tboe approved 8/26/2013 page 1consonant blends and long and short vowel sounds. students should also...

TBOE Approved 8/26/2013

ESL Unit 3

Grade Level Cluster: 6-8 District-Approved Text: Visions

Stage 1 – Desired Results Enduring Understandings:

• Effective readers acknowledge that organizational structures in nonfiction deepen reader understanding. • Effective readers use textual and graphic features of nonfiction as powerful tools when reading and writing. • Good readers use the structures and elements of nonfiction for specific purposes. • Good writers view persuasive writing as a powerful way to get people to appreciate a different point of view, change their way of thinking, and/or to

take action. • Good writers recognize that persuasive writing needs to have a clear purpose and focus. • Effective writers know the audience influences structure, word choice, and content. • Effective writers take into consideration their audience’s characteristics and needs.

Essential Questions:

• How can the reader’s understanding of text structures and features enhance comprehension of nonfiction content? • How does a graphic organizer help me understand informational text? • How do readers recognize the claims of the author and, when appropriate, counterclaims found in informational text? • How do writers develop claims and counterclaims evidence to support a position? • How do writers craft an argument, demonstrating an understanding of the topic by supporting a position with clear claims backed up by logical

reasons and relevant evidence? ESL Support:

• Reading • Writing • Listening • Speaking • Whole Group • Think Pair-Share

• Read aloud • Shared Reading • Guided Reading • Small Group • Visuals (pictures/photographs) • Graphic Organizers • Word Wall

• Games • Oral Language Development • Gestures • Cooperative Learning • Jig-Saw


Standards

Student Learning

Objectives Content Objective (CO)

Language Objectives (LO)

Suggested Instructional Scaffold Skills

English Language Proficiency (ELP)

Suggested Assessments

Suggested Resources

CCSS: RI.6.1, RI.7.1, RI.8.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. WIDA ELDS: 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts WIDA ELDS: 3 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics WIDA ELDS: 4 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science WIDA ELDS: 5 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies Reading Speaking

SLO 1 Content Objective (CO) With prompting and support students will be able to learn how to cite textual evidence to support analysis of what the text says explicitly as well as draw inferences from the text. Language Objectives (LO) Read to cite the most supportive textual evidence from informational text using Graphic Organizers.

The learner will be able to analyze text and identify supportive textual evidence in matching phrase citations from adapted text to visual representations of the text.

ELP 1 – With prompting and support identifies sight words and word families. Students should decode by chunking letters together. ELP 2 – With prompting and support decodes word families, consonant blends and long and short vowel sounds. Students should also be able to decode words with consonant blends.

ELP 3- Decodes consonant clusters, vowel digraphs, root words, prefixes and suffixes. ELP 4- Decodes root words, prefixes, suffixes and multi-syllabic words. ELP 5- Read to cite the most supportive textual evidence from grade-level informational text.

Formative Assessment • Conferencing • Checks for

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Summative Assessments • State assessments • End-of-unit tests • District Benchmarks • Projects • Journals

Visions Reading A-Z Raz-kids Ed-helper Rigors Leveled readers Everything ESL Scholastic

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


CCSS: RI.6.2, RI.7.2 , RI.8.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. WIDA ELDS: 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts Reading Speaking

SLO 2 Content Objective (CO) Determine the central idea of a text and how it is conveyed through particular details. Language Objective (LO) Read and identify the central idea of an informational text and its supporting details by using a graphic organizer.

The learner will be able read and identify the central idea and key details from leveled informational text. ELP 1- With prompting and support read and identify the central idea and key details from leveled informational text by matching phrase citations to visual representations. ELP 2- With prompting and support read and identify the central idea and key details from leveled informational text by matching sentence citations to visual representations of text. ELP 3- Read and identify the central idea and key details from adapted informational text using key content based vocabulary in simple, related sentences. ELP 4- Read and identify the central idea and key details from informational text. Using complete sentences of varying lengths and emerging complexity with some content-based vocabulary. ELP 5 - Read and identify the central idea and key details from grade-level informational text using detailed sentences of varying lengths and complexity with content-based vocabulary.


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CCSS: RI.6.2, RI.7.2, RI.8.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. WIDA ELDS: 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts WIDA ELDS: 3 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics WIDA ELDS: 4 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science WIDA ELDS: 5 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies Reading Speaking

SLO 3 Content Objective (CO) With prompting and support students will be able to learn how to provide a summary of the text distinct from personal opinions or judgments. Language Objectives (LO) Read and objectively summarize informational text distinct from opinions or judgments using a story map.

