ELA Grade 4 - Unit 2 - ELL Scaffold Scaffolded Fr… · ELA – Grade 4 - Unit 2 - ELL Scaffold Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 1 CCSS: RL.4.1; RI.4.1 WIDA ELDS: 2 -5 Reading Speaking

Refer to details and examples in a text when explaining what the text says explicitly. 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.

Explain literal information in texts using pictures and working with a partner or small group.

VU: Explicitly

LFC: Referential phrases

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Explain answers to questions about what is explicitly stated grade-level texts in L1 and /or answer questions about what is explicitly stated by producing single word answers, pointing to pictures or answering yes/no.

Explain answers to questions about what is explicitly stated in grade-level texts in L1 and/or explain answers to wh- questions about what is explicitly stated by using short phrases with formulaic grammatical structures.

Explain answers to questions about what is explicitly stated in adapted grade level texts by answering in simple, related sentences with key, content-based vocabulary.

Explain answers to questions about what is explicitly stated in texts at grades 3-4 complexity level using content-based vocabulary in complex sentences with varying grammatical structures.

Explain answers to questions about what is explicitly stated in grade level texts by producing multiple, complex sentences of varying grammatical structures with precise, content-based vocabulary.

Learning Supports

Word/picture wall L1 support Pictures/Photographs Gestures Partner Work Manipulatives Choice questions

Word/picture wall L1 support Sentence Frames Manipulatives Partner Work Pictures/Photographs

Word Wall Templates Triads or Small Groups

Triads or Small Groups

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 2 CCSS: RL.4.1; RI.4.1 WIDA ELDS: 2-5 Reading Speaking

Refer to details and examples in a text when drawing inferences from the text. 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.

Cite details and examples from text when making inferences by marking the text and using think-alouds.

VU: Inferences

LFC: Reported speech

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Cite details and examples from text when making inferences using L1 and/or using pictures, gestures or high-frequency, content-related single words in phrases with formulaic patterns that represent key ideas.

Cite details and examples from text when making inferences using L1 and/or using pictures or general, content-based vocabulary in phrases with formulaic patterns that represent key ideas.

Cite details and examples from text when making inferences using key, content-based vocabulary in simple sentences with repetitive grammatical structures that represent multiple, related ideas.

Cite details and examples from text when making inferences using content-based vocabulary in complex sentences with a variety of grammatical structures.

Cite details and examples from text when making inferences using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Teacher modeling Teacher support Think-alouds Marking the text Word/picture bank Choice questions L1 support Partner Work

Teacher model Think-alouds Marking the text Word/picture bank Sentence frames L1 support Partner Work

Teacher modeling Think-alouds Marking the text Word Bank

Teacher modeling Think-alouds

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 3 CCSS: RL.4.2 WIDA ELDS:

Determine the theme of a story, drama, or poem from details in the text.

Identify theme via details from story using graphic organizers and teacher modeling.

VU: Theme

LFC: Subject-verb agreement

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Identify the theme of the story in grade level texts in L1 and /or answer questions about the theme in leveled texts by producing single word answers, pointing to pictures or answering yes/no questions.

Identify theme in grade-level texts in L1 and/or answer wh- questions about the theme in leveled texts by using short phrases with formulaic patterns that represent the key theme.

Identify theme of story from adapted texts by answering in simple sentences with repetitive, grammatical structures and key content-based vocabulary.

Identify theme of story in texts within grades 3-4 complexity level by producing complex sentences with varying grammatical structures and content based vocabulary.

Identify theme of story in grade level texts by producing multiple, complex sentences of varying grammatical structures with precise, content-based vocabulary.

Learning Supports

Teacher modeling Graphic organizers Word/picture bank Illustrations/Drawings Gestures L1 support Choice questions

Teacher modeling Graphic organizers Word/picture bank Illustrations/Diagrams Drawings L1 support Sentence Frames

Teacher modeling Graphic Organizers Word Bank

Graphic Organizers

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 4 CCSS: RL.4.2 WIDA ELDS: 2 Reading Speaking

Summarize the text of a story, drama, or poem using details from the text.

Summarize the text of a story using a story map and word wall.

VU: Summarize

LFC: Transitional phrases

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Summarize the text of a story using L1 and/or pictures, gestures or high-frequency, content-related single words or answering yes/no or either/or questions.

