ELA – Grade 6 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 1CCSS: RI.6.1WIDA ELDS: 2-5ReadingSpeaking

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Read to cite the most supportive textual evidence from informational text using Graphic Organizers.

VU: Explicit, evidence, quotes, inferences

LFC: Use quotation marks

LC: Varies by ELP level

Language Objectives

Read to cite the most supportive textual evidence in L1 and/or by matching Phrase Citations from leveled informational text to visual representations of the text in English.

Read to cite the most supportive textual evidence in L1 and/or by matching Sentence Citations from leveled informational text to visual representations of the text in English.

Read to cite the most supportive textual evidence from adapted informational text.

Read to cite the most supportive textual evidence from informational texts within the grade 5-6 text complexity level.

Read to cite the most supportive textual evidence from grade-level informational text.

Learning Supports

Graphic OrganizersTemplate Partner L1 supportPhrase CitationsPictures of textWord/Picture Wall Cornell Notes (partially completed by teacher)

Graphic OrganizersTemplate Partner L1 supportSentence CitationsPictures of textWord/Picture Wall Cornell Notes (partially completed by teacher)

Graphic OrganizersTemplate Partner Word WallHighlight/mark text Cornell Notes

Graphic OrganizersHighlight/mark textCornell Notes

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 2CCSS: RI.6.2WIDA ELDS: 2-5Reading Speaking

Determine the central idea of a text and how it is conveyed through particular details.

Read and identify the central idea of an informational text and its supporting details by using a Graphic Organizers and marking the text.

VU: Main idea, supporting details

LFC: Adverbs, compound and complex sentences

LC: Varies by ELP level

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

Read and identify the central idea and key details from informational text in L1 and/or by matching Phrase Citations to visual representations from leveled text.

Read and identify the central idea and key details from informational text in L1 and/or in leveled texts by matching Sentence Citations to visual representations of text.

Read and identify the central idea and key details from adapted informational text using key content based vocabulary in simple, related sentences.

Read and identify the central idea and key details from informational text within grade 5-6 complexity level using key, content-based vocabulary in expanded sentences with emerging complexity of grammatical structures.

Read and identify the central idea and key details from grade-level, informational text using precise, content-based vocabulary in multiple, complex sentences with varying grammatical structures.

Learning Supports

Graphic OrganizersTemplate Partner L1 supportPhrase CitationsPictures and Photographs

Graphic OrganizersTemplate Partner L1 supportSentence CitationsPictures and Photographs

Graphic OrganizersTemplate Partner

Graphic OrganizersMarking the text

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 3CCSS: RI.6.2 WIDA ELDS: 2 - 5Reading Speaking

When reading a 6th grade informational text, provide a summary of the text distinct from personal opinions or judgments.

Read and objectively summarize informational text distinct from opinions or judgments using a story map with L1 support.

VU: Summary, analyze

LFC: Sentences with transitional phrases

LC: Varies by ELP level

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

Read and summarize informational text in L1 and/or from a leveled text, complete summary by matching Phrase Citations to visual representations.

Read and summarize informational text in L1 and/or from a leveled text, complete summary by using phrases and short sentences with formulaic patterns.

Read and objectively summarize adapted informational text. Use key, content-based vocabulary in simple, related sentences with repetitive structures.

Read and objectively summarize informational text within the grade 5-6 complexity level. Use key, content-based vocabulary in expanded sentences with emerging complexity of grammatical structures.

Read and objectively summarize informational grade-level texts. Use precise, content-based vocabulary in multiple, complex sentences with varying grammatical structures.

Learning Supports

Story mapTemplate Partner L1 supportPhrase CitationsIllustrations/diagrams/

drawings

Story mapTemplate Partner L1 supportSentence CitationsSentence frame s

Story mapTemplate Partner

Story map

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 4CCSS: RI.6.3 WIDA ELDS: 2 - 5Reading Speaking

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.

Read and analyze how a key individual, event, or idea is developed in an informational text by using a Cornell Notes-taking sheet, pictures and a Word Wall.

VU: Traits, characteristics, events, challenges

LFC: Sentence structure, adjectives, sequential phrases

LC: Varies by ELP level

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

Read and analyze how a key individual, event, or idea is developed from an informational text in L1 and/or by matching Phrase Citations from a leveled text to visual representations.

Read and analyze how a key individual, event, or idea is developed from an informational text in L1 and/or by matching Sentence Citations from leveled texts to visual representations of text.

Read and analyze how a key individual, event, or idea is developed from an adapted informational text. Use key content-based vocabulary in simple, related sentences.

Read and analyze how a key individual, event, or idea is developed from informational text within the grades 5-6 complexity level. Use key, content-based vocabulary in expanded sentences with emerging complexity of grammatical structures.

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.

Learning Supports

Highlight/mark textCornell Notes (partially completed by teacher) L1 supportPhrase CitationsPictures of the textPartner Word/Picture Wall

Highlight/mark textCornell Notes (partially completed by teacher) L1 supportSentence CitationsPictures of the textPartner Word/Picture Wall

Highlight/mark textCornell Notes taking sheetPartner Word Wall

Highlight/mark textCornell Notes taking sheet

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 5CCSS:RI.6.4WIDA ELDS: 2-5Reading Speaking

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

Read to determine the figurative, connotative and technical meanings of words and phrases in an informational text, including using Reference Sheet and L1 support.

VU: Literary terms

LFC: Sentences with figurative, connotative and technical languageLC: Varies by ELP level

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

Read to determine the figurative, connotative and technical meanings of words and phrases from informational text in L1 and/or match single words to visual representations of leveled texts.

Read to determine the figurative, connotative and technical meanings of words and phrases from an informational text in L1 and/or match phrases from leveled text to visual representations of texts.

Read to determine the figurative, connotative and technical meaning of words and phrases from an adapted informational text using key content-based vocabulary in simple, related sentences with repetitive structures.

Read to determine the figurative, connotative and technical meaning of words and phrases from informational text within the grades 5-6 complexity level using key, content-based vocabulary in expanded sentences of emerging complexity.

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.