The learner will be able to read and summarize informational text from a leveled text, and complete a summary by matching Phrase Citations to visual representations. ELP 1 – With prompting and support, identify the main topic and retell key details of a text. ELP 2 – With prompting and support, determine the main idea of a text; recount the key details and explain how they support the main idea. ELP 3 - Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text ELP 4 - Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. ELP 5- Read and objectively summarize informational grade-level texts. Use precise, content-based vocabulary in multiple, complex sentences with varying grammatical structures.


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CCSS:RI.6.3, RI.7.3, RI.8.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. WIDA ELDS: 2

SLO 4 Content Objective (CO) With prompting and support students will be able to learn how to analyze in detail how a key individual, event, or

The learner will be able to analyze how and why individuals, events, and ideas develop and interact over the course of a text. ELP 1 - With prompting and support read and analyze how a key


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Visions Reading A-Z Raz-kids Ed-helper Rigors Leveled readers Everything ESL

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



English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts WIDA ELDS: 3 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics WIDA ELDS: 4 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science WIDA ELDS: 5 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies Reading Speaking

idea is introduced, illustrated, and elaborated in a text. Language Objectives (LO) Read and analyze how a key individual, event, or idea is developed in an informational text by using a Cornell Notes-taking sheet, pictures and a Word Wall.

individual, event, or idea is developed from an informational text in by matching Phrase Citations from a leveled text to visual representations. ELP 2 - With prompting and support read and analyze how a key individual, event, or idea is developed from an informational text by matching Sentence Citations from leveled texts to visual representations of text ELP 3 - Read and analyze how a key individual, event, or idea is developed from an adapted informational text. Use key content-based vocabulary in simple, related sentences. ELP 4 - Read and analyze how a key individual, event, or idea is developed from informational text. Use key, content-based vocabulary in expanded sentences with emerging complexity of grammatical structures. ELP 5- Read and analyze how a key individual, event, or idea is developed from grade-level text. Use precise, content-based vocabulary in multiple, complex sentences of varying grammatical structures.


Scholastic

CCSS:RI.6.4, RI.7.4, RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

SLO 5 Content Objective (CO) With prompting and support students will be able to learn how to determine the meaning of words and

The learner will be able to interpret words and phrases as they are used in text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


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Summative

Visions Reading A-Z Raz-kids Ed-helper Rigors Leveled readers Everything ESL

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

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


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


WIDA ELDS: 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts WIDA ELDS: 3 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics WIDA ELDS: 4 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science WIDA ELDS: 5 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies Reading Speaking

phrases as they are used in a text. Language Objectives (LO) Read to determine the figurative, connotative and technical meanings of words and phrases in an informational text.

ELP 1 - With prompting and support read to determine the figurative, connotative and technical meanings of words and phrases from informational text. Match single words to visual representations of leveled texts. ELP 2 - With prompting and support read to determine the figurative, connotative and technical meanings of words and phrases from an informational text. Match phrases from leveled text to visual representations of texts. ELP 3 - Read to determine the figurative, connotative and technical meaning of words and phrases from an adapted informational text using key content-based vocabulary in simple, related sentences with repetitive structures. ELP 4 - Read to determine the figurative, connotative and technical meaning of words and phrases from informational text using key, content-based vocabulary in expanded sentences of emerging complexity. ELP 5- Read to determine the figurative, connotative and technical meanings of words and phrases in an informational text using precise, content-based vocabulary in multiple, complex sentences.

Assessments • State assessments • End-of-unit tests • District Benchmarks • Projects • Journals

Scholastic


CCSS: RI.6.5, RI.7.5, RI.8.5 Analyze how a particular sentence fits into the overall structure of a text and contributes to the development of ideas. WIDA ELDS: 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts WIDA ELDS: 3 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics WIDA ELDS: 4 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science WIDA ELDS: 5 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies Reading Speaking

SLO 6 Content Objective (CO) With prompting and support students will be able to analyze how a particular sentence fits into the overall structure of a text and contributes to the development of ideas. Language Objectives (LO) Read and analyze how a particular sentence contributes to the development of ideas in an informational text by using an outline or web.