Summarize the text of a story using L1 and/or pictures or answer wh- questions with general, content-based vocabulary in phrases and formulaic grammatical structures.

Summarize the adapted text of a story using key, content-based vocabulary in simple sentences with repetitive grammatical structures that represent multiple, related ideas.

Summarize the text of a story within grades 3-4 complexity level using content-based vocabulary in expanded and some complex sentences with varying grammatical structures.

Summarize the text of a grade-level story using precise, content-based vocabulary in multiple, complex sentences with varying grammatical structures.

Learning Supports

Story map Word/picture wall Template (completed) L1 support Choice questions

Story map Word/picture wall Template (completed) L1 support Sentence frames

Story map Word wall Template

Story map

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 5 CCSS: RI.4.2 WIDA ELDS: 2-5 Reading Speaking

Determine the main idea of a text. 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.

Identify main idea from story using graphic organizers and teacher modeling.

VU: Main idea

LFC: Subject-verb agreement

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Identify the main idea of the story in grade level texts in L1 and /or answer questions about the main idea in leveled texts by producing single word answers, pointing to pictures or answering yes/no questions.

Identify main idea in grade-level texts in L1 and/or answer wh- questions about the main idea in leveled texts by using short phrases with formulaic patterns that represent the key theme.

Identify the main idea of story from adapted texts by answering in simple sentences with repetitive, grammatical structures and key content-based vocabulary.

Identify main idea of story in texts within grades 3-4 complexity level by producing complex sentences with varying grammatical structures and content based vocabulary.

Identify main idea of story in grade level texts by producing multiple, complex sentences of varying grammatical structures with precise, content-based vocabulary.

Learning Supports

Teacher modeling Graphic organizers Word/picture bank Illustrations/Drawings Gestures L1 support Choice questions

Teacher modeling Graphic organizers Word/picture bank Illustrations/Diagrams Drawings L1 support Sentence Frames

Teacher modeling Graphic Organizers Word Bank

Graphic Organizers

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 6 CCSS: RI.4.2 WIDA ELDS: 2 – 5 Reading Speaking

Explain how the main idea is supported by key details in the text. 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.

Explain how the main idea is supported by key details in an informational text using graphic organizer, word wall and peer support.

VU: Support, details

LFC: Embedded clauses

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Explain how the main idea is supported by key details in the grade-level informational text using L1 and/or state the main idea using memorized speech patterns with pictures and high-frequency, content-related single words or answering choice questions.

Explain how the main idea is supported by key details in the grade-level informational text using L1 and/or using pictures, and general, content-based vocabulary in phrases with formulaic grammatical structures.

Explain how the main idea is supported by key details in the adapted informational text using key, content-based vocabulary in simple sentences with repetitive grammatical structures.

Explain how the main idea is supported by key details in the informational text within grades 3-4 complexity level using content-based vocabulary in complex sentences with a variety of grammatical structures.

Explain how the main idea is supported by key details in the grade-level informational text using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Graphic organizer Word/picture wall Partner L1 support Choice questions Pictures

Graphic organizer Word/picture wall Partner L1 support Sentence frames Pictures

Graphic organizer Word Wall Partner

Graphic organizer

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 7 CCSS: RI.4.2 WIDA ELDS: 2-5 Reading Speaking

Summarize an informational text, referring to the main idea and key details. 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.

Summarize an informational text, referring to the main idea and key details using a graphic organizer and word wall.

VU: Summarize

LFC: Transitional phrases

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Summarize an informational text using L1 and/or pictures, gestures or high-frequency, content-related single words or answering yes/no or either/or questions.

Summarize an informational text using L1 and/or pictures or answer wh- questions with general, content-based vocabulary in phrases and formulaic grammatical structures.

Summarize an adapted informational text using key, content-based vocabulary in simple sentences with repetitive grammatical structures that represent multiple, related ideas.

Summarize an informational text within grades 3-4 complexity level using content-based vocabulary in expanded and some complex sentences with varying grammatical structures.

Summarize a grade-level informational text using precise, content-based vocabulary in multiple, complex sentences with varying grammatical structures.

Learning Supports

Story map Word/picture wall Template (completed) L1 support Choice questions

Story map Word/picture wall Template (completed) L1 support Sentence frames

Story map Word wall Template

Story map

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 8 CCSS: RI.4.3 WIDA ELDS: 2, 5 Reading Speaking

Explain events in historical text including what happened and why, based on specific information in the text.

