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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 1 CCSS: RL.11.1 WIDA: 2-5 Reading Speaking

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

Read to cite and distinguish explicit, inferential and

uncertain evidence using adapted text, T-Charts and L1

support.

VU: Literary evidence, infer, uncertain; content-based, grade-level vocabulary

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

LC: Varies by ELP level

Language Objectives

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

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

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

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

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

Learning Supports

T-Charts L1 support Partner work Word and Phrase Citations

T-Charts Phrase and Sentence Citations L1 support Partner work

T-Charts Word Bank

T-Charts

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 2 CCSS: RL. 11.2 WIDA: 2-5 Reading Speaking

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

Read to determine and summarize how themes develop

to produce a complex account using adapted text,

Cornell Notes, visual representations, and L1 support.

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

LFC: Subject-verb agreement, clauses

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Cornell Notes (partially complete) Word/Picture Bank Word and Phrase Strips Visuals L1 text and/or Support Cloze sentences

Cornell Notes (partially complete) Word/Picture Bank Phrase and Sentence Strips Visuals L1 text and/or Support Sentence Frame

Cornell Notes Word Bank

Cornell Notes

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 3 CCSS: RL.11.2 WIDA: 2 Reading Speaking

Provide an objective summary of the text. Read and objectively summarize the text using adapted

text, Cornell note-taking sheet, visual representations,

and L1 support.

VU: Interact, complex, build on, central idea

LFC: Subject-verb agreement, clauses

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Cornell Notes ( partially complete) Word/Picture Bank Word and Phrase Strips Visuals L1 text and/or Support Cloze sentences

Cornell Notes (partially complete) Word/Picture Bank Phrase and Sentence Strips Visuals L1 text and/or Support Sentence Frame

Cornell Notes Word Bank

Cornell Notes

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 4 CCSS: RL.11.3 WIDA: 2-5 Reading Speaking

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

Read and analyze the impact of the author’s choices on

the development of a drama using Cause and Effect

Graphic Organizers, adapted text, and L1 support

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

LFC: Complex sentences, conditional clauses

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Cause/effect Graphic Organizers (partial) Word/Picture Bank Phrase bank L1 text and/or Support

Cause/effect Graphic Organizers (partial) Word/Picture Bank Phrase bank L1 text and/or Support

Cause/effect Graphic Organizers Word Bank

Cause/effect Graphic Organizers

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 5 CCSS: RL.11.4 WIDA 2-5 Reading Speaking

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

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

VU: Similes, metaphors, hyperboles; content-based, grade-level vocabulary

LFC: Sentence s with figurative language

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Online support Figurative Language Chart L1 support Word citations Visuals

Online support Figurative Language Chart L1 support Word and Phrase Citations Visuals

Online support Figurative Language Chart

Online support Figurative Language Chart

Online support (dictionaries, Visuals, figurative language)

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 6 CCSS: RL.11.4 WIDA EDLS: 2-5 Reading Speaking

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

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

VU: Similes, metaphors, hyperboles; content-based, grade-level vocabulary

LFC: Sentences with figurative language

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Online support Figurative Language Chart L1 support Word citations Visuals

Online support Figurative Language Chart L1 support Word and Phrase Citations Visuals

Online support Figurative Language Chart

Online support Figurative Language Chart

Online support (dictionaries, Visuals, figurative language)

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 7 CCSS: W.11.5 WIDA ELDS: 2 Writing

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

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

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

LFC: Specific to writing task

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports Checklist for editing Word/Picture Bank Cloze sentences Visuals L1 support

Checklist for editing Word/Picture Bank Sentence Frame Visuals L1 support

Checklist for editing Sentence Starter Technology and Technological Resources

Checklist for editing

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 8 CCSS: RL.11.6 WIDA EDLS: 2-5 Reading Speaking

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

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

VU: Satire, sarcasm, irony, understatement, implicit and explicit meanings; content-based, grade-level vocabulary

LFC: Sentences with subordinate clauses in compound, complex sentences

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Reference Sheet(L1) Video Clips and Films Dramatization with Props Teacher Modeling L1 support

Reference Sheet (L1) Video Clips and Films Dramatization with Props Teacher Modeling L1 support

Reference Sheet Video Clips and Films Dramatization with Props

Reference Sheet Video Clips and Films

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

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 9 CCSS: RL.11.7 WIDA EDLS: 2-5 Reading Speaking

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

Compare and contrast multiple interpretations of a

literary work using a Graphic Organizers (i.e. 3 rings Venn

Diagram), L1 support and/or adapted text.

