklist
Reference materials (print and digital)Teacher created mechanics ChartTeacher created checklist
Reference materials (print and digital)
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 35CCSS: L.6.2b.WIDA: 2-5Writing
Demonstrate command of the conventions of standard English to spell correctly.
Demonstrate accurate spelling through using a dictionary and Spellcheck for support.
VU: Spelling conventions
LFC: Apply conventional spelling rules
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Demonstrate command of English spelling conventions for high frequency words.
Demonstrate command of English spelling conventions for key, common, grade 5-6 reading and content-related vocabulary.
Demonstrate command of English spelling conventions for key, grade 5-6 reading and content-based vocabulary.
Demonstrate command of English spelling conventions for grade 5-6 reading and content-based vocabulary.
Demonstrate command of English spelling conventions for reading and content-based, grade-level vocabulary.
Learning Supports
Reference materials (print and digital; bilingual and English)Word wallPicture dictionaryPersonal dictionaryL1 support
Reference materials (print and digital; bilingual and English)Word wallPicture dictionaryPersonal dictionaryL1 support
Reference materials (print and digital; bilingual and English)Word wall
Reference materials (print and digital)Word wall
Reference materials (print and digital)
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 36CCSS: L.6.3a.WIDA ELDS: 2-5WritingSpeaking
Vary sentence patterns for meaning when writing, speaking, reading, or listening.
Vary sentence patterns for meaning when writing, speaking, reading, or listening using a dictionary for support.
VU: Spelling conventions
LFC: Apply conventional spelling rules
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Vary sentence patterns for meaning when writing, speaking using single words that represent key ideas using phrase patterns and general, content-related vocabulary.
Vary sentence patterns for meaning when speaking and writing using phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.
Vary sentence patterns for meaning when speaking and writing using simple sentences that represent multiple, related ideas with repetitive structures and key, content-based vocabulary.
Vary sentence patterns for meaning when speaking and writing using expanded and some complex sentences with a variety of grammatical structures and content-based vocabulary.
Vary sentence patterns for meaning when speaking and writing using multiple, complex sentences with a variety of grammatical structures using precise, content-based vocabulary.
Learning Supports
Reference materials (print and digital; bilingual and English)Word wallPicture dictionaryPersonal dictionaryL1 support
Reference materials (print and digital; bilingual and English)Word wallPicture dictionaryPersonal dictionaryL1 support
Reference materials (print and digital; bilingual and English)Word wall
Reference materials (print and digital)Word wall
Reference materials (print and digital)
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.
ELA – Grade 6 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 37CCSS: L.6.4WIDA: 2Reading Speaking
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Read to determine the meaning of unknown and multiple meaning words and phrases through context clues using a reference Chart, listing strategies words, and using specialized reference material (e.g. dictionaries, glossaries, thesauruses and online support).
VU: Suffixes, prefixes, root words, synonyms, antonyms, multiple meaningLFC: Nouns, verbs, adjectives, adverbs, phraseLC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Read to determine the meaning of unknown and multiple meaning words and phrases through context clues with high frequency, content-based, leveled vocabulary.
Read to determine the meaning of unknown and multiple meaning words and phrases through context clues with key content-based, leveled vocabulary and short sentences.
Read to determine the meaning of unknown and multiple meaning words and phrases through context clues with key content-based, grade-level vocabulary and simple sentence structure.
Read to determine the meaning of unknown and multiple meaning words and phrases through context clues with content-based, grade 5-6 level vocabulary and language structures.
Read to determine the meaning of unknown and multiple meaning words and phrases through context clues with content-based, grade-level vocabulary and language structures.
Learning Supports
Reference materials (print and digital; bilingual and English)Word wallPicture dictionaryPersonal dictionaryL1 support
Reference materials (print and digital; bilingual and English)Word wallPicture dictionaryPersonal dictionaryL1 support
Reference materials (print and digital; bilingual and English)Word wall
Reference materials (print and digital)Word wall
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.