ELA – Grade 4 - Unit 2 - ELL Scaffold

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
PartnerWork
Manipulatives
Choice questions / Word/picture wall
L1 support
Sentence Frames
Manipulatives
PartnerWork
Pictures/Photographs / Word Wall
Templates
Triads or Small Groups / Triads or Small Groups
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
PartnerWork / Teacher model
Think-alouds
Marking the text
Word/picture bank
Sentence frames
L1 support
PartnerWork / Teacher modeling
Think-alouds
Marking the text
Word Bank / Teacher modeling
Think-alouds
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 3
CCSS: RL.4.2
WIDAELDS: / Determine the theme of a story, drama, or poem from details in the text. / Identifytheme 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 themein 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
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
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 5
CCSS: RI.4.2
WIDAELDS: 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
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
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
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
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 phrasesin 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 academicwords and phrases in L1 and/or define general, content-based words in English from leveled texts using phrases and pictures. / Define key, academicwords and phrases in adapted, informational text using simple sentences. / Define academicwords 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
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
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 sourcesusing precise, content-based vocabulary in complex sentences with a variety of grammatical structures.