Learning Supports

Reference Sheet (print and digital thesaurus and dictionary; bilingual and English) L1 supportPictures of textWord/Picture Wall

Reference Sheet (print and digital thesaurus and dictionaries; bilingual and English) L1 supportPictures of textWord/Picture Wall

Reference Sheet (print and digital thesaurus and dictionaries; bilingual and English) Highlight/mark textWord Wall

Reference Sheet (print and digital thesaurus and dictionaries) Highlight/mark text

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 6CCSS: RI.6.5WIDA ELDS: 2 - 5Reading Speaking

Analyze how a particular sentence fits into the overall structure of a text and contributes to the development of ideas.

Read and analyze how a particular sentence contributes to the development of ideas in an informational text by using an outline or web.

VU: Structure

LFC: Complex sentences with various verb forms

LC: Varies by ELP level

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

Read and analyze how a particular sentence contributes to the development of ideas from an informational text in L1 and/or match words to the overall structure of a leveled text.

Read and analyze how a particular sentence contributes to the development of ideas from an informational text in L1 and/or match Sentence Citations to overall structure of a leveled text.

Read and analyze how a particular sentence contributes to the development of ideas from an adapted informational text using key, content-based vocabulary in simple, related sentences with repetitive structures.

Read to analyze how a particular sentence contributes to the development of ideas from informational text within grades 5-6 complexity level using key, content-based vocabulary in expanded sentences of emerging complexity.

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.

Learning Supports

Outline (completed)Web (completed)L1 supportPhrase CitationsPictures of textWord/Picture Wall

Outline (partially completed by teacher)Web (partially completed)L1 supportSentence CitationsPictures of textWord/Picture Wall

OutlineWeb Word WallHighlight/mark text

OutlineWeb

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - 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. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 7CCSS: RI.6.5WIDA ELDS: 2-5ReadingSpeaking

Analyze how a particular paragraph fits into the overall structure of a text and contributes to the development of ideas.

Note: When CCSS is RI (Reading Informational Text), the WIDA ELDS could be Language Arts, Math, Science or Social Studies. For that reason, all 4 standards are included. However, teachers should only cite the specific content used.

Read and analyze how a particular paragraph contributes to the development of ideas in an informational text by using an outline or web.

VU: Structure

LFC: Complex sentences with various verb forms

LC: Varies by ELP level

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

Read and analyze how a particular paragraph contributes to the development of ideas from an informational text in L1 and/or match content-related, paragraph-summary phrases to the overall structure of a leveled text.

Read and analyze how a particular paragraph contributes to the development of ideas from an informational text in L1 and/or match paragraph-summary sentences to the overall structure of a leveled text.

Read and analyze how a particular paragraph contributes to the development of ideas from an adapted informational text using key, content-based vocabulary in simple, related sentences with repetitive structures.

Read to analyze how a particular paragraph contributes to the development of ideas from informational text within grades 5-6 complexity level using key, content-based vocabulary in expanded sentences with emerging complexity of grammatical structures.

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

Learning Supports

Outline (completed)Web (completed)L1 supportPhrase CitationsPictures of text

Outline (partially completed by teacher)Web (partially completed)L1 supportSentence Citations

OutlineWeb Word WallHighlight/mark text

OutlineWeb

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Word/Picture Wall Pictures of textWord/Picture Wall

Student Learning Objective (SLO) Language Objective Language NeededSLO: 8CCSS: RI.6.5WIDA ELDS: 2-5Reading Speaking

Analyze how a particular chapter fits into the overall structure of a text and contributes to the development of ideas.

Read and analyze how a particular chapter contributes to the development of ideas in an informational text by using an outline or web and marking the text.

VU: Structure

LFC: Complex sentences with various verb forms

LC: Varies by ELP level

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

Read and analyze how a particular chapter contributes to the development of ideas from an informational text in L1 and/or match high-frequency, content-related single words and Phrase Citations to the overall structure of a leveled text.

Read and analyze how a particular chapter contributes to the development of ideas from an informational text in L1 and/or match Sentence Citations to the overall structure of a leveled text.

Read and analyze how a particular chapter contributes to the development of ideas from an adapted informational text using key content-based vocabulary in simple, related sentences.

Read to analyze how a particular chapter contributes to the development of ideas from informational text within grades 5-6 complexity level using key, content-based vocabulary in expanded sentences with emerging complexity of grammatical structures.

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

Learning Supports

Outline (completed)Web (completed)L1 supportPhrase CitationsPictures of textWord/Picture Wall

Outline (partially completed by teacher)Web (partially completed)L1 supportSentence CitationsPictures of text

OutlineWeb Word WallHighlight/mark text

OutlineWeb

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Word/Picture Wall

Student Learning Objective (SLO) Language Objective Language NeededSLO: 9CCSS: RI.6.5WIDA ELDS: 2-5ReadingSpeaking

Analyze how a particular sentence fits into the overall structure of a text and contributes to the development of ideas.

Read and analyze how a particular sentence contributes to the development of ideas in an informational text by using an outline or web and marking the text.

VU: Structure

LFC: Complex sentences with various verb forms

LC: Varies by ELP level

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

Read and analyze how a particular sentence contributes to the development of ideas from an informational text in L1 and/or match high-frequency, content-related single words and Phrase Citations to the overall structure of a leveled text.

Read and analyze how a particular sentence contributes to the development of ideas from an informational text in L1 and/or match Sentence Citations to overall structure of a leveled text.

Read and analyze how a particular sentence contributes to the development of ideas from an adapted informational text using key content-based vocabulary in simple, related sentences.

Read to analyze how a particular sentence contributes to the development of ideas from informational text within grades 5-6 complexity level using key, content-based vocabulary in expanded sentences with emerging complexity of grammatical structures.

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 with varying grammatical structures.

Learning Supports

Outline (completed)Web (completed)L1 supportPhrase CitationsPictures of text

Outline (partially completed by teacher)Web (partially completed)L1 supportSentence Citations

OutlineWeb Word WallHighlight/mark text

OutlineWeb

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Word/Picture Wall Pictures of textWord/Picture Wall

Student Learning Objective (SLO) Language Objective Language NeededSLO: 10CCSS: RI.6.6WIDA ELDS: 2-5ReadingSpeaking

Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

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.

VU: Purpose, point-of-view

LFC: Adjectives

LC: Varies by ELP level

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

Read an informational text to identify an author’s point of view and analyze how the author distinguishes his or her position in L1 and/or by identifying key, high-frequency, content-related words and phrases within the passage.

Read an informational text to identify an author’s point of view and analyze how the author distinguishes his or her position in L1 and/or by identifying phrases within the passage and completing formulaic sentence patterns.

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.