Explain specific events from historical text with the aid of Cornell notes.

VU: Quotations, evidence and depth

LFC: Modals

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Explain specific events in L1 and/or using leveled text, such as what happened and why by illustrating events and use specific adjectives words.

Explain specific events in L1 and/or using leveled text, such as what happened and why by listing model phrases/short sentences.

Explain specific events from adapted texts such as what happened and why by writing a simple sentences for the specific event.

Explain specific events from text within grades 3-4 complexity level such as what happened and why by writing an informative paragraph with expanded and complex sentences.

Explain specific events from grade-level text such as what happened and why by writing an informative clear and coherent paragraph with multiple, complex sentences.

Learning Supports

Cornell notes (semi-completed by teacher) Timeline Word/picture bank Visuals L1 support

Cornell notes (semi-completed by teacher) Timeline Word/picture bank Visuals L1 support

Cornell notes Timeline Word bank

Cornell notes Timeline

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 9 CCSS: RI.4.4 WIDA ELDS: 2-5 Reading Speaking

Determine meaning of general academic words or phrases in a text relevant to a grade 4 topics or subject area. 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.

Define words and phrases in informational texts through use of pictures, synonyms, translation dictionaries and/or context clues.

VU: Academic word list

LFC: Nouns, comparative adjectives

LC:Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Define academic words and phrases in L1 and/or define high-frequency, academic words in English from leveled texts using single words, gestures and pictures.

Define academic words and phrases in L1 and/or define general, content-based words in English from leveled texts using phrases and pictures.

Define key, academic words and phrases in adapted, informational text using simple sentences.

Define academic words and phrases in informational texts within grades 3-4 complexity level using expanded sentences.

Define precise, academic words and phrases in informational, grade-level text using complex sentences.

Learning Supports

Bilingual Dictionary Glossary Picture Dictionary Personal dictionary L1 support Pictures Gestures

Bilingual Dictionary Glossary Picture Dictionary Personal dictionary L1 support Pictures

Dictionary Glossary Bold Faced/highlighted words

Dictionary Glossary

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 10 CCSS: RI.4.4 WIDA ELDS: 2-5 Reading Speaking

Determine meaning of domain-specific words or phrases in a text relevant to a grade 4 topics or subject area. 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.

Define words and phrases of domain specific words in informational texts through use of pictures, synonyms, translation dictionaries and/or context clues.

VU: Content-based words

LFC: Word analysis; asking for clarification, asking questions

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Define content-based words and phrases in L1 and/or define high-frequency, content-based words in English from leveled texts using single words, gestures and pictures.

Define content-based words and phrases in L1 and/or define general, content-based words in English from leveled texts using phrases and pictures.

Define key, content-based words and phrases in adapted, informational text using simple sentences.

Define content-based words and phrases in informational texts within grades 3-4 complexity level using expanded sentences.

Define precise, content-based words and phrases in informational, grade-level text using complex sentences.

Learning Supports

Bilingual Dictionary Glossary Picture Dictionary Personal dictionary L1 support Pictures Gestures

Bilingual Dictionary Glossary Picture Dictionary Personal dictionary L1 support Pictures

Dictionary Glossary Bold Faced/highlighted words

Dictionary

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 11 CCSS: RI.4.6 WIDA ELDS: 2-5 Reading Speaking

Compare and contrast a firsthand and a secondhand account of the same event or topic. 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.

Explain differences and similarities between primary and secondary sources of the same event or topic using graphic organizers (ie. Venn diagram s) and phrase citations.

VU: Point of view, firsthand account, secondhand account

LFC: Comparatives, superlatives

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Explain differences and similarities between primary and secondary sources in L1 and/or restate similarities and differences using high-frequency, content-related single words or answer yes/no questions and/or use pictures and gestures.

Explain differences and similarities between primary and secondary sources in L1 and/or answer wh- questions about the similarities and differences using general, content-based vocabulary in phrases with formulaic structures and with pictures.

Explain the differences and similarities between primary and secondary sources using key, content-based vocabulary in simple sentences with repetitive grammatical structures.

Explain the differences and similarities between primary and secondary sources using content-based vocabulary in expanded and some complex sentences with varying grammatical structures.

Explain the differences and similarities between primary and secondary sources using precise, content-based vocabulary in complex sentences with a variety of grammatical structures.