The learner will be able to analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. ELP 1 - With prompting and support read and analyze how a particular sentence contributes to the development of ideas from an informational text. Match words to the overall structure of a leveled text. ELP 2 - With prompting and support read and analyze how a particular sentence contributes to the development of ideas from an informational text. Match Sentence Citations to overall structure of a leveled text. ELP 3 - Read and analyze how a particular sentence contributes to the development of ideas from an adapted informational text using key, content-based vocabulary in simple, related sentences with repetitive structures. ELP 4 - Read to analyze how a particular sentence contributes to the development of ideas from informational text using key, content-based vocabulary in expanded sentences of emerging complexity. ELP 5- Read and analyze how a particular sentence contributes to the development of ideas from grade-level informational text using precise, content-based vocabulary


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in multiple, complex sentences.

CCSS: RI.6.5, RI.7.5, RI.8.5 Analyze how a particular sentence fits into the overall structure of a text and contributes to the development of ideas. WIDA ELDS: 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts WIDA ELDS: 3 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics WIDA ELDS: 4 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science WIDA ELDS: 5 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies Reading Speaking

SLO 7 Content Objective (CO) With prompting and support students will be able to analyze how a particular sentence fits into the overall structure of a text and contributes to the development of ideas. Language Objectives (LO) Read and analyze how a particular sentence contributes to the development of ideas in an informational text by using an outline or web.

The learner will be able to analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. ELP 1 - With prompting and support read and analyze how a particular sentence contributes to the development of ideas from an informational text. Match words to the overall structure of a leveled text. ELP 2 - With prompting and support read and analyze how a particular sentence contributes to the development of ideas from an informational text. Match Sentence Citations to overall structure of a leveled text. ELP 3 - Read and analyze how a particular sentence contributes to the development of ideas from an adapted informational text using key, content-based vocabulary in simple, related sentences with repetitive structures. ELP 4 - Read to analyze how a particular sentence contributes to the development of ideas from informational text using key, content-based vocabulary in expanded sentences of emerging complexity.


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ELP 5- Read and analyze how a particular sentence contributes to the development of ideas from grade-level informational text using precise, content-based vocabulary in multiple, complex sentences.

CCSS: RI.6.6, RI.7.6, RI.8.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. WIDA ELDS: 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts WIDA ELDS: 3 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics WIDA ELDS: 4 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science WIDA ELDS: 5 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies Reading Speaking

SLO 10 Content Objective (CO) With prompting and support students will be able to determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. Language Objectives (LO) Read an informational text to identify an author’s point of view and analyze how the author distinguishes his or her position using visually supported text and Graphic Organizers.

The learner will be able to assess how point of view or purpose shapes the content and style of text. ELP 1 – With prompting and support read an informational text to identify an author’s point of view and analyze how the author distinguishes his or her position by identifying key, high-frequency, content-related words and phrases within the passage. ELP 2 - With prompting and support read an informational text to identify an author’s point of view and analyze how the author distinguishes his or her position by identifying phrases within the passage and completing formulaic sentence patterns. ELP 3 - Read an adapted informational text to identify an author’s point of view and analyze how the author distinguishes his or her position using key, content-based vocabulary in simple, related sentences. ELP 4 - Read an informational text to identify an author’s point of view and analyze how the author distinguishes his or her position using key, content-based vocabulary in expanded sentences with emerging complexity of


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grammatical structures. ELP 5- Read an informational text to identify an author’s point of view and analyze how the author distinguishes his or her position using precise, content-based vocabulary in multiple, complex sentences with varying grammatical structures.

CCSS: RI.6.7, RI.7.7, RI.8.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. WIDA ELDS: 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts WIDA ELDS: 3 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics WIDA ELDS: 4 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science WIDA ELDS: 5 English language learners communicate information,

SLO 11 Content Objective (CO) With prompting and support students will be able to integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. Language Objectives (LO) Read to utilize information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue using various resources such as online support and Word Walls.

The learner will be able to integrate and evaluate content presented in diverse media formats, including visually and quantitatively, as well as in words. ELP 1 - With prompting and support use the illustrations and details in text to describe key ideas. ELP 2 – With prompting and support use information gained from illustrations (e.g. / maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur. ELP 3 – Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. ELP 4 – Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). ELP 5- Read to utilize information presented in different media or


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ideas and concepts necessary for academic success in the content area of Social Studies Reading Speaking

formats as well as in words to develop a coherent understanding of a topic or issue.