Read an informational text (grades 5-6 text complexity level) 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 grammatical structures.

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.

Learning Supports

L1 supportLeveled textVisualsGraphic OrganizersCloze sentencesWord/picture bank

L1 supportLeveled textVisualsGraphic OrganizersSentence framesWord/picture bank

Bilingual dictionaryGraphic OrganizersWord bank

Graphic Organizers

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 11CCSS: RI.6.7WIDA ELDS: 2-5ReadingSpeaking

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.

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 online support and Word Walls.

VU: Figurative, connotative, meanings

LCF: Word choice, part of speech, and meaning changes

LC: Varies by ELP level

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

Read to utilize information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue phrases as they are used in L1 and/or in a leveled informational text in English.

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 as they are used in L1 and/or in a leveled informational text in English.

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 as they are used in adapted informational text.

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 used in informational text within grades 5-6 complexity band.

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.

Learning Supports

Online support of bilingual dictionaries , and sites Word/picture wallVisualsGestures

Online support of bilingual dictionaries and sites VisualsSentence framesL1 support

Online support Idiom DictionaryWord Wall

Online support Idiom Dictionary

Online support Idiom Dictionary

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

L1 support Word/Picture Wall

Student Learning Objective (SLO) Language Objective Language NeededSLO: 12CCSS: RI.6.8 WIDA ELDS: 2-5ReadingSpeaking

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.

Read and analyze the argument and specific claims in a text using Visuals, Teacher Modeling, peer support, and / or Graphic Organizers.

VU: Analyze, interpretation, conflict(-ing), contradict(-ion), disagree / agreeLFC: Comparatives, superlatives, pronouns, conjunctionsLC: Varies by ELP level

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

Read and analyze the argument and specific claims in a text in L1 and/or in leveled informational texts in English, match conflicting content-related phrases to visual representations.

Read and analyze the argument and specific claims in a text in L1 and/or in leveled informational text in English, match conflicting factual sentence level descriptors to visual representations using phrases in formulaic patterns.

Read and analyze the argument and specific claims in a text using key, content-based vocabulary in simple, related sentences with repetitive structures.

Read and analyze the argument and specific claims in texts within grade 5-6 complexity band using key, content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures.

Read and analyze the argument and specific claims in a text using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Completed Venn diagram Phrase CitationsVisualsL1 text and/or support

Completed Venn diagram Sentence CitationsVisualsL1 text and/or supportSentence Frame

Partially completed Venn diagram Partner

Venn diagram

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 13CCSS: W.6.1a.b.WIDA ELDS: 2Writing

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.

Write arguments to introduce and support claims with clear reasons and relevant evidence, using a Word Wall, Personal Dictionary, and Teacher Modeling.

VU: Opinion, topic, text

LFC: First person singular. “I think...I believe that.

LC: Varies by ELP level

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

Write arguments to introduce and support claims with clear reasons and relevant evidence in L1 and/or use pictures, drawings or high-frequency, content-related single words in phrases with formulaic structures.

Write arguments to introduce and support claims with clear reasons and relevant evidence in L1 and/or use pictures, drawings or general, content-based vocabulary in phrases or short sentences with formulaic structures.

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.

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.

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.

Learning Supports

Teacher ModelingCharts/PostersWord/Picture WallPersonal DictionaryCloze sentenceL1 support

Teacher ModelingCharts/PostersWord/Picture WallPersonal DictionarySentence framesL1 support

Teacher ModelingCharts/PostersWord WallPersonal DictionarySentence starters

Teacher Modeling

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 14CCSS: W.6.8WIDA ELDS: 2-5Writing Speaking

Gather relevant information from multiple print and digital sources and assess the credibility of each source.

Identify relevant information from multiple print and digital sources using a Graphic Organizers and marking the text.

VU: Cite, research, evidence, probe, reflect

LCF: Declarative sentences, interrogatives

LC: Varies by ELP level

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

Identify relevant information from multiple print and digital sources in L1 and/or by producing high-frequency, content-related single words in phrases or memorized patterns that represent key ideas.

Identify relevant information from multiple print and digital sources in L1 and/or by producing general, content-based vocabulary in phrases and short sentences using formulaic sentence patterns that represent key ideas.

Identify relevant information from multiple print and digital sources by producing key, content-based vocabulary in simple sentences using repetitive structures that represent multiple-related ideas.

Identify relevant information from multiple print and digital sources by producing key, content-based vocabulary in expanded and some complex structures with a variety of grammatical structures.

Identify relevant information from multiple print and digital sources using precise, content-based vocabulary in multiple, complex sentences with varying grammatical structures.

Learning Supports

Graphic Organizers (semi- completed)Marking the textL1 supportWord/picture bankOnline resources Cloze sentences

Graphic Organizers (semi-completed)Marking the textSentence starters L1 supportWord/picture bankOnline resources

Graphic OrganizersMarking the textWord bankOnline resources

Graphic Organizers Marking the textOnline resources

Online resources

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 15CCSS: W.6.1c.d.WIDA ELDS: 2Writing

When writing arguments, support claims with clear reasons and relevant evidence, use words, phrases, and clauses to clarify the relationships among claim(s) and reasons; establish and maintain a formal style.

Write arguments to introduce and support claims with clear reasons and relevant evidence, using a Word Wall, Personal Dictionary, and Teacher Modeling.

VU: Opinion, topic, text

LFC: First person singular. “I think...I believe that.”

LC: Varies by ELP level

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

Write arguments to introduce and support claims with clear reasons and relevant evidence in L1 and/or use pictures, drawings or high-frequency, content-related single words in phrases with formulaic structures.

Write arguments to introduce and support claims with clear reasons and relevant evidence in L1 and/or use pictures, drawings or general, content-based vocabulary in phrases or short sentences with formulaic structures.

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.

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.

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.

Learning Supports

Teacher ModelingCharts/PostersWord/Picture WallPersonal DictionaryCloze sentenceL1 support

Teacher ModelingCharts/PostersWord/Picture WallPersonal DictionarySentence framesL1 support

Teacher ModelingCharts/PostersWord WallPersonal DictionarySentence starters

Teacher Modeling

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 16CCSS: W.6.1e.WIDA ELDS: 2Writing

When writing arguments, support claims with clear reasons and relevant evidence, providing a concluding statement or section that follows from the argument presented.