VU: Comparison, contrast; content-based, grade-level vocabulary

LFC: Complex sentences, compound verb tenses

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Venn Diagram Recorded or Live Production Cloze sentences L1 text and/or support Word/Picture Bank

Venn Diagram Recorded or Live Production Sentence Frame L1 text and/or support Word/Picture Bank

Venn Diagram Recorded or Live Production Word Bank

Venn Diagram Recorded or Live Production

Venn Diagram Recorded or Live Production

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 10 CCSS: RL.11.10 WIDA ELDS: 2-5 Reading Speaking

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

Read to comprehend a variety of literature in the grade 9-

11 text complexity band using Graphic Organizers, L1

support and online resources.

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

LFC: Specific to text

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

Read to comprehend a variety of adapted literature.

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

Read to comprehend a variety of grade-level literature.

Learning Supports

Online resources Graphic Organizerss Word/picture bank L1 support Cloze sentences

Online resources Graphic Organizerss Word/picture bank L1 support Sentence Frame

Online resources Graphic Organizerss Word Bank Template

Online resources Graphic Organizerss

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 11 CCSS: W.11.3 WIDA ELDS: 1-5 Writing

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

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

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

LFC: Descriptive adjectives, descriptive verbs, descriptive adverbs

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Multiple reference materials Shared Writing Template Cloze sentences L1 support

Visuals

Multiple reference materials Shared Writing Template Sentence Frame L1 support

Visuals

Multiple reference materials Shared Writing Template

Multiple reference materials (thesaurus, dictionary, online support)

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 12 CCSS: W.11.3.a WIDA ELDS: 2-5 Writing

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

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

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

LFC: Quotation marks, dialogue tags, pronouns, adverbs of time, prepositional phrases

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Story Map (partially completed) Charts/Posters Cloze Sentences Word/Picture Bank Visuals Native Language Support

Story Map (partially completed) Charts/Posters Sentence Frame Word/Picture Bank Visuals Native Language Support

Story Map Word/Picture Bank Charts/Posters

Story Map

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 13 CCSS: W.11.3.a WIDA ELDS: 1-5 Writing

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

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

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

LFC: Pronouns, adverbs of time, prepositional phrases

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Story Map (partially completed) Timeline Charts/Posters Cloze Sentences Word/Picture Bank Visuals Native Language Support

Story Map (partially completed) Timeline Charts/Posters Sentence Frame Word/Picture Bank Visuals Native Language Support

Story Map Timeline Word/Picture Bank Charts/Posters

Story Map Timeline

Story Map

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 14 CCSS: W.11.3.b WIDA ELDS: 2 – 5 Writing

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

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

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

LFC: Various verb forms, descriptive verbs

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Literary Techniques Reference Sheet Story Map (partially completed) Charts/Posters Cloze Sentences Word/Picture Bank Visuals Native Language Support

Literary Techniques Reference Sheet Story Map (partially completed) Charts/Posters Sentence Frame Word/Picture Bank Visuals Native Language Support

Literary Techniques Reference Sheet Reference Sheet Charts/Posters

Literary Techniques Reference Sheet

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 15 CCSS: W.11.3.c WIDA ELDS: 2 – 5 Writing

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

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

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

LFC: Sentences containing transitional phrases

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Timeline Word Bank of Transitional Phrases Cloze Sentences Word/Picture Bank Visuals Native Language Support

Timeline Word Bank of Transitional Phrases Sentence Frame Word/Picture Bank Visuals Native Language Support

Timeline Word Bank of Transitional Phrases Sentence Starter

Timeline Word Bank of Transitional Phrases

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 16 CCSS: W.11.3.d WIDA ELDS: 2-5 Writing

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

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

VU: Sensory details, vivid; content-based, grade-level vocabulary

LFC: Descriptive adjectives, descriptive verbs, descriptive adverbs, varied dialogue tags

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Reference Sheet Word/picture Bank Cloze Sentences Visuals Native Language Support

Reference Sheet Word/picture Bank Sentence Frame Visuals Native Language Support

Reference Sheet Word Bank Sentence Starter

Reference Sheet Word Bank

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 17 CCSS: W.11.3.e WIDA ELDS: 2 – 5 Writing Speaking

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

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

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

LFC: Specific to writing task

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Shared Writing Cloze sentences Word/Picture Bank Visuals L1 support

