Grade 6 – Unit 3 – ELL Scaffold

Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 1
CCSS:
6.EE.6
WIDA ELDS: 3
Listening / Use variables to represent numbers and write expressions when solving real world or mathematical problems. / Listen to information presented in real-world and mathematical problems and then write expressions using variables to represent numbers using white board and group work. / VU: Technical vocabulary specific to word problem
LFC: Imperative tense, complex sentences
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Listen to information in word problems with technical vocabulary in complex sentences and then write expressions using variables to represent numbers in L1 and/ or word problems with gestures, examples, and selected, technical words. / Listen to information in word problems with technical vocabulary in complex sentences and then write expressions using variables to represent numbers in L1 and/ or word problems with selected technical vocabulary in phrases and short sentences. / Listen to information in word problems with key, technical vocabulary in simple sentences and then write expressions using variables to represent numbers. / Listen to information in word problems with key, technical vocabulary in expanded sentences and then write expressions using variables to represent numbers. / Listen to information in word problems with technical vocabulary in complex sentences and then write expressions using variables to represent numbers.
Learning Supports / White Board
Small group
Word Bank
Native language support
Teacher Support
Peer Coach
Native language texts / White Board
Small group
Word Bank
Native language support
Teacher Support
Peer Coach / White Board
Small group
Word Bank / White Board
Small group / White Board
Word Bank
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 2
CCSS:
6.EE.5
WIDA ELDS: 3
Speaking
Reading
Writing / Solve an equation or inequality to answer the question: which values from a specified set, if any, make the equation or inequality true? and check the solution using substitution to determine whether a given number in a specified set makes an equation or inequality true. (including formulas V=lwh and V=bh). / Describe and explain orally and in writing how to solve an equation or inequality by determining which values from a given set, if any, makes the equation or inequality true (Include formulas V=lwh and V =Bh) using a Peer Coach, Charts/Posters, and small group. / VU: Inequality, value, set, substitution, solve
LFC: Present tense, question words, complex sentences, imperative tense, sequence words
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Describe and explain orally and in writing how to solve an equation or inequality by determining which value makes the equation or inequality true in L1 and/or use gestures, examples, and selected, technical words. / Describe and explain orally and in writing how to solve an equation or inequality by determining which value makes the equation or inequality true in L1 and/or use selected, technical vocabulary in phrases and short sentences. / Describe and explain orally and in writing how to solve an equation or inequality by determining which value makes the equation or inequality true using key, technical vocabulary in simple sentences. / Describe and explain orally and in writing how to solve an equation or inequality by determining which value makes the equation or inequality true using key, technical vocabulary in expanded complex sentences. / Describe and explain orally and in writing how to solve an equation or inequality by determining which value makes the equation or inequality true using technical vocabulary in complex sentences.
Learning Supports / Small group
Charts/Posters
Peer Coach
Word Bank
Cloze Activity
L1 text and/or support / Small group
Charts/Posters
Peer Coach
Word Bank
Sentence Frame
L1 text and/or support / Small group
Charts/Posters
Peer Coach / Small group
Charts/Posters / Small group
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 3
CCSS:
6.EE.7
WIDA ELDS: 3
Listening
Reading
Writing / Write and solve one step equations that represent real world or mathematical problems. / Demonstrate comprehension of real world or mathematical problems by writing and solving one step equations that represent them symbolically using learnzillion.com, visualizations, and a partner.
http://learnzillion.com/lessons/1249-writing-algebraic-equations-addition-subtraction / VU: One step equations, whole numbers, solve
LFC: Transitional phrases, ordinal numbers, imperatives, question words, passive voice
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Demonstrate comprehension of real world or mathematical problems in L1 by writing and solving one step equations and/or problems which use drawings, pictures and selected, technical words. / Demonstrate comprehension of real world or mathematical problems in L1 by writing and solving one step equations and/or problems which use selected, technical vocabulary in phrases and short sentences. / Demonstrate comprehension of real world or mathematical problems which use key, technical vocabulary in simple sentences by writing and solving one step equations. / Demonstrate comprehension of real world or mathematical problems which use key, technical vocabulary in expanded sentences by writing and solving one step equations. / Demonstrate comprehension of real world or mathematical problems which use technical vocabulary in complex sentences by writing and solving one step equations.
Learning Supports / Partner work
Visuals
L1 text and/or support
Cloze Activity
Word Bank
Teacher Support / Partner work
Visuals
L1 text and/or support
Sentence Frame
Word/Phrase Bank / Partner work
Visuals / Partner work
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 4
CCSS:
6.EE.8
WIDA ELDS: 3
Listening
Reading
Writing / Write an inequality of the form x > c or x < c to represent a constraint or condition in a real world or mathematical problem and represent them on a number line diagram. / After listening to an oral explanation and reading real-world or mathematical problems, compose an inequality to represent a constraint or condition and represent it on a number line diagram using learnzillion.com, Native language texts, and Sentence Frame.
http://learnzillion.com/lessons/1508-represent-realworld-scenarios-involving-inequalities-with-number-line-representations / VU: Inequality, constraint, condition, line diagram,
LFC: Present tense, Wh- questions, complex sentences, imperative tense, ordinal numbers
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / After listening to an oral explanation and reading the word problems in L1, compose an inequality to represent a constraint or condition and represent it on a number line diagram and/or problems consisting of pictures, diagrams and selected technical words. / After listening to an oral explanation and reading the word problems in L1, compose an inequality to represent a constraint or condition and represent it on a number line diagram and/or problems consisting of selected technical vocabulary in phrases and short sentences. / After listening to an oral explanation and reading the word problems consisting of key, technical vocabulary in simple sentences, compose an inequality to represent a constraint or condition and represent it on a number line diagram. / After listening to an oral explanation and reading the word problems consisting of key, technical vocabulary in expanded sentences, compose an inequality to represent a constraint or condition and represent it on a number line diagram. / After listening to an oral explanation and reading the word problems consisting of technical vocabulary in complex sentences, compose an inequality to represent a constraint or condition and represent it on a number line diagram.