Write arguments to introduce and support claims with clear reasons ,relevant evidence and concluding sentences, using a Word Wall, Personal Dictionary, and Teacher Modeling.

VU: Opinion, topic, text

LFC: First person singular. “I think...I believe that.”

LC: Varies by ELP level

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

Write arguments to introduce and support claims with clear reasons , relevant evidence and concluding sentences, in L1 and/or use pictures, drawings or high-frequency, content-related single words in phrases with formulaic structures.

Write arguments to introduce and support claims with clear reasons, relevant evidence and concluding sentences, in L1 and/or use pictures, drawings or general, content-based vocabulary in phrases or short sentences with formulaic structures.

Write arguments to introduce and support claims with clear reasons , relevant evidence and concluding sentences, using key, content-based vocabulary in simple sentences with repetitive grammatical structures that represent multiple, related ideas.

Write arguments to introduce and support claims with clear reasons, relevant evidence and concluding sentences, using key, content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures.

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

Learning Supports

Teacher ModelingCharts/PostersWord/Picture WallPersonal DictionaryCloze sentenceL1 support

Teacher ModelingCharts/PostersWord/Picture WallPersonal DictionarySentence framesL1 support

Teacher ModelingCharts/PostersWord WallPersonal DictionarySentence starters

Teacher Modeling

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 17CCSS: W.6.4WIDA ELDS: 2Writing

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

Develop and organize a coherent argument which is appropriate to the reader using a Graphic Organizers, Word Wall and Template.

VU: Task, purpose, audience

LFC: Sentences appropriate to task

LC: Varies by ELP level

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

Develop and organize a coherent argument that is appropriate to the reader in L1 and/or use drawings and high-frequency, content-related single words in phrase and memorized patterns that represent key ideas.

Develop and organize a coherent argument that is appropriate to the reader in L1 and/or use general, content-based vocabulary in phrases and short sentences using formulaic sentence patterns that represent key ideas.

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.

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.

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

Learning Supports

Graphic OrganizersWord/Picture WallTemplateVisualsL1 SupportCloze sentences

Graphic OrganizersWord/Picture WallTemplateVisualsL1 SupportSentence frame s

Graphic OrganizersWord WallTemplateSentence starters

Graphic OrganizersTemplate

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 18CCSS: W.6.5WIDA ELDS: 2Writing

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Plan, revise, edit, and rewrite using peer editing with a checklist, storyboard, and dictionary/thesaurus.

VU: Editing, rewriting, peer editLFC: Complex sentences, increasing specificity of nouns, verbs and adjectives; correlative conjunctionsLC: Varies by ELP level

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

Write, plan, revise and edit to develop, strengthen, and focus a narrative using L1 and/or use high-frequency, content-related single words in memorized patterns that represent key ideas.

Write, plan, revise and edit to develop, strengthen, and focus a narrative using L1 and/or use general, content-based vocabulary in phrases and short sentences using formulaic patterns that represent key ideas.

Write, plan, revise and edit to develop, strengthen, and focus a writing task that represents multiple, related ideas using key, content-based vocabulary in simple sentences using repetitive structures.

Write, plan, revise and edit to develop, strengthen, and focus an organized writing task using key, content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures.

Write, plan, revise and edit to develop, strengthen, and focus a clear and coherent writing task using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Teacher feedbackTechnology Template Word/Picture WallVisualsStoryboardL1 Support

Teacher feedbackTechnology Template Word/Picture WallVisualsStoryboardL1 Support

StoryboardTemplate Checklist for editingTechnology

Writing outlineChecklist for editingTechnology

Technology support (i.e., spell check, online thesaurus, grammar check)

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Cloze sentences

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 19CCSS: W.6.6WIDA ELDS: 2-5Writing

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.

Produce and publish writing using Microsoft Office, a peer and a checklist.

VU: Collaborate, interact, publish

LFC: Subject verb agreement, embedded clauses

LC: Varies by ELP level

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

Publish written work to apply technology and collaborative skills using L1 and/or high-frequency, content-related single words in phrase or memorized patterns that represent key ideas.

Publish written work by applying specific technology and collaborative skills using L1 and/or by using general, content-based vocabulary in phrases and short sentences with formulaic patterns that represent key ideas.

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.

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.

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.

Learning Supports

Checklist for publishingTeacher feedbackTechnology (see ELP 5)Template Word/Picture WallVisuals/StoryboardCloze sentences

Checklist for publishingTeacher feedbackTechnology (see ELP 5)Template Word/Picture WallVisuals/StoryboardSentence frame s

Checklist for publishingPeer feedback Technology (see ELP 5)TemplateWord Wall

Checklist for publishingPeer feedback Technology (see ELP 5)

Technology (i.e., spell check, online thesaurus, grammar check)

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

L1 Support L1 Support

Student Learning Objective (SLO) Language Objective Language NeededSLO: 20CCSS: W.6.8WIDA ELDS: 2Writing

Provide basic bibliographic information for sources when writing arguments.

List basic bibliographic information for sources when writing arguments using online resources, Template and Teacher Modeling.

VU: Process, analysis, resources

LFC: Explanatory sentences

LC: Varies by ELP level

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

List basic bibliographic information for sources when writing arguments in L1 and/or by producing single words that represent key ideas using phrase patterns and general, content-related vocabulary.

List basic bibliographic information for sources when writing arguments in L1 and/or by producing phrase and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.

List basic bibliographic information for sources.

List basic bibliographic information for sources when writing arguments.

List complete bibliographic information for sources when writing arguments.

Learning Supports

Teacher ModelingL1 supportWord/picture bankOnline resources

Template (semi- completed)

Cloze sentences

Teacher ModelingL1 supportWord/picture bankOnline resources Template (semi-completed) Sentence frames

Word bankOnline resources Template

Online resources Online resources

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 21CCSS: W.6.9b.WIDA ELDS: 2Writing

Draw evidence from informational texts to support analysis, reflection, and research; apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Write to cite evidence from informational texts to support analysis and reflection using a Graphic Organizers and marking the text.

VU: Cite evidence, argument

LFC: Referential phrases, transition words

LC: Varies by ELP level

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

Write to cite evidence from informational texts to support analysis and reflection from L1 texts and/or use high-frequency, content-related single words in phrase or memorized patterns that represent key ideas.

Write to cite evidence from informational texts to support analysis and reflection from L1 texts and/or use general, content-based vocabulary in phrases and short sentences with formulaic patterns that represent key ideas.