Learning Supports

Venn diagram Leveled text L1 support Word/picture bank Partner Work Pictures/Photographs Gestures Choice questions

Venn diagram Leveled text L1 support Word/picture bank Partner Work Pictures Sentence frames

Venn diagram Adapted text Partner Work Sentence Starters

Venn diagram

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 12 CCSS: RI.4.6 WIDA ELDS: 2-5 Reading Speaking

Describe the differences in focus and the information provided in a firsthand and a secondhand account of the same event or topic. 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.

Describe differences in focus and information provided in a firsthand account and a secondhand account of the same event or topic using a Venn diagram and word/phrase bank.

VU: Point of view, primary source

LFC: Comparatives, superlatives

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Describe the differences in focus and information in L1 and/or state the differences by answering yes/no or either/or questions with high-frequency, content-related single words, pictures or gestures.

Describe the differences in focus and information in L1 and/or identify the differences by answering wh- questions with general, content-based vocabulary in phrases with formulaic structures and pictures.

Describe the differences in focus and information using key, content-based vocabulary in simple sentences with repetitive, grammatical structures.

Describe the differences in focus and information using content-based vocabulary in expanded and some complex sentences with varying grammatical structures.

Describe the differences in focus and information using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Leveled text Venn Diagram (semi-completed by teacher) Word/picture bank L1 support Pictures Choice questions

Leveled text Venn Diagram (semi-completed by teacher) Word/picture bank L1 support Pictures Sentence frames

Adapted text Venn Diagram Sentence starters Word/phrase bank

Text within grades 3-4 complexity level Venn Diagram

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 13 CCSS: RF.4.3a WIDA ELDS: 2 Reading Speaking

Use combined knowledge of all letter-sound correspondences to read accurately multisyllabic words in and out of context.

Apply phonics to decode multisyllabic words using sound/symbol and syllabication charts and pictures.

VU: Syllables, sound/symbol

LFC: Syllabication rules

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Apply phonics skills to decode high-frequency, multisyllabic (separated by syllable), familiar words from leveled texts in English.

Apply phonics skills to decode multisyllabic, content-based, familiar words from leveled texts in English.

Apply phonics skills to decode, key, multisyllabic, content-based words from an adapted text.

Apply phonics skills to decode multisyllabic, content-based words from texts within grades 3-4 complexity level.

Apply phonics skills to decode multisyllabic, content-based words from grade level texts.

Learning Supports

Sound/symbol Charts Syllabication Charts Word/picture wall L1 support Teacher support

Sound/symbol Charts Syllabication Charts Word/picture wall L1 support Teacher support

Sound/symbol Charts Syllabication Charts Word Wall

Sound/symbol Charts Syllabication Charts

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 14 CCSS: RF.4.3.a WIDA ELDS: 2 Reading Writing

Use combined knowledge of morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Decode unknown, multisyllabic words using word analysis skills by using word pattern flip charts, affix chart and word walls.

VU: Syllables, roots, prefix, suffix, affixes

LFC: Subject-verb agreement

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Decode multisyllabic words (matched to pictures) in leveled texts by recognizing common root words and affixes.

Decode general, content-based, multisyllabic words(matched to pictures) in leveled text by recognizing common root words and affixes.

Decode unknown, key, content-based, multisyllabic words in adapted text by recognizing roots and affixes.

Decode unknown, multisyllabic, content-based words in texts within grades 3-4 complexity level by recognizing roots and affixes.

Decode unknown, multisyllabic, content-based words in grade-level text by recognizing roots and affixes.

Learning Supports

Charts (Word pattern) Chart (Root words and affixes) Word/picture wall L1 support Pictures

Charts (Word pattern) Chart (Root words and affixes) Word/picture wall L1 support

Charts (Word pattern) Chart (Root words and affixes) Word Wall

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 15 CCSS: RF.4.4.a WIDA ELDS: 2 Reading Speaking

Read grade-level text with purpose and understanding. Read grade level text with a purpose and comprehension using schema and graphic organizers.

VU: Purpose, comprehension

LFC: Sentence structure at ELP level

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read grade level texts and orally explain the purpose and demonstrate comprehension in L1 and/or read or listen to a leveled text and state or repeat the purpose and identify key words associated with pictures, answer yes/no or either/or questions with single word answers.

Read grade level texts and orally explain the purpose and demonstrate comprehension in L1 and/or read leveled texts and state the purpose and demonstrate comprehension using short phrases with sentence frames and answer wh- questions in phrases and short sentences or with pictures.

