Math – Algebra 1 - Unit 2 – ELL Scaffold

Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 1
CCSS:
A.REI.5, A.REI.6
WIDA ELDS: 3
Writing
Speaking / Solve systems of linear equations in two variables graphically and algebraically. Include solutions that have been found by replacing one equation by the sum of that equation and a multiple of the other. / Describe and explain in writing the graphic and algebraic solutions to systems of linear equationsusing a Checklist of steps, Sentence Frame, and a partner. / VU:System, equation, graphically, algebraically
LFC: Transitional phrases, ordinal numbers, imperatives
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Describe and explain in writing the graphic and algebraic solutions to systems of linear equations in L1 and/or or use Gestures, examples and selected technical words. / Describe and explain in writing the graphic and algebraic solutions to systems of linear equations in L1 and/or use selected technical vocabulary in phrases and short sentences. / Describe and explain in writing the graphic and algebraic solutions to systems of linear equations using key, technical vocabulary in simple sentences. / Describe and explain in writing the graphic and algebraic solutions to systems of linear equations using key, technical vocabulary in expanded and some complex sentences. / Describe and explain in writing the graphic and algebraic solutions to systems of linear equations using technical vocabulary in complex sentences.
Learning Supports / Partner work
Teacher Support
Sentence Frame
Word/Picture Bank
Checklist of Steps
Native language support / Partner work
Teacher Support
Sentence Frame
Pictures
Checklist of Steps
Native language support / Partner work
Teacher Support
Sentence Frame / Partner work
Teacher Support / Partner work
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 2
CCSS:
A.REI.11
WIDA ELDS: 3
Speaking
Writing
Reading / Find approximate solutions of linear equations by making a table of values, using technology to graph and successive approximations. / Make predictions about the solution of a linear equation that is represented by a table of values, a graph or by using successive approximate solutions using Cognates, a Peer Coach, and Technology and Technology and Technological Resources. / VU:Approximate, table, value, successive
LFC: Future tense, conditional, transitional phrases, specific to word problem
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Make predictions orally and in writing about graphing successive approximations to find solutions to linear equations in L1 and/or use words and phraseswith Pictures to describe graphing methods. / Make predictions orally and in writing about graphing successive approximations to find solutions to linear equations in L1 and/or use phrases and short sentences to describegraphing methods. / Make predictions orally and in writing about graphing successive approximations to find solutions to linear equations using key vocabulary in a series of simple sentences. / Make predictions orally and in writing about graphing successive approximations to find solutions to linear equations using key vocabulary in expanded and some complex sentences. / Make predictions orally and in writing about graphing successive approximations to find solutions to linear equations using precise vocabulary in multiple, complex sentences.
Learning Supports / Cognates
Technology and Technological Resources
Peer Coach
Word Bank
Cloze Activity
Native language support / Cognates
Technology and Technological Resources
Peer Coach
Word/Picture Bank
Sentence Frame
Native language support / Cognates
Technology and Technological Resources
Peer Coach / Cognates
Technology and Technological Resources / Cognates
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 3
CCSS:
A.REI.10, A.REI.11,
A.REI.12,
A.CED.3
WIDA ELDS: 3
Reading
Writing / Graph equations, inequalities, and systems of inequalities in two variables and explain that the solution to an equation is all points along the curve, the solution to a system of linear functions is the point of intersection, and the solution to a system of inequalities is the intersection of the corresponding half-planes; Describe constraints with linear equations and inequalities and systems of equations and/or inequalities to determine if solutions are viable or non-viable.★ / Describe the process used to graph the solution to equations, inequalities and systems of inequalities in two variables using a Venn Diagram, Charts/Posters, and Partner work. / VU:Curve, intersection, corresponding, half-plane
LFC: Comparatives, superlatives, specific to word problem
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Compare and contrast in writing the solutions to equations, a system of linear functions, and a system of inequalitiesin L1 and/or use selected technical words and phrases to complete a Venn Diagram. / Compare and contrast in writing the solutions to equations, a system of linear functions, and a system of inequalitiesin L1 and/or use selected technical vocabulary in phrases and short sentences to complete a Venn Diagram. / Compare and contrast in writing the solutions to equations, a system of linear functions, and a system of inequalitiesusing key, technical vocabulary in simple sentences. / Compare and contrast in writing the solutions to equations, a system of linear functions, and a system of inequalitiesusing key, technical vocabulary in expanded and some complex sentences. / Compare and contrast in writing the solutions to equations, a system of linear functions, and a system of inequalitiesusing technical vocabulary in complex sentences.