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.

Write to cite evidence from informational texts to support analysis and reflection by producing key, content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures that represent organized ideas.

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.

Learning Supports

Graphic Organizers (completed)Marking the textWord/Picture WallVisualsCloze sentencesL1 support

Graphic Organizers (partially completed by teacher)Marking the textWord/Picture WallVisualsSentence Frames

Graphic Organizers (partially completed by teacher)Marking the textTemplateWord Wall

Graphic Organizers

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

L1 Support

Student Learning Objective (SLO) Language Objective Language NeededSLO: 22CCSS: W.6.10WIDA ELDS: 2Writing

Write narratives 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 discipline-specific tasks, purposes, and audiences.

Write narratives routinely for specific time frames and for various purposes, tasks and audiences using Templates and Word Walls.

VU: Journal, task, purpose

LFC: Verb forms; declarative sentences, compound and complex sentences

LC: Varies by ELP level

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

Write narratives routinely to create a portfolio and make periodic journal entries in L1 and/or use high-frequency, content-related single words in phrase or memorized patterns that represent key ideas.

Write narratives routinely to create a portfolio and make periodic journal entries in L1 and/or use general, content-based vocabulary in phrases and short sentences with formulaic sentence patterns that represent key ideas.

Write narratives routinely to create a portfolio and make periodic journal entries by producing key, content-based vocabulary in simple sentences with repetitive structures that represent multiple, related ideas.

Write narratives routinely to create a portfolio and make periodic journal entries by producing key, content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures that represent organized ideas.

Write narratives routinely to create a portfolio and make periodic journal entries using precise content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

TemplateWord/Picture WallVisualsCloze sentencesL1 Support

TemplateWord/Picture WallVisualsSentence frame s L1 Support

TemplateWord Wall Sentence starters

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 23CCSS: SL.6.1WIDA ELDS: 2-5SpeakingListening

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Participate in a variety of collaborative discussion settings using an outline, notes and Conversation Cue Cards.

VU: In my opinion, I feel that, I understand that

LFC: Compound and complex sentences

LC: Varies by ELP level

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

Participate in a variety of teacher led discussions using L1 and/or use high-frequency, content-related single words in phrase or memorized patterns that represent key ideas.

Participate in a variety of teacher led discussions, in L1 and/or use general, content-based vocabulary in phrases and short sentences with formulaic sentence patterns that represent key ideas.

Participate in a variety of collaborative discussion using key, content-based vocabulary in simple, related sentences with repetitive structures.

Participate in a variety of collaborative discussion settings using key, content-based vocabulary in expanded sentences with emerging complexity of grammatical structures.

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

Learning Supports

OutlineNotes in L1 & EnglishConversation Cue Cards Multiple reference materials (thesaurus, English, & bilingual dictionary )Pictures/PhotographsWord/Picture Wall

OutlineNotes in L1 & EnglishConversation Cue Cards Multiple reference materials (thesaurus, English & bilingual dictionary)Sentence frame s Pictures/PhotographsWord/Picture Wall

OutlineNotes Conversation Cue Cards Multiple Reference Sheet (thesaurus, English and bilingual dictionary )Word Wall/bank

OutlineNotesConversation Cue Cards Multiple reference materials (thesaurus, dictionary)

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

L1 support L1 support

Student Learning Objective (SLO) Language Objective Language NeededSLO: 24CCSS: SL.6.1aWIDA ELDS: 2SpeakingListeningReading

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

Share ideas based on texts studied using notes and Cue Cards.

VU: According to, The text states

LFC: Declarative and interrogatory sentences; subordinate conjunctions LC: Varies by ELP level

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

Share ideas in a grade-level discussion to further probe and reflect on a previously researched topic using L1 and/or use high-frequency, content-related single words in phrase or memorized patterns that represent key ideas.

Share ideas in a grade-level discussion to further probe and reflect on a previously researched topic in L1 and/or use general, content-based vocabulary in phrases and short sentences with formulaic sentence patterns that represent key ideas.

Share ideas in a grade-level discussion to further probe and reflect on a previously researched topic using key, content-based vocabulary in simple, related sentences with repetitive structures.

Share ideas in a grade-level discussion to further probe and reflect on a previously researched topic using key, content-based vocabulary in expanded sentences with emerging complexity of grammatical structures.

Share ideas in a grade-level discussion to further probe and reflect on a previously researched topic using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Cornell Notes (completed)Cue CardsTeacher Modeling Word WallVisualsGesturesL1 support

Cornell Notes (completed)Cue CardsTeacher ModelingWord/Picture WallVisualsSentence frame s L1 support

Cornell Notes-takingCue CardsWord WallPeer groups

Cornell Notes-takingCue CardsPeer groups

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 25CCSS: SL.6.1b WIDA ELDS: 1SpeakingListening

When taking part in collaborative discussions, follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

Speak and listen to peers to create rules for collaborative discussions using a Reference Sheet.

VU: Goals, roles, deadlines

LFC: Verb forms; declarative sentences

LC: Varies by ELP level

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

Speak and listen to peers and follow guidelines, define student roles and set goals in L1 and/or use Gestures and high-frequency, content-related, single words in phrase or memorized patterns that represent key ideas.

Speak and listen to peers and follow guidelines, define student roles and set goals in L1 and/or use general, content-based vocabulary in phrases and short sentences with formulaic sentence patterns that represent key ideas.

Speak and listen to peers and follow guidelines for discussion, define student roles and set goals using key, content-based vocabulary in simple, related sentences with repetitive structures.

Speak and listen to peers and follow guidelines for discussion, define student roles and set goals using key, content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures.

Speak and listen to peers and follow guidelines for discussion, define student roles and set goals through negotiated agreement using precise content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Reference SheetRole PlayTemplate Word/Picture WallL1 supportCloze sentences

Reference SheetRole PlayTemplate Word/Picture WallL1 supportSentence frame s

Reference SheetRole PlayTemplateWord Wall

Reference SheetRole PlayTemplate

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 26CCSS: SL.6.1c.WIDA ELDS: 2SpeakingListening

Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

Compose and respond to questions with elaboration and detail by making comments that contribute to the discussion using sentence frames, Cue Cards and L1 support.