Read adapted grade level texts and orally explain the purpose and demonstrate comprehension by answering questions using simple sentences with repetitive structures and key, content- based vocabulary.

Read texts at the grades 3-4 text level band and orally explain the purpose and demonstrate comprehension using expanded sentences with varying structures and content-based vocabulary.

Read grade-level texts and orally explain the purpose and demonstrate comprehension using complex sentences of varying structures and precise, content-based vocabulary.

Learning Supports

Graphic organizer (completed) Word/picture wall L1 support Teacher support Pictures/illustrations

Graphic organizer (semi- completed by teacher) Word/picture wall L1 support Teacher support

Graphic organizer Teacher support Word wall

Graphic organizer

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 16 CCSS: RF.4.4.b WIDA ELDS: 2 Reading Speaking

Read grade–level prose and poetry orally with accuracy, rate, and expression.

Read prose and poetry texts with fluency and appropriate expression using a partner and recording devices.

VU: Prose, poetry, fluency

LFC: Sentence structure and rhythm

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read prose and poetry orally in L1 and/or single words from a leveled text or repeat rhyming words with accuracy, fluency and expression.

Read prose and poetry orally in L1 and/or phrases from a leveled text in English with accuracy, fluency and expression.

Read prose and poetry orally with fluency, accuracy and expression in adapted texts.

Read prose and poetry orally with fluency and accuracy in texts within grades 3-4 complexity level text band.

Read grade-level prose and poetry orally with fluency, accuracy and expression.

Learning Supports

Partner Recording devices L1 support Teacher modeling Highlighted letter patterns Chants/Choral readings Pictures/illustrations

Partner Recording devices L1 support Teacher modeling Highlighted letter patterns Chants/Choral readings

Partner Recording devices Teacher modeling

Recording devices

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 17 CCSS: RF.4.4.c WIDA ELDS: 2 Reading Speaking

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Use context to self-correct when necessary using a checklist.

VU: Context, self-correct

LFC: Sentence structure with context clues, cognates, synonym

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Use context to confirm the meaning of unknown words in a grade level text in L1 and/or unknown, high-frequency words in a controlled text by listening to the teacher model how to use sentence level context clues, cognates and schemata.

Use context to confirm the meaning of unknown words in a grade level text in L1 and/or use selected phrases from a leveled text by using sentence-level context clues, cognates and schemata.

Use context to confirm the meaning of unknown content based words in an adapted text by using sentence and paragraph level context clues, cognates and schemata with support.

Use context to confirm the meaning of unknown content- based words in a text within grades 3-4 complexity level by using sentence and paragraph level, context clues, cognates, schemata.

Use context to confirm the meaning of unknown words in a grade-level text by using sentence and paragraph level, context clues, cognates and schemata.

Learning Supports

Bilingual and picture dictionary L1 support Word/picture wall Teacher model Checklist

Bilingual and picture dictionary L1 support Word/picture wall Checklist

Bilingual dictionary Word wall Rephrasing Checklist

Dictionary Rephrasing Checklist

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 18 CCSS:W.4.2.a WIDA ELDS: 2-5 Writing

When writing, introduce a topic clearly and group related information in paragraphs and sections.

Write to produce a coherent written topic sentence to explain a topic clearly using word bank, teacher modeling and L1 support.

VU: Topic sentence

LFC: Verb forms

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Produce clear and coherent topic sentences in L1 and/or write word and phrase-level captions for pictures to develop an understanding of relevant topic and/or single words that represent key ideas using phrase patterns and high-frequency, content related vocabulary.

Produce clear and coherent topic sentences in L1 and/or use phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.

Produce multiple, related topic sentences using key content-based vocabulary in simple sentences with repetitive structures.

Produce organized topic sentences using content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures.

Produce clear and coherent topic sentences using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

Learning Supports

L1 support Graphic Organizers Teacher modeling Word/picture bank Pictures

L1 support Graphic Organizers Teacher modeling Word/picture bank Sentence frames

Graphic Organizers Teacher modeling Word bank

Graphic Organizers

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 19 CCSS: W.4.2.a WIDA ELDS: 1-5 Writing

When writing, include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

When composing text, include formatting, graphics, and multimedia to enhance comprehension using a word wall and L1 support.