Learning Supports / Partner work
Visuals
L1 text and/or support
Cloze Activity
Word Bank
Teacher Support / Partner work
Visuals
L1 text and/or support
Sentence Frame
Word/Phrase Bank / Partner work
Sentence Starter / Partner work
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 5
CCSS:
6.G.1
WIDA ELDS: 3
Speaking
Reading
Writing / Find the area of right triangles, other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes to solve real world or mathematical problems. / Describe and explain orally and in writing how to find the area of right triangles, other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes using learnzillion.com, a Math Journal, and a cloze activity.
http://learnzillion.com/lessons/1061-find-the-area-of-polygons-by-decomposing-into-triangles-rectangles-parallelograms-and-trapezoids / VU: Area, perimeter, compound figure, right triangle, quadrilaterals, polygons, composing, decomposing, solve
LFC: Present tense, Wh- questions, imperative tense, transition words
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Describe and explain orally and in writing how to find the area of right triangles, other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes in L1 and/or use gestures, examples, and selected, technical words. / Describe and explain orally and in writing how to find the area of right triangles, other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes in L1 and/or use selected, technical vocabulary in phrases and short sentences. / Describe and explain orally and in writing how to find the area of right triangles, other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes using key, technical vocabulary in simple sentences. / Describe and explain orally and in writing how to find the area of right triangles, other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes using key, technical vocabulary in expanded sentences. / Describe and explain orally and in writing how to find the area of right triangles, other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes using technical vocabulary in complex sentences.
Learning Supports / Partner work
Math Journal
L1 text and/or support
Cloze Activity
Word Bank
Teacher Support / Partner work
Math Journal
L1 text and/or support
Sentence Frame
Word/Phrase Bank / Math Journal
Sentence Starter / Math Journal
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 6
CCSS:
6.G.4
WIDA ELDS: 3
Speaking
Listening
Reading
Writing / Represent three dimensional figures using nets made of rectangles and triangles, and use the nets to find the surface area of the figures in the context of solving real world and mathematical problems. / Retell how to represent and find the surface area of three dimensional figures using nets made of rectangles and triangles in the context of solving real-world and mathematical problems using White Board, small groups, and a Word Bank. / VU: Three dimensional figures, nets, surface, areas, volume
LFC: Present tense, imperative tense, sequence words, Wh- questions, complex sentences
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Retell how to represent and find the surface are of three dimensional figures using nets made of rectangles and triangles in L1 and/or use gestures, examples, and selected, technical words. / Retell how to represent and find the surface are of three dimensional figures using nets made of rectangles and triangles in L1 and/or use selected, technical vocabulary in phrases and short sentences. / Retell how to represent and find the surface are of three dimensional figures using nets made of rectangles and triangles using key, technical vocabulary in simple sentences. / Retell how to represent and find the surface are of three dimensional figures using nets made of rectangles and triangles using key, technical vocabulary in expanded sentences. / Retell how to represent and find the surface are of three dimensional figures using nets made of rectangles and triangles using technical vocabulary in complex sentences.
Learning Supports / White Board
Small group
Word Bank
L1 text and/or support
Cloze Activity
Teacher Support / White Board
Small group
Word Bank
L1 text and/or support
Sentence Frame / White Board
Small group
Word Bank / White Board
Small group / White Board
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 7
CCSS:
6.G.2
WIDA ELDS: 3
Speaking
Listening
Reading
Writing / Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes. Show that the volume is the same as it would be if found by multiplying the edge lengths. / Articulate how to find the volume of a right rectangular prism by packing it with unit cubes and comparing the process to multiplying the edge lengths using a Peer Coach, Charts/Posters, and small group.
/ VU: Right rectangular prism, fractional edge lengths, unit cubes, packing
LFC: Present tense, imperative tense, sequence words, Wh- questions, complex sentences
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Articulate how to find the volume of a right rectangular prism by packing it with unit cubes and comparing the process to multiplying the edge lengths in L1 and/or use gestures, examples, and selected, technical words. / Articulate how to find the volume of a right rectangular prism by packing it with unit cubes and comparing the process to multiplying the edge lengths in L1 and/or use selected, technical vocabulary in phrases and short sentences. / Articulate how to find the volume of a right rectangular prism by packing it with unit cubes and comparing the process to multiplying the edge lengths using key, technical vocabulary in simple sentences. / Articulate how to find the volume of a right rectangular prism by packing it with unit cubes and comparing the process to multiplying the edge lengths using key, technical vocabulary in expanded and some complex sentences. / Articulate how to find the volume of a right rectangular prism by packing it with unit cubes and comparing the process to multiplying the edge lengths using technical vocabulary in complex sentences.
Learning Supports / Small group
Charts/Posters
Peer Coach
Word Bank
Cloze Activity
L1 text and/or support / Small group
Charts/Posters
Peer Coach
Word Bank
Sentence Frame
L1 text and/or support / Small group
Charts/Posters
Peer Coach / Small group
Charts/Posters / Small group