VU: Elaborate, detail, 5-W words

LFC: Asking informational and clarifying questions; expressing and supporting opinions

LC: Varies by ELP level

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

Compose and respond to questions with elaboration and detail by making comments that contribute to the discussion using L1 and/or use Gestures and high-frequency, content-related single words in phrase or memorized patterns that represent key ideas.

Compose and respond to questions with elaboration and detail by making comments that contribute to the discussion in L1 and/or use general, content-based vocabulary in phrases and short sentences with formulaic sentence patterns that represent key ideas.

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.

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.

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.

Learning Supports

Cue CardsWord/Picture WallVisualsGesturesL1 support

Cue Cards Sentence frame s Word/Picture WallVisualsL1 support

Cue CardsSentence startersWord Wall

Cue Cards Cue Cards

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Choice questions Wh-questions

Student Learning Objective (SLO) Language Objective Language NeededSLO: 27CCSS: SL.6.1dWIDA ELDS: 2SpeakingListening

When participating in collaborative discussions review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

Participate in collaborative discussion and review key ideas expressed using a Graphic Organizers and notes.

VU: Reflect, paraphrase

LFC: Retelling, present/past tense verbs, comparing

LC: Varies by ELP level

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

Participate in collaborative discussion and review key ideas expressed in L1 and/or listen to discussion to gain understanding using L1 and/or use high frequency, content-related single words in phrase or memorized patterns that represent key ideas.

Participate in collaborative discussion and review key ideas expressed in L1 and/or use general, content-based vocabulary in phrases and short sentences with formulaic sentence patterns that represent key ideas.

Participate in collaborative discussion and review key ideas expressed by producing key, content-based vocabulary in simple, related sentences with repetitive structures.

Participate in collaborative discussion and review key ideas expressed by producing key, content-based vocabulary in expanded sentences with emerging complexity of grammatical structures.

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

Learning Supports

Graphic OrganizersNotes in English and L1Word/Picture WallL1 supportChoice questions

Graphic OrganizersNotes in English and L1Word/Picture WallL1 supportSentence frame s

Graphic OrganizersNotesWord Wall

Graphic Organizers

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Teacher or peer support Teacher or peer support

Student Learning Objective (SLO) Language Objective Language NeededSLO: 28CCSS: SL.6.2WIDA ELDS: 2SpeakingListening

Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

Listen to information and explain how it contributes to a topic using notes and an outline.

VU: Interpret, explain

LFC: Present and past tense verbs, dependent and independent clauses

LC: Varies by ELP level

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

Listen to presentation of grade-level information and explain how it contributes to a topic using L1 and/or using Gestures and high-frequency, content-related single words in phrase or memorized patterns that represent key ideas.

Listen to presentation of grade level information and explain how it contributes to a topic in L1 and/or use general, content-based vocabulary in phrases and short sentences using formulaic sentence patterns that represent key ideas.

Listen to presentation of adapted grade level information and explain how it contributes to a topic producing key, content-based vocabulary in multiple, simple, related sentences with repetitive structures.

Listen to presentation of grade 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.

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.

Learning Supports

Outline (completed)NotesWord/picture bank

Outline (semi-completed)NotesWord/picture bank

Outline (partially completed)NotesWord bank

OutlineNotes

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

L1 support Cloze sentencesPictures/Visuals

L1 supportSentence frame s Pictures/Visuals

Student Learning Objective (SLO) Language Objective Language NeededSLO: 29CCSS: SL.6.3WIDA ELDS: 2SpeakingListening

Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Speak and identify a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not by using a T-chart Word Wall and Teacher Modeling.

VU: Analyze, interpretation, conflict(-ing), contradict(-ion), disagree / agree, factualLFC: Comparatives, superlatives, pronouns, conjunctionsLC: Varies by ELP level

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

Speak and identify a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not using L1 and/or by using Gestures and high-frequency, content-related single words in phrase or memorized patterns that represent key ideas.

Speak and identify a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not using L1 and/or by using general, content-based vocabulary in phrases and short sentences with formulaic sentence patterns that represent key ideas.

Speak and identify a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not by using key, content-based vocabulary in multiple, simple, related sentences with repetitive structures.

Speak and identify a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not by using key, content-based vocabulary in expanded sentences with emerging complexity of grammatical structures.

Speak and identify a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Teacher ModelingCompleted T-chart

Teacher ModelingSemi-completed T-chart

Teacher ModelingT-chart

Teacher Modeling

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Visuals GesturesYes / no questionsL1 support

Word/Picture WallVisualsL1 supportSentence Frame

Word Wall

Student Learning Objective (SLO) Language Objective Language NeededSLO: 30CCSS: SL.6.6WIDA ELDS: 2All domains

Demonstrate a command of formal English and its conventions when writing, speaking, reading, or listening.

Demonstrate a command of formal English and its conventions when writing, speaking, reading, or listening according to English language proficiency level with appropriate supports.

VU: Formal vs. informal English

LFC: Varies by ELP level

LC: Varies by ELP level

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

Demonstrate a command of formal English and its conventions by producing or processing high-frequency, content-related single words in phrase or memorized patterns that represent key ideas.

Demonstrate a command of formal English and its conventions by producing or processing general, content-based vocabulary in phrases and short sentences with formulaic sentence patterns that represent key ideas.

Demonstrate a command of formal English and its conventions by producing or processing key, content-based vocabulary in multiple, simple, related sentences using repetitive structures.

Demonstrate a command of formal English and its conventions by producing or processing key, content-based vocabulary in expanded sentences with emerging complexity of grammatical structures.

Demonstrate a command of formal English and its conventions by producing or processing precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Reference Sheet (print & digital, bilingual & English)Word/Picture Wall

Reference Sheet (print & digital, bilingual & English)Word/Picture WallL1 support

Reference Sheet (print & digital, bilingual & English)Word WallTemplate

Reference Sheet (print & digital, bilingual & English)

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

L1 supportGesturesPictures/Visuals

Pictures/Visuals

Student Learning Objective (SLO) Language Objective Language NeededSLO: 31CCSS: L.6.1a.WIDA ELDS: 2WritingSpeaking

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; ensure that pronouns are in the proper case (subjective, objective, possessive).

Speak and write with pronouns in the proper case and gender using a referent chart.

VU: Pronouns (subjective, objective, possessive)

LFC: Sentences with pronouns and referents

LC: Varies by ELP level

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

Speak and write with high frequency pronouns in the proper case and gender with key content-based, leveled vocabulary.