VU: Format, multimedia, charts, tables

LFC: Headings, captions, quotations

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

When composing text include multiple, complex sentences with a variety of grammatical structures in L1 and/or compose single words or phrases from memorized structures; include features to enhance comprehension.

When composing text include multiple, complex sentences with a variety of grammatical structures in L1 and/or compose phrases and short sentences with formulaic sentence patterns; include features to enhance comprehension.

When composing text include simple sentences with repetitive structures that represent related ideas, formatting, multimedia and illustrations to enhance comprehension.

When composing text include expanded and some complex sentences, formatting, multimedia and illustrations to enhance comprehension.

When composing text include complex sentences, formatting, multimedia and illustrations to enhance comprehension.

Learning Supports

Technological resources L1 support Visualizations Word/picture wall Pictures/diagrams Cartoons

Technological resources L1 support Word/picture wall Sentence Frames Pictures/diagrams Cartoons

Technological resources Word wall Pictures/diagrams Illustrations/diagrams/drawings

Technological resources Illustrations/diagrams/drawings

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 20 CCSS: W.4.2.b WIDA ELDS: 2-5 Writing

Develop a topic with facts, definitions, concrete details, quotations or other information and examples related to the topic when writing. Note: When CCSS is W (Writing), 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.

Develop and organize the topic for writing with relevant facts, definitions, concrete details, quotations, or examples by using graphic organizers and shared writing.

VU: Topic, facts, concrete details

LFC: Quotations, citations

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Develop and organize writing topic with relevant facts, details, or examples in L1 and/or in pictures, drawings or high-frequency, content-related single words or phrases that represent key ideas.

Develop and organize writing topic with relevant facts, details, or examples in L1 and/or in phrases and short sentences that represent key ideas using formulaic sentence patterns.

Develop and organize the topic for writing with facts, details and examples using key, content-based vocabulary in simple sentences with repetitive grammatical structures.

Develop and organize the topic for writing with facts, details and examples using content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures.

Develop and organize the topic for writing with facts, details and examples using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Graphic organizer Shared writing Word wall L1 support Illustrations Drawings

Graphic organizer Shared writing Word wall L1 support Sentence Frames

Graphic organizer Shared writing Word wall

Graphic organizer

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 21 CCSS: W.4.2.e WIDA ELDS: 2-5 Writing

Provide a concluding statement or section related to the information or explanation presented when writing a piece. Note: When CCSS is W (Writing), 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.

Write a conclusion statement that follows from the information or explanation presented using a graphic organizer, shared writing and L1 support.

VU: Conclusion, explanation

LFC: Transitional phrases

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write a conclusion statement that follows from the information presented in L1 and/or in pictures, drawings or high-frequency, content-related single words that represent key ideas.

Write a conclusion statement that follows from the information presented in L1 and/or in phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary.

Write a conclusion statement that follows from the information presented in simple sentences with repetitive grammatical structures that represent multiple, related ideas using key, content-based vocabulary.

Write a conclusion statement that follows from the information presented in expanded and some complex sentences with a variety of grammatical structures and using content-based vocabulary.

Write a conclusion statement that follows from the information presented in multiple, complex sentences with a variety of grammatical structures and using precise, content-based vocabulary.

Learning Supports

Graphic organizer Shared writing L1 support Pictures Drawings

Graphic organizer Shared writing L1 support Sentence frames

Graphic organizer Shared writing Sentence Starters

Graphic organizer

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 22 CCSS: W.4.10 WIDA ELDS: 2-5 Writing

Write routinely over extended time frames (time for research, reflection, and revision) for a range of discipline-specific tasks, purposes, and audiences. Note: When CCSS is W (Writing), 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.

Complete writing tasks routinely over extended time frames (research, reflect and revise) for a range of discipline-specific tasks, purposes and audiences using templates, shared writing and word banks.

VU: Time frame, research, revisions

LFC: Capitalization, punctuation, various verb forms

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Complete writing tasks over extended time frames for a range of discipline-specific tasks, purposes and audiences in L1 and/or complete writing using drawings, pictures and/or high-frequency, content-related single words and phrases.

Complete writing tasks over extended time frames for a range of discipline-specific tasks, purposes and audiences in L1 and/or complete writing using drawings and/or content-based vocabulary in phrases and short sentences with formulaic structures.

Complete writing tasks over extended time frames for a range of discipline-specific tasks, purposes and audiences using key, content-based vocabulary in simple sentences with repetitive grammatical structures.