CCSS: W.6.1a.b., W.7.1a.b., W.8.1a.b. Write arguments to introduce and support claims with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. WIDA ELDS: 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts Writing

SLO 13 Content Objective (CO) With prompting and support students will be able to write arguments to introduce and support claims with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. Language Objectives (LO) Write arguments to introduce and support claims with clear reasons and relevant evidence, using a Word Wall, Personal Dictionary, and Teacher Modeling.

The learner will be able to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELP 1 - With prompting and support write arguments to introduce and support claims with clear reasons and relevant evidence in pictures, drawings or high-frequency, content-related single words in phrases with formulaic structures. ELP 2 - With prompting and support write arguments to introduce and support claims with clear reasons and relevant evidence in pictures, drawings or general, content-based vocabulary in phrases or short sentences with formulaic structures. ELP 3 - Write arguments to introduce and support claims with clear reasons and relevant evidence using key, content-based vocabulary in simple sentences with repetitive grammatical structures that represent multiple, related ideas. ELP 4 - Write arguments to introduce and support claims with clear reasons and relevant evidence using key, content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures.


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Visions Reading A-Z Raz-kids Vocabulary A-Z Writing A-Z Ed-helper Rigors Leveled readers Everything ESL Scholastic



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

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


ELP 5- Write arguments to introduce and support claims with clear reasons and relevant evidence using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

CCSS: W.6.1, W.7.1, W.8.1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. WIDA ELDS: 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts Reading Speaking

SLO 15 & 16 Content Objective (CO) Write arguments to support claims with clear reasons and relevant evidence. Language Objective (LO) Write arguments to support claims with clear reasons and relevant evidence using think-aloud and a graphic organizer (t-chart).

The learner will be able to write arguments to support claims with clear reasons and relevant evidence. ELP 1- With prompting and write arguments to support claims with clear reasons and relevant evidence. Match selected vocabulary as captions under pictures ELP 2- With prompting and write arguments to support claims with clear reasons and relevant evidence. Use selected vocabulary in phrases and short sentences. ELP 3- Write arguments to support claims with clear reasons and relevant evidence with key vocabulary in a series of simple, related sentences. ELP 4- Write arguments to support claims with clear reasons and relevant evidence with key vocabulary in expanded and some complex sentences. ELP 5- Write arguments to support claims with clear reasons and relevant evidence using precise vocabulary in multiple, complex sentences.


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Summative Assessments • State Assessments • District benchmark

or interim Assessments

• Journals • Writer’s Checklist

Visions Vocabulary A-Z Writing A-Z Ed-helper Rigors Leveled readers Everything ESL Scholastic


CCSS: W.6.4, W.7.4, W.8.4 When writing arguments, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WIDA ELDS: 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts Writing

SLO 17 Content Objective (CO) With prompting and support students will be able to write arguments, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Language Objectives (LO) Develop and organize a coherent argument which is appropriate to the reader using a Graphic Organizers, Word Wall and Template.

The learner will be able to produce an argumentative writing piece in which the development and organization are appropriate to task and purpose. ELP 1 - With prompting and support develop and organize a coherent argument that is appropriate to the reader. Use drawings and high-frequency, content-related single words in phrase and memorized patterns that represent key ideas. ELP 2 - With prompting and support develop and organize a coherent argument that is appropriate to the. Use general, content-based vocabulary in phrases and short sentences using formulaic sentence patterns that represent key ideas. ELP 3 - Develop and organize a coherent argument that is appropriate to the reader and conveys multiple, related ideas using key, content-based vocabulary in simple sentences with repetitive structures. ELP 4 - Develop and organize an organized argument that is appropriate to the reader using key, content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures. ELP 5- Develop and organize a


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Summative Assessments • State assessments • District benchmark

or interim assessments






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


coherent argument that is appropriate to the reader using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

CCSS: W.6.6, W.7.6, W.8.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. WIDA ELDS: 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts WIDA ELDS: 3 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics WIDA ELDS: 4 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science WIDA ELDS: 5 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies Reading

SLO 19 Content Objective (CO) With prompting and support students will be able to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Language Objectives (LO) Plan, revise, edit, and rewrite using peer editing with a checklist, storyboard, and dictionary/thesaurus.