Shared Writing Sentence Frame Word/Picture Bank Visuals L1 support

Shared Writing Sentence Starter Word Bank Technology and Technological Resources

Shared Writing

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 18 CCSS: W.11.4 WIDA ELDS: 2-5 Writing

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

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

VU: Author’s purpose, audience, writing tasks (e.g., narrative, persuasive, research etc)

LFC: Language conventions and forms will vary depending on selected writing task

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Graphic Organizers – partially completed by teacher (appropriate to task) Visuals L1 support Online resources Cloze sentences Word Bank

Graphic Organizers – partially completed by teacher (appropriate to task) Visuals L1 support Online resources Sentence Frame Word Bank

Graphic Organizers (appropriate to task) Word Bank Online resources

Graphic Organizers (appropriate to task) Online resources

Online resources

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 19 CCSS: W.11.5 WIDA ELDS: 2 – 5 Reading Writing

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

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

VU: Plan, revise, edit, purpose, audience

LFC: Specific to writing task

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Purpose and Audience Planning Chart (partially completed) Checklist for editing Word/Picture Bank Cloze sentences Visuals L1 support

Purpose and Audience Planning Chart (partially completed) Checklist for editing Word/Picture Bank Sentence Frame Visuals L1 support

Purpose and Audience Planning Chart Checklist for editing Sentence Starter Technology and Technological Resources

Purpose and Audience Planning Chart Checklist for editing

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 20 CCSS: W.11.6 WIDA ELDS: 2 – 5 Writing Reading

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

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

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

LFC: Specific to writing task

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Checklist for publishing Phrase bank Peer/Teacher Editing Word/Picture Bank L1 support

Checklist for publishing Sentence Frame Peer/Teacher Editing Word/Picture Bank L1 support

Checklist for publishing Sentence Starter Peer Editing Word Bank

Checklist for publishing Peer Editing

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 21 CCSS: W.11.7 WIDA ELDS: 2 – 5 Writing Speaking

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

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

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

LFC: Specific to writing task

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Template Cloze Sentences Online Resources Word/Picture Bank Partner Work Native Language Support

Template Sentence Frame Online Resources Partner Work Word/picture Bank Native Language Support

Template Cloze Sentences Online Resources Partner Work Word Bank

Template Online Resources

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 22 CCSS: W.11.9.a WIDA ELDS: 2, 4-5 Writing Reading

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

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

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

LFC: Specific to writing task

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Graphic Organizers Peer/Teacher Support Word/Picture Bank L1 support Marking the Text

Graphic Organizers Sentence Frame Peer/Teacher Support Word/Picture Bank L1 support Marking the Text

Graphic Organizers Word Bank Marking the Text

Graphic Organizers Marking the Text

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 23 CCSS: W.11.10 WIDA ELDS: 2 – 5 Writing Speaking

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

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

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

LFC: Specific to writing task

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Purpose and Audience Planning Chart Essay Templates Partner Work Sentence Frame Word/picture Bank Visuals L1 Support

Purpose and Audience Planning Chart Essay Templates Partner Work Sentence Frame Word/picture Bank L1 Support Visuals

Purpose and Audience Planning Chart Essay Templates Partner work Work

Purpose and Audience Planning Chart Essay Templates

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 24 CCSS: SL.11.1 WIDA ELDS: 2 – 5 Reading Writing

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

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

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

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

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Graphic Organizers Word/Picture Bank Notes in L1 and English Cloze sentences L1 support

Graphic Organizers Word/Picture Bank Notes in L1 and English Sentence Frame L1 support

Graphic Organizers Word Bank Notes

Graphic Organizers

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 25 CCSS: SL.11.1.a WIDA ELDS: 2 – 5 Reading Speaking Writing

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

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

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

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

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Cornell Notes Template Cue Cards Word/Picture Bank Cloze sentences L1 support

Cornell Notes Template Cue Cards Word/Picture Bank Sentence Frame L1 support

Cornell Notes Template Cue Cards Word Bank

Cornell Notes

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 26 CCSS: SL.11.1.a WIDA ELDS: 2 – 5 Reading Writing Speaking Listening

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

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

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

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

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Graphic Organizers Cue Cards Notes in L1 & English Word/Picture Bank Cloze sentences L1 support

Graphic Organizers Cue Cards Notes in L1 & English Word/Picture Bank Sentence Frame L1 support