Learning Supports / Venn Diagram
Partner work
Charts/Posters
Pictures
Native language explanations / Venn Diagram
Partner work
Charts/Posters
Word/Picture Bank
Peer Coach
Native language explanations / Venn Diagram
Partner work
Charts/Posters / Venn Diagram
Partner work / Venn Diagram
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 4
CCSS:
F.IF.1, F.IF.2
WIDA ELDS: 3
Reading
Speaking
Writing / Explain and interpret the definition of functions including domain and range and how they are related; correctly use function notation in a context and evaluate functions for inputs and their corresponding outputs. / Describe and explain orally how to evaluate functions and correctly use function notation using Note Cards, Visuals, and a Checklist of steps. / VU:Evaluate, function, notation, input, output
LFC: Transitional phrases, ordinal numbers, imperatives, specific to word problem
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Describe and explain orally how to evaluate functions and correctly use function notation in L1 and/or use selected technical words, phrases, and gestures to describe methods. / Describe and explain orally how to evaluate functions and correctly use function notation in L1 and/or use selected technical vocabulary in phrases and short sentences to describe methods. / Describe and explain orally how to evaluate functions and correctly use function notation using key, technical vocabulary in a series of simple sentences. / Describe and explain orally how to evaluate functions and correctly use function notation using key, technical vocabulary in expanded and some complex sentences. / Describe and explain orally how to evaluate functions and correctly use function notation using technical vocabulary in complex sentences.
Learning Supports / Note Cards
Visuals
Checklist of Steps
Charts/Posters
Teacher Support
Word/Symbols Bank
Gestures / Note Cards
Visuals
Checklist of Steps
Charts/Posters
Teacher Support
Word/Picture Bank / Note Cards
Visuals
Checklist of Steps / Note Cards
Visuals / Note Cards
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 5
CCSS:
F.IF.3
WIDA ELDS: 3
Speaking
Reading
Writing / Write a function for a geometric sequence defined recursively, whose domain is a subset
of the integers / Sequence the steps needed to write a recursive function for a geometric sequence using a Checklist of steps, Partner work, and Visuals. / VU:Sequence, recursive, subset, integers
LFC: Transitional phrases, ordinal numbers, imperatives, specific to word problem
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Sequence the steps needed to write a recursive function for a geometric sequencein L1 and/or use selected technical words, phrases, and Pictures to sequencesteps. / Sequence the steps needed to write a recursive function for a geometric sequencein L1 and/or use selected technical vocabulary in phrases and short sentences to sequence steps. / Sequence the steps needed to write a recursive function for a geometric sequenceusing key technical vocabulary in simple sentences. / Sequence the steps needed to write a recursive function for a geometric sequenceusing key, technical vocabulary in expanded and some complex sentences. / Sequence the steps needed to write a recursive function for a geometric sequenceusing technical vocabulary in complex sentences.
Learning Supports / Visuals
Partner work
Checklist of Steps
Cloze Activity
Word/Picture Bank / Visuals
Partner work
Checklist of Steps
Sentence Frame
Word/Picture Bank / Visuals
Partner work / Visuals
Partner work / Visuals
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 6
CCSS:
F.IF.5,F.IF.7, F.IF.9,
A.REI.11
WIDA ELDS:
3
Reading
Speaking
Writing / Graph functions by hand (in simple cases) and with technology (in complex cases)to describe linear relationships between two quantities and identify, describe, and compare domain and other key features in one or multiple representations. ★ / Describe the linear relationship between two quantities using word walls, note cards, visuals and Think Alouds. / VU:Graph, simple, complex, features, representations
LFC: Transitional phrases, ordinal numbers, imperatives, specific to word problem
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Describe and explain orally how to graph functions by hand or with technology in L1 and/or use words, phrases, and Gestures to describe steps to graph functions. / Describe and explain orally how to graph functions by hand or with technology in L1 and/or use phrases and short sentences to describe steps to graph functions. / Describe and explain orally how to graph functions by hand or with technology using key vocabulary in a series of simple sentences. / Describe and explain orally how to graph functions by hand or with technology using key vocabulary in expanded and some complex sentences. / Describe and explain orally how to graph functions by hand or with technology using precise vocabulary in multiple, complex sentences.
Learning Supports / Think Alouds in L1
Teacher Modeling
Technology and Technological Resources
Word/Symbols Bank
Gestures
Cloze Activity
Visuals
Native language support / Think Alouds in L1
Teacher Modeling
Technology and Technological Resources
Word/Picture Bank
Sentence Frame
Visuals
Native language support / Think Alouds
Teacher Modeling
Technology and Technological Resources / Think Alouds
Teacher Modeling / Think Alouds
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 7
CCSS:
F.IF.9
WIDA ELDS: 3
Reading
Speaking
Writing
Listening / Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). / Compare and contrastproperties of two functions represented in different ways using a Venn Diagram, Charts/Posters, and Partner work. / VU:Compare, contrast, functions, table, numeric, algebraic, graphic
LFC: Comparatives, superlatives, specific to word problem (oral or written)
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Compare and contrast properties of two functions represented in different ways in L1 and/or use selected technical words and phrases to complete a Venn Diagram. / Compare and contrast properties of two functions represented in different ways in L1 and/or use selected technical vocabulary in phrases and short sentences to complete a Venn Diagram. / Compare and contrast properties of two functions represented in different ways using key technical vocabulary in simple sentences. / Compare and contrast properties of two functions represented in different ways using key technical vocabulary in expanded and some complex sentences. / Compare and contrast properties of two functions represented in different ways using technical vocabulary in complex sentences.
Learning Supports / Venn Diagram
Partner work
Charts/Posters
Word/Picture Bank
Pictures
Native language explanations / Venn Diagram
Partner work
Charts/Posters
Word/Picture Bank
Peer Coach
Adapted Text (oral or written)
Native language support / Venn Diagram
Partner work
Charts/Posters / Venn Diagram
Partner work / Venn Diagram