The learner will be able to use technology to produce and publish writing and present the relationships between information and ideas clearly and efficiently. ELP 1 - With prompting and support publish written work to apply technology and collaborative skills using high-frequency, content-related single words in phrase or memorized patterns that represent key ideas. ELP 2 - With prompting and support publish written work by applying specific technology and collaborative skills using general, content-based vocabulary in phrases and short sentences with formulaic patterns that represent key ideas. ELP 3 - Publish written work by applying specific technology and collaborative skills using key, content-based vocabulary in simple sentences with repetitive structures that represent multiple, related ideas. ELP 4 - Publish written work by applying specific technology and collaborative skills using key, content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures.


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Speaking

ELP 5- Publish clear and coherent written work by applying specific technology and collaborative skills using precise content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

CCSS: W.6.9b., W.7.9b., W.8.9b Draw evidence from informational texts to support analysis, reflection, and research; apply appropriate Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”). WIDA ELDS: 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts Writing

SLO 21 Content Objective (CO) With prompting and support students will be able to draw evidence from informational texts to support analysis, reflection, and research; apply appropriate Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”). Language Objectives (LO) Write to cite evidence from informational texts to support analysis and reflection using Graphic Organizers.

The learner will be able to draw evidence from informational texts to support analysis, reflection, and research ELP 1 - With prompting and support write to cite evidence from informational texts to support analysis and reflection from texts. Use high-frequency, content-related single words in phrase or memorized patterns that represent key ideas. ELP 2 - With prompting and support write to cite evidence from informational texts to support analysis and reflection from texts. Use general, content-based vocabulary in phrases and short sentences with formulaic patterns that represent key ideas. ELP 3 - Write to cite evidence from adapted informational texts to support analysis and reflection by producing key, content-based vocabulary in simple sentences with repetitive structures that represent multiple, related ideas. ELP 4 - Write to cite evidence from informational texts to support analysis and reflection by producing key, content-based vocabulary in expanded and some complex


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sentences with a variety of grammatical structures that represent organized ideas. ELP 5- Write clearly and coherently to cite evidence from informational texts using precise content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

CCSS: SL.6.1, SL.7.1, SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building on others’ ideas and expressing their own clearly. WIDA ELDS: 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts WIDA ELDS: 3 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics WIDA ELDS: 4 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science WIDA ELDS: 5 English language learners communicate information, ideas and concepts necessary

SLO 23 Content Objective (CO) With prompting and support students will be able to engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners. Language Objectives (LO) Participate in a variety of collaborative discussions.

The learner will be able to participate in collaborative discussions and take notes. ELP 1 - With prompting and support participate in a variety of teacher led discussions and using high-frequency, content-related single words in phrase or memorized patterns that represent key ideas. ELP 2 - With prompting and support participate in a variety of teacher led discussions using general, content-based vocabulary in phrases and short sentences with formulaic sentence patterns that represent key ideas. ELP 3 - Participate in a variety of collaborative discussion using key, content-based vocabulary in simple, related sentences with repetitive structures. ELP 4 - Participate in a variety of collaborative discussion settings using key, content-based vocabulary in expanded sentences with emerging complexity of grammatical structures. ELP 5- Participate in a variety of


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for academic success in the content area of Social Studies Speaking Listening

collaborative discussion settings using precise content based vocabulary in multiple, complex sentences with a variety of grammatical structures.

CCSS: SL.6.1c., SL.7.1c., SL.8.1c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. WIDA ELDS: 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts Speaking Listening

SLO 26 Content Objective (CO) With prompting and support students will be able to pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. Language Objectives (LO) Compose and respond to questions with elaboration and detail by making comments that contribute to the discussion

The learner will be able to engage efficiently in discussion about text. ELP 1 - With prompting and support compose and respond to questions with elaboration and detail by making comments that contribute to the discussion using Gestures and high-frequency, content-related single words in phrase or memorized patterns that represent key ideas. ELP 2 - With prompting and support compose and respond to questions with elaboration and detail by making comments that contribute to the discussion using general, content-based vocabulary in phrases and short sentences with formulaic sentence patterns that represent key ideas. ELP 3 - Compose and respond to questions by making comments that contribute to the discussion using key, content-based vocabulary in simple, related sentences with repetitive structures. ELP 4 - Compose and respond to questions with elaboration and detail by making comments that contribute to the discussion, by using key, content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures.