Complete writing tasks over extended time frames for a range of discipline-specific tasks, purposes and audiences using content-based vocabulary in expanded and some complex sentences of varying grammatical structures.

Complete writing tasks over extended time frames for a range of discipline-specific tasks, purposes and audiences using precise, content-based vocabulary in multiple, complex sentences of varying grammatical structures.

Learning Supports

Shared writing Templates (completed) Word banks L1 support Sentence frames Drawings Pictures

Shared writing Templates Word banks L1 support Sentence frames Drawings

Shared writing Templates Word banks

Shared writing

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 23 CCSS: W.4.10 WIDA ELDS: 2-5 Writing

Write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Note: When CCSS is W (Writing), 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.

Complete writing tasks routinely over short time frames (plan, write) for a range of discipline-specific tasks, purposes and audiences using templates, shared writing and word banks.

VU: Plan, time frame

LFC: Capitalization, punctuation, various verb forms

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Complete writing tasks over short time frames for a range of discipline-specific tasks, purposes and audiences in L1 and/or complete writing routinely over short time frames with drawings, pictures and/or high-frequency, content-related single words and phrases.

Complete writing tasks over short time frames for a range of discipline-specific tasks, purposes and audiences in L1 and/or complete writing routinely over short time frames with drawings and/or general, content-based vocabulary in simple sentences with formulaic structure.

Complete writing tasks over short time frames for a range of discipline-specific tasks, purposes and audiences using key, content-based vocabulary in simple, related sentences with repetitive structures.

Complete writing tasks over short time frames for a range of discipline-specific tasks, purposes and audiences using content-based vocabulary in expanded and some complex sentences with varying grammatical structures.

Complete writing tasks over short time frames for a range of discipline-specific tasks, purposes and audiences using precise, content-based vocabulary in multiple, complex sentences with varying grammatical structures.

Learning Supports

Shared writing Templates (completed) Word banks L1 support Sentence frames Drawings Pictures

Shared writing Templates Word banks L1 support Sentence frames Drawings

Shared writing Templates Word banks

Shared writing

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 24 CCSS: SL.4.1.c WIDA ELDS: 1-5 Speaking Listening

Pose and respond to specific questions to clarify or follow up on information, in one-on one discussion and group discussions and link to the remarks of others. Note: When CCSS is SL (Speaking/Listening), 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.

Formulate and respond to questions to clarify and follow up on information using cue cards, question stems and word walls with a partner.

VU: Pose, clarify

LFC: Questions (formal and informal structures)

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Formulate and respond to questions to clarify and follow up on information using L1 and/or answer questions with picture and high-frequency, content-related single words that represent key ideas or answer yes/no; either/or questions.

Formulate and respond to questions to clarify and follow up on information using L1 and/or using pictures and general, content-based vocabulary in short sentences with formulaic patterns that represent key ideas.

Formulate and respond to questions to clarify and follow up on information using key, content-based vocabulary in simple sentences with repetitive grammatical structures.

Formulate and respond to questions to clarify and follow up on information using content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures.

Formulate and respond to questions to clarify and follow up on information using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Learning Supports

Partner Cue cards Question stems Word wall L1 support Manipulatives Pictures/Photographs

Partner Cue cards Question stems Word wall L1 support Pictures/Photographs Sentence Frames

Partner Cue cards Question stems Word wall

Partner Cue cards

Partner

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 25 CCSS: SL.4.2 WIDA ELDS: Speaking Listening

Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Paraphrase presented oral information through the use of visuals, technology (recordings and other media) and text.

VU: Paraphrase

LFC: Academic conversations

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Paraphrase information presented in diverse media in L1 and/or repeat key, high-frequency words and phrases that relate to information read aloud.

Paraphrase information presented in diverse media in L1 and/or state information presented using general, content-based vocabulary in key phrases or short sentences.

Paraphrase information presented in diverse media using simple sentences with repetitive structures and key, content-based vocabulary.

Paraphrase information presented in diverse media using expanded sentences with varying grammatical structures and content-based vocabulary.

Paraphrase information presented in diverse media using complex sentences of varying grammatical structures with content-based, grade-level vocabulary.

