ELA – Grade 8 - Unit 5 – ELL Scaffold

Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 1
CCSS: RL.8.1
WIDA ELDS: 2-5
Reading
Speaking / Cite the textual evidence that most strongly supports an analysis of what the text says explicitly in grade 8 text(s). / Read to cite the most supportive explicit textual evidence using adapted text, Mentor Texts (citations), Partner work, study guides. / VU: Explicit, textual evidence, support(ive); content-based, grade-level vocabulary
LFC: Quotation and paraphrasing types
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Read to cite the most supportive explicit textual evidence in L1 and/or in leveled literature and grade-level excerpts by matching key word citations to visual representations of the text. / Read to cite the most supportive explicit textual evidence in L1 and/or in leveled literature and grade-level excerpts by matching Phrase Citations to visual representations of the text. / Read to cite the most supportive explicit textual evidence in adapted literature and grade-level excerpts by providing simple Sentence Citations. Use key vocabulary in simple, related sentences. / Read to cite the most supportive explicit textual evidence in literature within the grade-level band by providing complete Sentence Citations. Use some key vocabulary in expanded and some complex sentences. / Read to cite the most supportive explicit textual evidence from grade-level literature by providing multiple Sentence Citations. Use precise vocabulary in multiple, complex sentences.
Learning Supports / L1 text and/or support
Study guide (completed)
Think-pair-share
Partner work
Word/Picture Wall
Visuals / L1 text and/or support
Study guide (partially completed)
Think-pair-share
Partner work
Mentor Phrase Citations
Visuals / Study guide
Think-pair-share
Partner work
Mentor Sentence Citations / Study guide
Partner work / Study guide
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 2
CCSS: RL.8.1
WIDA ELDS:
2-5
Reading
Speaking / Cite the textual evidence that most strongly supports an analysis of inferences drawn from grade 8 text(s). / Read to cite the most supportive inferential evidence in literature by using adapted text, study guide, and KIS (Know, Inference and Sources) chart. / VU: Cite, paraphrase, quote, infer(ence), evidence; content-based, grade-level vocabulary
LCF: Dialogue, subtle meanings, idiomatic expressions
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Read to cite the most supportive inferential evidence in L1 and/or in leveled literature and grade-level excerpts by matching Phrase Citations to visual representations of the text. / Read to cite the most supportive inferential evidence in L1 and/or in leveled literature and grade-level excerpts by matching Sentence Citations to visual representations of the text. / Read to cite the most supportive inferential evidence in adapted literature and grade-level excerpts. Use key vocabulary in simple, related sentences. / Read to cite the most supportive inferential evidence in literature within the grade-level band. Use key vocabulary in expanded sentences of emerging complexity. / Read to cite the most supportive inferential evidence in grade-level literature. Use precise vocabulary in detailed sentences of varying length and complexity.
Learning Supports / Study guide
K-I-S Chart
Visuals
Word/Picture Wall
Partner work
Native Language Texts L1 support / Study guide
K-I-S Chart
Visuals
Word/Picture Wall
Partner work
Native Language Texts
L1 support / Study guide
K-I-S Chart
Word Wall
Partner work / Study guide
K-I-S Chart / Study guide
K-I-S Chart
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 3
CCSS: RL.8.2
WIDA ELDS:
2
Reading
Writing
Speaking
Listening / Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot. / Read to identify the theme and analyze the development of the character(s), setting, and plot by using multiple resources, Digital Storytelling, a Story Map and a character web. / VU: Theme, central, prose personal narratives, development, characters, setting, and plot; content-based, grade-level vocabulary
LCF: Compound and complex sentences
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Read L1 and/or leveled literature to identify the theme by matching key words and Phrase Citations about characters, setting, and plot to visual representations. / Read L1 and/or leveled literature to determine the theme by matching Sentence Citations about characters, setting, and plot to visual representations. / Read adapted literature to identify the theme and analyze the development of the characters, setting, and plot. Use simple, related sentences and key vocabulary. / Read literature within the grade-level band to identify the theme and analyze the development of the characters, setting, and plot. Use key vocabulary in expanded sentences of emerging complexity. / Read grade level literature to identify the theme and analyze the development of characters, setting, and plot over time. Use precise vocabulary in detailed sentences of varying length and complexity.
Learning Supports / Completed Story Map
Completed character Web
Phrase Citations
Visuals
Native Language Texts L1 support / Completed Story Map
Partially-completed
Character Web
Sentence Citations
Visuals
Native Language Texts
L1 support / Story Map
Character Web
Digital Storytelling / Story Map
Digital Storytelling / Story Map
Digital Storytelling
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 4
CCSS: RL.8.2
WIDA ELDS:
2-5
Reading
Writing
Speaking / Determine a theme or central idea of a text and provide an objective summary of the text. / Read to identify the theme or central idea in literature and provide an objective summary using adapted texts and Graphic Organizers. / VU: Theme, central idea, objective, summary, summarize; content-based, grade-level vocabulary
LCF: Compound and complex sentences
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Read L1 and/or leveled literature to identify the theme or central idea and objectively summarize the text by matching key vocabulary and Phrase Citations to visual representations. / Read L1 and/or leveled literature to identify the theme and objectively summarize the text by matching simple Sentence Citations to visual representations. / Read adapted literature to identify the theme and objectively summarize text orally and in writing with simple, related sentences and key vocabulary. / Read literature within the grade-level band to identify the theme and objectively summarize text orally and in writing using key vocabulary in expanded sentences of emerging complexity. / Read grade-level literature to identify the theme and objectively summarize text orally and in writing using in precise vocabulary in multiple, detailed sentences of varying length and type.
