Grade 7 – Unit 1 – ELL Scaffold

Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 1
CCSS:
7.NS.1
WIDA ELDS: 1 & 3
Speaking, Reading Writing / Describe and model, on a horizontal and vertical Number Line, real-world situations in which rational numbers are combined. / Describe and explain orally and in writing how rational numbers are combined using number line, visuals, manipulatives, and a Peer Coach or small group.
Note: multiple meaning of “balance” / VU:Horizontal, vertical, rational, integer, value, expression, surface, balance
LFC: Present tense
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 rational numbers are combinedin L1 and/or use gestures, examples and selected technical words. / Describe and explain orally and in writing how rational numbers are combinedin L1 and/or use selected technical vocabulary in phrases and short sentences with illustrations/drawings. / Describe and explain orally and in writing how rational numbers are combinedusing key technical vocabulary in simple sentences. / Describe and explain orally and in writing how rational numbers are combined using key technical vocabulary in expanded sentences. / Describe and explain orally and in writing how rational numbers are combined using technical vocabulary in complex sentences.
Learning Supports / Thermometer
Number Line
Peer Coach
Math Glossary (link to)
Math Journal
Partially Completed Solutions
Word/picture wall
L1 text and/or support
Pictures/illustrations / Thermometer
Number Line
Peer Coach
Math Glossary (link to)
Math Journal
Partially Completed Solutions
Word/picture wall
L1 text and/or support
Sentence frames / Thermometer
Number Line
Peer Coach
Math Glossary (link to)
Math Journal
Partially Completed Solutions
Word wall / Thermometer
Number Line
Math Journal
Small group
Integer Webquest / Thermometer
Number Line
Math Journal
Small group
Integer Webquest
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 2
CCSS:
7.NS.1
WIDA ELDS: 1 & 3
Listening,
Speaking,
Reading,
Writing / Apply the additive inverse property to subtraction problems and develop the argument that the distance between two points is the absolute value of the difference between their coordinates. / Explainorally and in writing why the distance between two points is the absolute value of the difference between their coordinatesusing lectures, videos, Peer Coaching, and Math Journal entries.
Note: Listening to lectures and watching videos develops comprehension skills for ELL students / VU:Additive inverse property, absolute value, coordinates, negative, positive, distance, coordinates
LFC: Question formation
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Explain orally and in writing why the distance between two points is the absolute value of the difference between their coordinates in L1 and/or use gestures, drawings and selected, technical words. / Explain orally and in writing why the distance between two points is the absolute value of the difference between their coordinates in L1 and/or use selected technical vocabulary in phrases and short sentences. / Explain orally and in writing why the distance between two points is the absolute value of the difference between their coordinates using key technical vocabulary in a series of simple sentences. / Explain orally and in writing why the distance between two points is the absolute value of the difference between their coordinates using key technical vocabulary in expanded and some complex sentences. / Explain orally and in writing why the distance between two points is the absolute value of the difference between their coordinates using technical vocabulary in multiple, complex sentences.
Learning Supports / Number Line
Peer Coach
Math Journal
Partially Completed Solutions
Word/picture wall
L1 text and/or support
Pictures/illustrations / Number Line
Peer Coach
Math Journal
Partially Completed Solutions
Word/picture wall
L1 text and/or support
Sentence frames / Number Line
Peer Coach
Math Journal
Partially Completed Solutions
Word wall / Number Line
Math Journal
Small group / Number Line
Math Journal
Small group
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 3
CCSS:
7.NS.2
WIDA ELDS: 1 & 3
Listening,
Speaking,
Reading,
Writing / Explain why a divisor cannot be zero and why division of integers results in a rational number. / Explain orally and in writing why the division of integers results in a rational number and why you cannot divide by zero using websites, White Board, Math Journal and peer. / VU: Divisor, integers, rational, quotient, condition, value
LFC: Present tense, dependent clauses (using because); negative exclusion questions (when is it NOT possible?)
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Explain orally and in writing why the division of integers results in a rational number and why you cannot divide by zero,in L1 and/or use gestures, examples and selected, technical words. / Explain orally and in writing why the division of integers results in a rational number and why you cannot divide by zero, in L1 and/or use selected technical vocabulary in phrases and short sentences. / Explain orally and in writing why the division of integers results in a rational number and why you cannot divide by zero, using key technical vocabulary in multiple, simple sentences. / Explain orally and in writing why the division of integers results in a rational number and why you cannot divide by zerousing key technical vocabulary in expanded and some complex sentences. / Explain orally and in writing why the division of integers results in a rational number and why you cannot divide by zerousing technical vocabulary in multiple, complex sentences.
Learning Supports / Partially Completed Solutions
White Board
Peer Coach
Math Journal
Word/picture wall
L1 text and/or support
Pictures/illustrations / Partially Completed Solutions
White Board
Peer Coach
Math Journal
Word/picture wall
L1 text and/or support
Sentence frames / Partially Completed Solutions
White Board
Peer Coach
Math Journal
Word wall / White Board
Math Journal
Small group / Math Journal
Small group
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 4
CCSS:
7.NS.2;
WIDA ELDS: 1 & 3
Listening,
Reading,
Speaking,
Writing / Model the multiplication and division of signed numbers using real-world contexts, such as taking multiple steps backwards. / Demonstrate and explainto a peer or small group how to multiply and divide signed numbers, including reversing steps in a real-world contextusing a Number Line and White Board.