Graphic Organizers Cue Cards Notes Word Bank

Graphic Organizers Notes

Notes

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 27 CCSS: SL.11.1.b WIDA ELDS: 1 Speaking Listening

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

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

VU: Rules, directions, checklist, speaking rubric; content-based, grade-level vocabulary

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

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Reference Sheet of specific rules Note Cards Word/Picture Wall Visuals Gestures L1 support

Reference Sheet of specific rules Note Cards Word/Picture Wall Visuals L1 support

Reference Sheet of specific rules Note Cards

Reference Sheet of specific rules

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 28 CCSS: SL.11.1.c WIDA ELDS: 1-5 Reading Speaking Listening

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

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

VU: Refer, stimulate, probe, specific to topic

LFC: Declarative sentences, interrogatives, specific to topic

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Graphic Organizers Question Stem Bank Partner work Word/Picture Bank Cloze sentences L1 support

Graphic Organizers Question Stem Bank Partner work Word/Picture Bank Sentence Frame L1 support

Graphic Organizers Question Stem Bank Partner work Word Bank

Graphic Organizers Partner work

Partner work

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 29 CCSS: SL.11.1.d WIDA ELDS: 1-5 Reading Speaking Listening

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

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

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

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

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Graphic Organizers Word/Picture Bank Cloze sentences L1 support

Graphic Organizers Word/Picture Bank Sentence Frame L1 support

Graphic Organizers Word Bank

Graphic Organizers

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 30 CCSS: SL.11.2 WIDA ELDS: WIDA 1-5 Reading Speaking Listening

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

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

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

LFC: Declarative sentences, interrogatives, specific to topic

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Speak and listen to develop an understanding of integrating multiple sources of information as a means of making informed decision and solving problems by using L1 and/or use selected single words in key phrase patterns.

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

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

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

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

Learning Supports

Graphic Organizers Word/Picture Bank Cloze sentences L1 support Partner work

Graphic Organizers Word/Picture Bank Sentence Frame L1 support Partner work

Graphic Organizers Word Bank Partner work

Graphic Organizers Partner work

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 31 CCSS: SL.11.3 WIDA ELDS: WIDA 1-5 Reading Speaking Listening

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

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

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

LFC: Past and present tenses, imperative, modals, indirect/direct object, subject/verb agreement, pronouns, retelling, relating,

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Speak and listen to develop an understanding of assessing strengths and limitations of a speaker’s point of view, reasoning and use of evidence and rhetoric in L1 and/or use selected single words in key phrase patterns.

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

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

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

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

Learning Supports

Graphic Organizers Partner work Word/Picture Bank Cloze sentences L1 support

Graphic Organizers Partner work Word/Picture Bank Sentence Frame L1 support

Graphic Organizers Partner work Word Bank

Graphic Organizers Partner work

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 32 CCSS: SL.11.4 WIDA ELDS: 1-5 Reading Speaking Listening

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

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

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

LFC: Past and present tenses, imperative, modals, indirect/direct object, subject/verb agreement, pronouns, usage of quotes,

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

PowerPoint Note Cards Cloze sentences Visuals Props Word/Picture Bank L1 support

PowerPoint Note Cards Sentence Frame Visuals Props Word/Picture Bank L1 support

PowerPoint Note Cards Word Bank Props Sentence Starter

PowerPoint Note Cards Props

PowerPoint Props

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 33 SL.11.5 CCSS: WIDA ELDS: 2-5 Speaking Listening

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

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

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

LCF: Past and present tenses, modals, subject/verb agreement

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Technology and Technological Resources Notes in L1 & English Props Word/Picture Bank Cloze sentences L1 support

Technology and Technological Resources Notes in L1 & English Props Word/Picture Bank Sentence Frame L1 support

Technology and Technological Resources Notes Props Word Bank

Technology and Technological Resources Notes Props

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 34 CCSS: SL.11.6 WIDA ELDS: 2-5 Speaking

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

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

VU: Transitional words, formal and informal language, idioms

LFC: Past and present tenses, subject/verb agreement

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Speaking rubric Word/Picture Bank (Phrase) Props/Realia L1 support Cloze sentences

Speaking rubric Word/Picture Bank (Phrase) Props/Realia L1 support Sentence Frame

Speaking rubric Props/Realia Word Bank

Speaking rubric specific to task

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 35 CCSS: L.11.1.a WIDA ELDS: 2-5 Speaking Writing