Learning Supports

Video Clips/Films Triads or Small Groups Word/picture Wall L1 support Word cards Teacher modeling

Video Clips/Films Triads or Small Groups Word/picture Wall L1 support Phrase cards Teacher modeling

Video Clips/Films Triads or Small Groups Word Wall Teacher modeling

Video Clips/Films

Video Clips/Films

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 26 CCSS: L.4.2.d WIDA ELDS: 2 Writing

Spell grade-appropriate words correctly when writing. Demonstrate accurate spelling using a dictionary and technology (spellcheck) for support.

VU: Spell, accurate

LFC: Apply conventional spelling rules

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Demonstrate command of English spelling conventions for high-frequency, content-related vocabulary words.

Demonstrate command of English spelling conventions for general, content-based vocabulary from leveled texts.

Demonstrate command of English spelling conventions for key, content-based vocabulary within grades 5-6 complexity level.

Demonstrate command of English spelling conventions for content-based vocabulary within grades 5-6 complexity level.

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

Learning Supports

Reference materials (print and digital; bilingual and English) Word wall Picture dictionary Personal dictionary L1 support

Reference materials (print and digital; bilingual and English) Word wall Picture dictionary Personal dictionary L1 support

Reference materials (print and digital; bilingual and English) Word wall

Reference materials (print and digital)

Reference materials (print and digital)

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 27 CCSS: L.4.2.d WIDA ELDS: Reading Writing

Consult references as needed when spelling grade 4 words. Consult reference materials to check spelling of grade 4 words using print and digital, picture and personal dictionaries.

VU: Reference materials

LFC: Definition genre

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Consult reference materials to check spelling of high-frequency, content-related, grade 4 words.

Consult reference materials to check spelling of common, content-based, grade 4 words.

Consult reference materials to check spelling of familiar, content-based, grade 4 words.

Consult reference materials to check spelling of key, content-based, grade 4 words.

Consult reference materials to check spelling of content-based, grade 4 words.

Learning Supports

Reference materials (print and digital; bilingual and English) Word wall Picture dictionary Personal dictionary L1 support

Reference materials (print and digital; bilingual and English) Word wall Picture dictionary Personal dictionary L1 support

Reference materials (print and digital; bilingual and English) Word wall

Reference materials (print and digital)

Reference materials (print and digital)

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 28 CCSS: L.4.4.a WIDA ELDS: 2-5 Reading Speaking

Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

Determine and clarify meaning of unknown words and phrases within grade 4 text by using context clues with support from think-alouds, word walls and pictures.

VU: Context clues, definition, restatement, example

LFC: Capitalization and punctuation

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Determine and clarify meaning of unknown, words and phrases through context clues in L1 and/or high-frequency, content-related single words using sentence level context clues in a leveled text in English.

Determine and clarify meaning of unknown, content-based words and phrases through context clues in L1 and/or common, content-based words and phrases using sentence level context clues from a leveled text in English.

Determine and clarify the meaning of unknown, key, content-based words or phrases using sentence and paragraph level context clues in adapted texts.

Determine and clarify the meaning of unknown, content-based words and phrases using sentence and paragraph level context clues in texts within grades 3-4 complexity level.

Determine and clarify the meaning of unknown, content-based, grade-level words and phrases using sentence and paragraph level, context clues.

Learning Supports

Think-aloud Word Wall L1 support Pictures/Photographs L1 support Gestures

Think-aloud Word Wall L1 support Pictures/Photographs

Think-aloud Word Wall

Think-aloud

ELA – Grade 4 - Unit 2 - 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.

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 29 CCSS: L.4.4.a WIDA ELDS: 2-5 Reading Speaking Listening Writing

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered).

Accurately use general academic and domain- specific vocabulary words and phrases to signal precise actions, emotions, or states of being through the use of a content specific word wall and teacher/peer support.

VU: Academic, domain-specific

LFC:, Apply content area vocabulary appropriately

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases in L1 and/or high-frequency, general academic and content-related words.

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases in L1 and/or general academic and key, domain-specific words and phrases.

Acquire and use accurately general academic and key, domain-specific words and phrases.

Acquire and use accurately grade-appropriate academic and domain-specific words and phrases.

Acquire and use accurately precise, grade-appropriate, academic and domain-specific words and phrases.

Learning Supports

Leveled text L1 support Word/picture wall Illustrations/Diagrams Drawings Gestures

Leveled text L1 support Word/picture wall Sentence Frames Pictures

Adapted text Word Wall Triads or Small Groups

Word Wall Partner Work