Speak and write with common pronouns in the proper case and gender with key content-based, leveled vocabulary and short sentence structures.

Speak and write with pronouns in the proper case and gender using key content based vocabulary in multiple, simple, related sentences.

Speak and write with pronouns in the proper case and gender using key, content-based vocabulary in expanded sentences with emerging complexity.

Speak and write with pronouns in the proper case and gender using precise, content based vocabulary in multiple, complex sentences.

Learning Supports

Reference Sheet (print and digital, bilingual and English)

Teacher created referent Chart

Reference Sheet (print and digital, bilingual and English)

Teacher created referent Chart

Reference Sheet (print and digital, bilingual and English)

Teacher created referent Chart

Reference Sheet (print and digital)

Teacher created referent Chart

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

PicturesL1 supportWord/Picture WallCloze sentences

PicturesL1 supportWord/Picture WallSentence frame s

Word Wall

Student Learning Objective (SLO) Language Objective Language NeededSLO: 32CCSS: L.6.1b.WIDA ELDS: 2WritingSpeaking

Use intensive pronouns (e.g., myself, ourselves) to demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate correct use of intensive pronouns using pronoun chart and Visuals.

VU: Intensive pronouns

LFC: Describing people and actions

LC: Varies by ELP level

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

Use high frequency intensive pronouns (myself, himself) when writing or speaking with key, content-based, leveled vocabulary.

Use common intensive pronouns when writing or speaking with key, content-based, leveled vocabulary and short sentences.

Use intensive pronouns when writing or speaking with key content-based vocabulary in multiple, simple, related sentences.

Use intensive pronouns when writing or speaking using key, content-based, vocabulary in expanded sentences with emerging complexity.

Use intensive pronouns when writing or speaking using precise, content-based, vocabulary in multiple, complex sentences.

Learning Supports

Pronoun ChartWord/Picture Wall

Pronoun ChartWord/Picture Wall

Pronoun ChartWord Wall

Pronoun Chart

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Cloze sentencesPicturesL1 support

Sentence frame s PicturesL1 support

Student Learning Objective (SLO) Language Objective Language NeededSLO: 33CCSS: L.6.2aWIDA ELDS: 2Writing

Demonstrate command of the conventions of standard English capitalization, punctuation, when writing; use punctuation (commas, parentheses, dashes) to set offnonrestrictive/ parenthetical elements.

Write using the proper capitalization and punctuation conventions of standard English using teacher created mechanics chart and checklist.

Note: Capitalization rules and punctuation marks differ across languages. This is an opportunity to compare and contrast usage.

VU: Punctuation marks, capitalization

LFC: Sentence structure

LC: Varies by ELP level

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

Write using the proper capitalization and punctuation conventions of standard English with high frequency content-based, leveled vocabulary and short sentences.

Write using the proper capitalization and punctuation conventions of standard English with key, content-based, leveled vocabulary and short sentences.

Write using the proper capitalization and punctuation conventions of standard English with key, content-based, grade 5-6 level vocabulary and simple sentence structure.

Write using the proper capitalization and punctuation conventions of standard English with content-based, grade 5-6 level vocabulary and language structures.

Write using the proper capitalization and punctuation conventions of standard English with content-based, grade-level vocabulary and language structures.

Learning Supports

Reference Sheet (print and digital, bilingual and digital)

Reference Sheet (print and digital, bilingual and digital)

Reference Sheet (print and digital, bilingual and digital)

Teacher created mechanics

Reference Sheet (print and digital)

Teacher created

Reference Sheet (print and digital)

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Teacher created mechanics chart

Teacher created checklistL1 support/comparison

Teacher created mechanics chart

Teacher created checklistL1 support/comparison

chartTeacher created checklist

mechanics chartTeacher created checklist

Student Learning Objective (SLO) Language Objective Language NeededSLO: 34CCSS: L.6.2b WIDA ELDS: 2Writing

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

Demonstrate accurate spelling using a dictionary and spell check for support.

VU: Spelling conventions

LFC: Apply conventional spelling rules

LC: Varies by ELP level

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

Demonstrate command of English spelling conventions for high frequency words.

Demonstrate command of English spelling conventions for key content-related vocabulary.

Demonstrate command of English spelling conventions for grade 5-6 reading and content-based vocabulary.

Demonstrate command of English spelling conventions for grade 5-6 reading and content-based vocabulary.

Demonstrate command of English spelling conventions for reading and content-based, grade-level vocabulary.

Learning Supports

Reference Sheet (print and digital; bilingual and English)

Word/Picture WallPicture dictionaryPersonal DictionaryL1 support

Reference Sheet (print and digital; bilingual and English)

Word/Picture WallPicture dictionaryPersonal DictionaryL1 support

Reference Sheet (print and digital; bilingual and English)

Word Wall

Reference Sheet (print and digital)

Word Wall

Reference Sheet (print and digital)

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 35CCSS: L.6.3a.WIDA ELDS: 2WritingSpeaking

Vary sentence patterns for meaning when writing and speaking.

Vary sentence patterns for meaning when writing, speaking, reading, or listening using Teacher Modeling and Template.

VU: Sentence patterns

LFC: Sentences with different patterns/structures

LC: Varies by ELP level

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

Copy or complete varied sentence patterns for meaning when writing, speaking using high-frequency, words in phrase or memorized patterns.

Vary sentence patterns for meaning when speaking and writing using phrases and short sentences.

Vary sentence patterns for meaning when speaking and writing using multiple, simple, related sentences.

Vary sentence patterns for meaning when speaking and writing using expanded sentences with emerging complexity of grammatical structures.

Vary sentence patterns for meaning when speaking and writing using multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Teacher ModelingTemplateWord/Picture WallL1 support

Teacher ModelingTemplateWord/Picture WallL1 support

Teacher ModelingTemplateWord Wall

Teacher ModelingWord Wall

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 36CCSS: L.6.3b.WIDA ELDS: 2WritingSpeaking

Maintain consistency in style and tone when writing and speaking.

Maintain consistency in style and tone when writing and speaking using multiple resources and a checklist of strategies.

VU: Intonation, inflection, pausing, breathing, slowing down, eye contact

LFC: Correct use of transition words.

LC: Varies by ELP level

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

Maintain consistency in style and tone when writing and speaking in L1 and/or using high-frequency, content-related single words in phrase or memorized patterns.