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

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

VU: General, specific and technical language pertaining to grammar

LFC: Sentence structure, modals, all verb tenses, grammar and syntax specific to purpose

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Multiple resources (i.e., dictionaries, grammar Reference Sheets) Cloze activity L1 support Teacher Modeling

Multiple resources (i.e., dictionaries, grammar Reference Sheets) Sentence Starter/frames L1 support Teacher Modeling

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

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

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 36 CCSS: L.11.1.b WIDA ELDS: 2-5 Reading Speaking Writing

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

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

VU: General, specific and technical language pertaining to grammar

LFC: Sentence structure, modals, all verb tenses, grammar and syntax specific to purpose

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Multiple resources (i.e., dictionaries, grammar Reference Sheets) Cloze activity L1 support Teacher Modeling

Multiple resources (i.e., dictionaries, grammar Reference Sheets) Sentence Starter/frames L1 support Teacher Modeling

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

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

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 37 L.11.2; L.11.2.a CCSS: WIDA ELDS: 2-5 Writing Reading

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

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

VU: Capitalization, punctuation and spelling

LFC: Sentence structure, capitalization, punctuation

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Word/Picture Bank (Phrase) Cloze sentences Word Processing Program Multiple resources L1 support

Word/Picture Bank (Phrase) Sentence Starter/Frames Word Processing Program Multiple resources L1 support

Multiple resources Word Processing Program Word Bank

Multiple resources Word Processing Program

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 38 CCSS: L.11.2.b WIDA ELDS: 2 – 5 Reading Writing

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

VU: Capitalization, punctuation and spelling

LFC: Sentence structure, capitalization, punctuation

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Word/Picture Bank (Phrase) Cloze sentences Word Processing Program Multiple Resources L1 support

Word/Picture Bank (Phrase) Sentence Starter/Frames Word Processing Program Multiple Resources L1 support

Multiple Resources Word Processing Program Word Bank

Multiple Resources Word Processing Program

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 39 L.11.3 CCSS: WIDA ELDS: 2 – 5 Reading Writing Listening Speaking

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

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

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

LFC: Sentences with various applications of syntax

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Identify how syntax impacts meaning, tone and style in simple phrases and oral discourse. Apply knowledge of syntax when speaking and writing simple sentences.

Identify how syntax impacts meaning, tone and style in simple text and oral discourse. Apply knowledge of syntax when speaking and writing sentence patterns.

Explain how syntax impacts meaning, tone and style in text and oral lectures or discourse. Apply knowledge of syntax when speaking and writing simple, related sentences.

Explain how syntax impacts meaning, tone and style in text and oral lectures or discourse. Apply knowledge of syntax when speaking and writing expanded and some complex sentences.

Explain how syntax impacts meaning, tone and style in text and oral lectures or discourse. Apply knowledge of syntax when speaking and writing at the level of multiple, complex sentences.

Learning Supports

Multiple Resources Word/Picture Bank Reference Sheet L1 support Cloze activities Teacher Support

Multiple Resources Word/Picture Bank Reference Sheet L1 support Sentence Starter/Frames Teacher Support

Multiple Resources Word Banks Reference Sheet

Multiple Resources

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 40 CCSS: L.11.3.a WIDA ELDS: 2 – 5 Reading Speaking

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

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

VU: Syntax

LFC: Sentences with various applications of syntax

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Multiple Resources (print and digital, bilingual) Word/Picture Bank Reference Sheet L1 support Cloze activities Teacher Support

Multiple Resources (print and digital, bilingual) Word/Picture Bank Reference Sheet L1 support Sentence Frame Teacher Support

Multiple Resources (print and digital)

Word Banks Reference Sheets

Multiple Resources (print and digital)

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 41 CCSS: L.11.4 WIDA ELDS: 2 – 5 Reading and listening

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

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

VU: Multiple-meaning words, phrases, strategies

LFC: Varies by task

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Cognates Bilingual Dictionary Reference Sheet for Context Clues Partner Work Visuals L1 support

Cognates Bilingual Dictionary Reference Sheet for Context Clues Partner Work Visuals

Cognates Bilingual Dictionary Reference Sheet for Context Clues Partner Work

Cognates Bilingual Dictionary Reference Sheet for Context Clues

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 42 CCSS: L.11.4.a WIDA ELDS: 2 – 5 Reading Speaking

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

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

VU: Multiple meaning words, academic word list

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

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Use context clues and morphology in order to comprehend unfamiliar, high-frequency vocabulary within a leveled text.