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


ELP 5- Compose and respond to questions with elaboration and detail by making comments that contribute to the discussion using precise content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

CCSS: SL.6.1d, SL.7.1d, SL.8.1d When participating in collaborative discussions review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. WIDA ELDS: 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts Speaking Listening

SLO 27 Content Objective (CO) With prompting and support students will be able to discuss and review key ideas and demonstrate understanding of multiple perspectives through reflection and paraphrasing. Language Objectives (LO) Participate in collaborative discussion and review key ideas expressed using a Graphic Organizers and notes.

The learner will be able to retell key ideas and demonstrate multiple perspective understanding of text. ELP 1 - With prompting and support participate in collaborative discussion and review key ideas expressed in discussion to gain understanding. Use high frequency, content-related single words in phrase or memorized patterns that represent key ideas. ELP 2 - With prompting and support participate in collaborative discussion and review key ideas expressed. Use general, content-based vocabulary in phrases and short sentences with formulaic sentence patterns that represent key ideas. ELP 3 - Participate in collaborative discussion and review key ideas expressed by producing key, content-based vocabulary in simple, related sentences with repetitive structures. ELP 4 - Participate in collaborative discussion and review key ideas expressed by producing key, content-based vocabulary in expanded sentences with emerging complexity of grammatical structures.


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ELP 5- Participate in collaborative discussion and review key ideas expressed using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

CCSS: SL.6.2, SL.7.2, SL.8.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how it contributes to a topic, text, or issue under study. WIDA ELDS: 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts Speaking Listening

SLO 28 Content Objective (CO) With prompting and support students will be able to interpret information that is presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how it contributes to a topic, text, or issue under study. Language Objectives (LO) Listen to information and explain how it contributes to a topic using notes and an outline.

The learner will be able to listen to information and determine whether or not the information is relevant. ELP 1 - Listen to presentation of information and explain how it contributes to a topic using Gestures and high-frequency, content-related single words in phrase or memorized patterns that represent key ideas. ELP 2 - Listen to presentation of information and explain how it contributes to a topic. Use general, content-based vocabulary in phrases and short sentences using formulaic sentence patterns that represent key ideas. ELP 3 - Listen to presentation of adapted text level information and explain how it contributes to a topic producing key, content-based vocabulary in multiple, simple, related sentences with repetitive structures. ELP 4 - Listen to presentation of adaptive text level information and explain how it contributes to a topic by producing key, content-based vocabulary in expanded sentences with emerging complexity of grammatical structures.


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


ELP 5- Listen to presentation of grade level information and explain how it contributes to a topic using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

CCSS: L.6.1a., L.7.1a., L.8.1a Ensure that pronouns are in the proper case (subjective, objective, and possessive) when writing and speaking. WIDA ELDS: 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts Speaking Listening

SLO 31 Content Objective (CO) With prompting and support students will be able to demonstrate command of the conventions of standard English grammar and usage when writing or speaking; ensure that pronouns are in the proper case (subjective, objective, possessive). Language Objectives (LO) Speak and write with pronouns in the proper case and gender using a referent chart.

The learner will be able to use appropriate English grammar when speaking or writing. ELP 1 - Speak and write with high frequency pronouns in the proper case and gender with key content-based, leveled vocabulary. ELP 2 - Speak and write with common pronouns in the proper case and gender with key content-based, leveled vocabulary and short sentence structures. ELP 3 - Speak and write with pronouns in the proper case and gender using key content based vocabulary in multiple, simple, related sentences. ELP 4 - Speak and write with pronouns in the proper case and gender using key, content-based vocabulary in expanded sentences with emerging complexity. ELP 5- Speak and write with pronouns in the proper case and gender using precise, content based vocabulary in multiple, complex sentences.


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CCSS: L.6.2a, L.7.2a, L.8.2a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. WIDA ELDS: 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts Writing

SLO 33 Content Objective (CO) With prompting and support students will be able to Demonstrate command of the conventions of standard English capitalization, punctuation, when writing; use punctuation (commas, parentheses, dashes) to set off nonrestrictive/ parenthetical elements. Language Objectives (LO) Write using the proper capitalization and punctuation conventions of standard English using teacher created mechanics chart and checklist.