Maintain consistency in style and tone when writing and speaking in L1 and/or using general, content-based vocabulary in phrases and short sentences.

Maintain consistency in style and tone when writing and speaking using key, content-based vocabulary in multiple, simple, related sentences.

Maintain consistency in style and tone when writing and speaking using key, content-based vocabulary in expanded sentences with emerging complexity.

Maintain consistency in style and tone when writing and speaking using precise, content-based vocabulary in multiple, complex sentences.

Learning Supports

Multiple resources (i.e., dictionaries, grammar

Multiple resources (i.e., dictionaries, grammar

Multiple resources (i.e., dictionaries, grammar

Multiple resources (i.e., dictionaries, grammar

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

reference sheets) Checklist of strategiesWord/picture bankL1 supportVisuals

reference sheets) Checklist of strategiesWord/picture bankL1 supportVisuals

reference sheets)Checklist of strategiesWord bank

reference sheets)Checklist of strategies

Student Learning Objective (SLO) Language Objective Language NeededSLO: 37CCSS: L.6.4a.WIDA ELDS: 2WritingSpeaking

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies; use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Read to determine the meaning of unknown and multiple meaning words and phrases through context clues using specialized reference material (e.g. dictionaries, glossaries, thesauruses and online support).

VU: Suffixes, prefixes, root words, synonyms, antonyms, multiple meaning

LFC: Nouns, verbs, adjectives, adverbs, phrase

LC: Varies by ELP level

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

Read to determine the meaning of unknown and multiple meaning words and phrases through context clues with high frequency, content-based, leveled vocabulary.

Read to determine the meaning of unknown and multiple meaning words and phrases through context clues with key, content-based vocabulary and short sentences.

Read to determine the meaning of unknown and multiple meaning words and phrases through context clues with key content-based, grade-level vocabulary and simple sentence structure.

Read to determine the meaning of unknown and multiple meaning words and phrases through context clues with content-based, grade 5-6 level vocabulary and language structures.

Read to determine the meaning of unknown and multiple meaning words and phrases through context clues with content-based, grade-level vocabulary and language structures.

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Learning Supports

Reference Sheet (print and digital; bilingual and English)

Word WallPicture dictionaryPersonal DictionaryL1 support

Reference Sheet (print and digital; bilingual and English)

Word WallPicture dictionaryPersonal DictionaryL1 support

Reference Sheet (print and digital; bilingual and English)

Word Wall

Reference Sheet (print and digital)

Word Wall

Student Learning Objective (SLO) Language Objective Language NeededSLO: 38CCSS: L.6.4b. WIDA ELDS: 2WritingSpeaking

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies; use common grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

Clarify the meaning of unknown words and phrases using multiple resources and a checklist of strategies.

VU: Multiple-meaning words, phrases, strategies

LFC: Sentences with unknown and multiple meaning words

LC: Varies by ELP level

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

Clarify the meaning of unknown words and phrases in L1 and/or high-frequency, grade 6 vocabulary in leveled texts and presentations.

Clarify the meaning of unknown words and phrases in L1 and/or key, grade 6 vocabulary in leveled texts and presentations.

Clarify the meaning of unknown words and phrases of key, content-based, grade 6 vocabulary in adapted texts and presentations.

Clarify the meaning of unknown words and phrases of key, content-based, grade 6 vocabulary in texts and presentations at a grade 5-6 complexity level band.

Clarify the meaning of unknown words and phrases of precise, content-based, grade 6 vocabulary in grade-level text and presentations.

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Learning Supports

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

Checklist of strategiesWord/ picture bankL1 supportVisualsNative language text

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

Checklist of strategiesWord/picture bankL1 supportVisualsNative language text

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

Checklist of strategiesWord bank

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

Checklist of strategies

Student Learning Objective (SLO) Language Objective Language NeededSLO: 39CCSS: L.6.4c.d.WIDA ELDS: 2WritingSpeaking

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies; Consult Reference Sheet (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech; verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Read to determine the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content using multiple resources.

VU: Pronunciation, meaning, part of speech, etymology

LFC: Varies with reading task

LC: Varies by ELP level

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

Read and reread to determine the meaning of unknown words and phrases in L1 and/or high-frequency, grade 6

Read and reread to determine the meaning of unknown words and phrases in L1 and/or key, general, grade 6 vocabulary

Read and reread to determine the meaning of unknown words and phrases of key, content-based, grade 6 vocabulary in adapted texts

Read and reread to determine the meaning of unknown words and phrases of key, content-based, grade 6 vocabulary

Read and reread to determine the meaning of unknown words and phrases of precise, content-based, grade 6 vocabulary in grade-level text

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

vocabulary in leveled texts and presentations.

in leveled texts and presentations.

and presentations. in texts and presentations at a grade 5-6 complexity level band.

and presentations.

Learning Supports

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

Checklist of strategiesWord/picture bankL1 supportVisualsNative language text

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

Checklist of strategiesWord/picture bankL1 supportVisualsNative language text

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

Checklist of strategiesWord bank

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

Checklist of strategies

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 40CCSS: L.6.6WIDA ELDS: 2WritingSpeaking

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

Read and listen in order to speak and write with grade-level general, academic and domain-specific words using a word bank and note cards.

VU: Intonation, inflection, pausing, breathing, slowing down, eye contact LFC: Correct use of transition words.

LC: Varies by ELP level

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

Read and listen in order to speak and write with grade-level general, academic and domain-specific words in L1 and/or by producing key ideas using high-frequency, content-related single, written and spoken words with phrase or memorized patterns.

Read and listen in order to speak and write with grade-level general, academic and domain-specific words in L1 and/or by producing key ideas using general, content-based vocabulary in written and spoken phrases and short sentences with formulaic sentence patterns.

Read and listen in order to speak and write with grade-level general, academic and domain-specific words by producing multiple, related ideas using key, content-based vocabulary in simple, written and spoken sentences with repetitive structures.

Read and listen in order to speak and write with grade-level general, academic and domain-specific words by producing organized ideas using content-based vocabulary in expanded sentences with emerging complexity of grammatical structures.

Read and listen in order to speak and write with grade-level general, academic and domain-specific words by producing clear and coherent writing and speech using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

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

Word/picture bankL1 support

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

Word/picture bankL1 support

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

Word bankNote Cards

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

Note Cards

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.

ELA – Grade 6 - Unit 3 - ELL Scaffold

Visuals Visuals

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language.