Use context clues and morphology in order to comprehend unfamiliar, general content vocabulary within a leveled text.

Use context clues and morphology in order to comprehend unfamiliar, content-related vocabulary within an adapted text.

Use context clues and morphology in order to comprehend unfamiliar, vocabulary in a text within the grade-level band.

Use context clues and morphology in order to comprehend unfamiliar vocabulary within a grade-level text.

Learning Supports

Reference Sheet on context clues Word families poster Multiple Resources (print and digital, bilingual) L1 support Cognates

Reference Sheet on context clues Word families poster Multiple Resources (print and digital, bilingual) L1 support Cognates

Reference Sheet on context clues Word families poster Multiple Resources (print and digital, bilingual) Cognates

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

Reference Sheet on context clues

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 43 CCSS: L.11.4.b WIDA ELDS: 2 – 5 Reading Writing Speaking

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

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

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

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

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Use morphology to comprehend unfamiliar, high-frequency vocabulary within a leveled text.

Use morphology to comprehend unfamiliar, selected vocabulary within a leveled text.

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

Use morphology to comprehend unfamiliar vocabulary in text within grade-level band.

Use morphology to comprehend unfamiliar grade level vocabulary.

Learning Supports

Reference Sheet on context clues Word Families Poster Multiple Resources (print and digital, bilingual) L1 support

Reference Sheet on context clues Word Families Poster Multiple Resources (print and digital, bilingual) L1 support

Reference Sheet on context clues Word Families Poster Multiple Resources (print and digital, bilingual)

Reference Sheet on context clues Multiple Resources (print and digital)

Multiple Resources (print and digital)

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 44 CCSS: L.11.4.c.d WIDA ELDS: 2-5 Reading Speaking Writing Listening

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

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

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

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

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Reference Materials (dictionaries and thesauruses, bilingual) L1 support Cognates Visuals

Reference Materials (dictionaries and thesauruses, bilingual) L1 support Cognates Visuals

Reference Materials (dictionaries and thesauruses, bilingual)

Reference Materials (dictionaries and thesauruses)

Reference Materials (dictionaries and thesaurus)

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 45 CCSS: L.11.5.a WIDA ELDS: 2 – 5 Reading

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

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

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

LFC: Sentences with figurative language and words with similar denotations

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Reference Materials (dictionaries and thesauruses, bilingual) Figures of speech Reference Sheet Paint Strips/Shades of Meaning L1 support/Cognates Visuals

Reference Materials (dictionaries and thesauruses, bilingual) Figures of speech Reference Sheet Paint Strips/Shades of Meaning L1 support/Cognates Visuals

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

Reference Materials (dictionaries and thesauruses)

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 46 CCSS: L.11.5.b WIDA ELDS: 2,3,4,5 Reading Speaking

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

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

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

LFC: Sentences with figurative language and words with similar denotations

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Reference Materials (dictionaries and thesauruses, bilingual) Figures of speech Reference Sheet Paint Strips/Shades of Meaning L1 support/Cognates Visuals

Reference Materials (dictionaries and thesauruses, bilingual) Figures of speech Reference Sheet Paint Strips/Shades of Meaning L1 support/Cognates Visuals

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

Reference Materials (dictionaries and thesauruses)

Reference Materials (dictionaries and thesaurus)

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

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

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 47 CCSS: L.11.6 WIDA ELDS: 2,3,4,5 Reading Speaking

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.

Read and listen in order to speak and write with grade-level general, academic and domain-specific words using multiple resources (i.e., thesaurus, dictionaries).

VU: General, academic and domain specific words

LFC: Sentence structure at ELP level

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

Multiple Resources

(print and digital, thesaurus, dictionaries: bilingual, picture) L1 Support/Cognates Visuals Cloze sentences Word/phrase cards

Multiple Resources (print and digital, thesaurus, dictionaries: bilingual, picture) Sentence Starter/frames L1 Support/Cognates Visuals

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

Multiple Resources (print and digital, thesaurus, dictionaries)

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

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

Student Learning Objective (SLO) Language Objective Language Needed

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

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

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

VU: Content-based, grade-level vocabulary

LFC: Sentence structure at ELP level

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

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

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

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

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

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

Learning Supports

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

Multiple Resources (print and digital, thesaurus, dictionaries: bilingual, picture) L1 support Cognates Visuals

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

Multiple Resources (print and digital, thesaurus, dictionaries)