The learner will be able to use the appropriate punctuation when writing. ELP 1 - With prompting and support write using the proper capitalization and punctuation conventions of standard English with high frequency content-based, leveled vocabulary and short sentences. ELP 2 - With prompting and support write using the proper capitalization and punctuation conventions of standard English with key, content-based, leveled vocabulary and short sentences. ELP 3 - Write using the proper capitalization and punctuation conventions of standard English with key, content-based, vocabulary and simple sentence structure. ELP 4 - Write using the proper capitalization and punctuation conventions of standard English with content-based, vocabulary and language structures. ELP 5- Write using the proper capitalization and punctuation conventions of standard English with content-based, grade-level vocabulary and language structures.


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CCSS: L.6.3a, L.7.3a, L.8.3a Vary sentence patterns for meaning when writing and speaking. WIDA ELDS: 2 English language learners communicate information,

SLO 35 Content Objective (CO) With prompting and support students will be able to vary sentence patterns for meaning when writing and speaking.

The learner will be able to communicate using appropriate sentence patterns in speaking and writing. ELP 1 - With prompting and support copy or complete varied sentence patterns for meaning when writing,


understanding • Collaborative

discussions

Visions Reading A-Z Raz-kids Vocabulary A-Z Writing A-Z Ed-helper Rigors Leveled readers


ideas and concepts necessary for academic success in the content area of Language Arts Writing Speaking

Language Objectives (LO) Vary sentence patterns for meaning when writing, speaking, reading, or listening using Teacher Modeling.

speaking using high-frequency, words in phrase or memorized patterns. ELP 2 - With prompting and support vary sentence patterns for meaning when speaking and writing using phrases and short sentences. ELP 3 - Vary sentence patterns for meaning when speaking and writing using multiple, simple, related sentences. ELP 4 - Vary sentence patterns for meaning when speaking and writing using expanded sentences with emerging complexity of grammatical structures. ELP 5- Vary sentence patterns for meaning when speaking and writing using multiple, complex sentences with a variety of grammatical structures.




Everything ESL Scholastic

CCSS: L.6.4a.c.d., L.7.4a.c.d, L.8.4a.c.d Determine or clarify the meaning of unknown and multiple-meaning words and phrases based reading and content, choosing flexibly from a range of strategies; Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech; verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the

SLO 39 Content Objective (CO) With prompting and support students will be able to determine or clarify the meaning of unknown and multiple-meaning words by using a range of strategies such as (e.g., dictionaries, glossaries, thesauruses), Language Objectives (LO) Read to determine the meaning of unknown and multiple-meaning words and phrases based on reading

The learner will be able to use various strategies to get clarification on unknown words. ELP 1 - With prompting and support read and reread to determine the meaning of unknown words in text. Use dictionaries, glossaries and thesauruses to clarify. ELP 2 - With prompting and support read and reread to determine the meaning of unknown words or phrases in text. Use dictionaries, glossaries, thesauruses and internet to clarify.


understanding Summative Assessments • State assessments • District benchmark







inferred meaning in context or in a dictionary). WIDA ELDS: 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts Writing Speaking

and content using multiple resources.

ELP 3 - Read and reread to determine the meaning of unknown words, phrases, and idioms in text. Use dictionaries, glossaries, thesaurus and internet to clarify. ELP 4 - Read and reread to determine the meaning of unknown words, phrases, and idioms in text. Use dictionaries, glossaries, thesaurus, internet and research to clarify. ELP 5- Read and reread to determine the meaning of unknown words and phrases of precise, content-based, grade 6 vocabulary in grade-level text and presentations.

Stage 2 – Assessment Evidence Suggested Performance Tasks:

Reading:

Other Evidence:


• Readers will select a non-fiction text. • The reader will use 2-3 direct quotes to support claims. • Readers will make note of new or unfamiliar words or phrases

while reading a selection of text. • Reader will explain the meaning of the word or phrase using any

quotes from the text, connections and prior knowledge. Writing

• Write an argumentative essay that cites evidence to support claims.

Speaking and Listening:

• Students will be able to share and discuss their ideas and work. • Students will participate in group discussions. • Students will respond and give feedback to other students’ work. • Student will present their writing/projects.

• Journals • Guided Reading • Running Records • Anecdotal notes • Unit test • Quiz • Oral responses • Checks for understanding

tboe approved 8/26/2013 page 1consonant blends and long and short vowel sounds. students should also...

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