Real-world context source: / VU:Signed, positive, negative, reversing, inequalities, decreases, snack bar, change, elevation, constant rate
LFC: Present tense
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Demonstrate and explain how to multiply and divide signed numbers in L1 and/or use gestures, examples and selected, technical words. / Demonstrate and explain how to multiply and divide signed numbers in L1 and/or use selected technical vocabulary in phrases and short sentences with illustrations to explain the solution. / Demonstrate and explain how to multiply and divide signed numbers using key, technical vocabulary in multiple, simple sentences. / Demonstrate and explain how to multiply and divide signed numbersusing key, technical vocabulary in expanded and some complex sentences. / Demonstrate and explain how to multiply and divide signed numbersusing technical vocabulary in multiple, complex sentences.
Learning Supports / Number Line
Partially Completed Solutions
Peer Coach
White Board
Math Glossary (link to)
Word/picture wall
L1 text and/or support / Number Line
Partially Completed Solutions
Peer Coach
White Board
Math Glossary (link to)
Word/picture wall
L1 text and/or support
Sentence frames / Number Line
Partially Completed Solutions
Peer Coach
White Board
Math Glossary (link to)
Word wall / Number Line
White Board
Small group / Number Line
White Board
Small group
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 5
CCSS:
7.NS.2
WIDA ELDS: 1 & 3
Listening
Speaking,
Reading,
Writing / Convert a rational number to a decimal using long division and explain in oral or written language why the decimal is either a terminating or repeating decimal. / Explain orally and in writing how to convert rational numbers to terminating or repeating decimals using long divisionwith a model and a word wall. / VU:Rational, decimal, terminating, repeating, remainder, equivalent
LFC: Verb to go, passive construction (is divided by…)
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Explain orally and in writing how to convert rational numbers to decimals using long division in L1 and/or use gestures, examples and selected technical words. / Explain orally and in writing how to convert rational numbers to decimals using long division in L1 and/or use selected technical vocabulary in phrases and short sentences. / Explain orally and in writing how to convert rational numbers to decimals using long division using key technical vocabulary in a series of simple sentences. / Explain orally and in writing how to convert rational numbers to decimals using long division using key technical vocabulary in expanded and some complex sentences. / Explain orally and in writing how to convert rational numbers to decimals using long division using technical vocabulary in multiple, complex sentences.
Learning Supports / Partially Completed Solutions
Peer Coach
White Board
Math Glossary (link to)
Word/picture wall
L1 text and/or support
Pictures/illustrations / Partially Completed Solutions
Peer Coach
White Board
Math Glossary (link to)
Word/picture wall
L1 text and/or support
Sentence frames / Partially Completed Solutions
Peer Coach
White Board
Math Glossary (link to)
Word wall / White Board
Small group / White Board
Small group
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 6
CCSS:
7.NS.2
7.NS.3
WIDA ELDS: 1 & 3
Listening,
Speaking,
Writing / Apply properties of operations as strategies to add, subtract, multiply, and divide rational numbers. / Demonstrate comprehension by applying properties of operation after listening to oral directions.
Demonstrate to a peer or group orally and in writinghow to apply properties of operations to find the value of an expression through addition, subtraction, multiplication, and divisionusing a peer, White Board and technology programs. / VU:operations, property, associative, commutative, identity, distributive
LFC: Demonstrative verbs
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Listen and then demonstrate to a peer or group orally and in writing how to apply properties of operations to find the value of an expressionin L1 and/or use gestures, examples and selected, technical words. / Listen and then demonstrate to a peer or group orally and in writing how to apply properties of operations to find the value of an expressionin L1 and/or use selected, technical vocabulary in phrases and short sentences. / Listen and then demonstrate to a peer or group orally and in writing how to apply properties of operations to find the value of an expressionusing key, technical vocabulary in a series of simple sentences. / Listen and then demonstrate to a peer or group orally and in writing how to apply properties of operations to find the value of an expressionusing key, technical vocabulary in expanded and some complex sentences. / Listen and then demonstrate to a peer or group orally and in writing how to apply properties of operations to find the value of an expressionusing technical vocabulary in multiple, complex sentences.
Learning Supports / Partially Completed Solutions
Peer Coach
White Board
Math Glossary (link to)
Word/picture wall
L1 text and/or support
Pictures/illustrations / Partially Completed Solutions
Peer Coach
White Board
Math Glossary (link to)
Word/picture wall
L1 text and/or support
Sentence frames / Partially Completed Solutions
Peer Coach
White Board
Math Glossary (link to)
Word wall / White Board
Small group / White Board
Small group
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 7
CCSS:
7.NS.3
WIDA ELDS: 3
Speaking
Writing / Solve mathematical and real-world problems involving addition, subtraction, multiplication, and division of rational numbers. / Explainto a peer or group orally and in writing how to solve real world mathematical problems with rational numbersusing drawings, word wall and technology. / VU:Equation, laps, track, area
LFC: Present and present progressive verb tenses
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Explain orally and in writing how to solve a variety of equations with rational numbers in L1 and/or use gestures, examples and selected, technical words. / Explain orally and in writing how to solve a variety of equations with rational numbers in L1 and/or use selected technical vocabulary in phrases and short sentences. / Explain orally and in writing how to solve a variety of equations with rational numbers using key technical vocabulary in a series of simple sentences. / Explain orally and in writing how to solve a variety of equations with rational numbers using key technical vocabulary in expanded and some complex sentences. / Explain orally and in writing how to solve a variety of equations with rational numbers using technical vocabulary in multiple, complex sentences.
Learning Supports / Partially Completed Solutions
Peer Coach
White Board
Math Glossary (link to)
L1 text and/or support
Word/picture wall / Partially Completed Solutions
Peer Coach
White Board
Math Glossary (link to)
Word/picture wall
L1 text and/or support
Sentence frames / Partially Completed Solutions
Peer Coach
White Board
Math Glossary (link to)
Word wall / White Board
Small group / White Board
Small group