Learning Supports / Graphic Organizers
(main idea and details / summarizing chart)
Partner work
Visuals
Cloze sentences
L1 support and text / Graphic Organizers
(main idea and details / summarizing chart )
Partner work
Visuals
Sentence Frame
L1 text and/or support / Graphic Organizers
(main idea and details / summarizing chart)
Partner work / Graphic Organizers
(main idea and details / summarizing chart) / Graphic Organizers
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 5
CCSS: RL.8.3
WIDA ELDS:
2
Reading
Speaking / Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. / Read to analyze how dialogue or story events reveal character traits, action, and decisions in literature using Visuals or manipulatives and / or Digital Storytelling with a partner or in triads. / VU: Dialogue, incidents, reveal, character traits; content-based, grade-level vocabulary
LCF: Using quotations, prepositional phrases, possessive adjectives, subject-verb agreement
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Read to analyze dialogue or story / drama events in L1 and/or leveled or adapted literature by matching specific words and/or phrases to visual character traits and story events. / Read to analyze dialogue or story events in L1 and/or leveled or adapted literature by matching simple lines of dialogue to visual character traits and story events. / Read to analyze dialogue or story events in adapted literature by dramatizing specific lines of dialogue and explaining verbally their connection(s) to character traits and story events using key vocabulary in simple, related sentences. / Read to analyze dialogue or story events in literature within grade-level band by dramatizing lines of dialogue and explaining verbally how they reveal character traits and story events with key vocabulary in expanded sentences. / Read to analyze dialogue or story events in grade-level literature by dramatizing multiple lines of dialogue and explaining verbally how they reveal character traits and story events with precise vocabulary in complex sentences.
Learning Supports / Dramatization with
Manipulatives
Digital Storytelling
Partner work
Visuals
L1 support and text / Dramatization with
Manipulatives
Digital Storytelling
Partner work
Visuals
L1 text and/or support / Dramatization with
Manipulatives
Digital Storytelling
Partner work / Digital Storytelling
Triads or Small Groups / Digital Storytelling
Triads or Small Groups
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 6
CCSS: RL.8.4
WIDA ELDS:
2-5
Reading
Speaking / Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. / Read to determine and analyze the meaning of words and phrases, including figurative and connotative meanings, in literature by looking at word choice and figurative language using multiple resources, and an Idiom Dictionary. / VU: Figurative terms and connotative vocabulary (personification, simile, metaphor, hyperbole), mood
LCF: Word choice, figurative language, how parts of speech impacts meaning
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Read to determine and analyze the meaning of figurative and connotative phrases in L1 and/or selected figurative words in excerpts from grade-level literature. / Read to determine and analyze the meaning of figurative and connotative phrases and sentences in L1 and/or selected figurative phrases in excerpts from grade-level literature. / Read to determine and analyze the meaning of key figurative and connotative phrases and sentences in adapted literature by using simple, related sentences. / Read to determine and analyze the meaning of figurative and connotative phrases and sentences in literature within the grade-level band using key vocabulary in expanded sentences. / Read to determine and analyze the meaning of figurative and connotative phrases and sentences in grade-level literature using precise vocabulary in multiple, complex sentences.
Learning Supports / Multiple Resources
Word Bank
Word/Picture Wall
Gestures
L1 support / Multiple Resources
Word Bank
Word/Picture Wall
Visuals
Sentence Frame
L1 support / Multiple Resources
Word Bank
Word Wall
Idiom Dictionary / Multiple Resources
Idiom Dictionary / Idiom Dictionary
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 7
CCSS: RL.8.5
WIDA ELDS:
2-5
Reading
Speaking / Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. / Read to compare and contrast the structure of prose and narrative texts to analyze how they differ in meaning and style using a T-Charts or a Venn Diagram. / VU: Poetic prose, personal narrative, structure, differ, meaning, style
LFC: Compound and complex sentences
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Read to compare and contrast the structure of prose and narrative texts in L1 and/or leveled prose and narrative texts using Pictures, drawings and selected words in phrase patterns. / Read to compare and contrast the structure of prose and narrative texts in L1 and/or leveled prose and narrative texts using Visuals and selected vocabulary in phrases and short sentences. / Read to compare and contrast the structure of adapted prose and narrative texts to analyze how they differ in meaning and style using key vocabulary in a series of simple, related sentences. / Read to compare and contrast the structure of prose and narrative texts within the grade-level band to analyze how they differ in meaning and style using key vocabulary in expanded and some complex sentences. / Read to compare and contrast the structure of grade level prose and narrative texts to analyze how they differ using precise vocabulary in complete, detailed sentences of varying lengths and types.
Learning Supports / T-Charts / Venn Diagram (partially completed)
Word/Picture Wall
Visuals
Gestures
L1 support / T-Charts / Venn Diagram (partially completed)
Word/Picture Wall
Visuals
Sentence Frame
L1 support / T-Charts / Venn Diagram (partially completed)
Word Wall / T-Charts / Venn Diagram / T-Charts / Venn Diagram
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 8
CCSS: RL.8.6
WIDA ELDS:
2-5
Reading
Speaking / Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. / Read to analyze connections between characters’ points of view and the creation of suspense or humor by using Teacher Modeling and Graphic Organizers. / VU: Dramatic irony, point of view, characterization, foreshadowing, suspense, humor
LFC: First and third person perspective
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Read to analyze connections between characters’ points of view and the creation of suspense or humor in L1 and/or in leveled text by matching characters’ points of view to Pictures/scenes with selected phrases. / Read to analyze connections between characters’ points of view and the creation of suspense or humor in L1 and/or in leveled text or excerpts from grade-level texts by matching key vocabulary with characters’ points of view. / Read to analyze connections between characters’ points of view and the creation of suspense or humor in adapted text using key vocabulary in a series of simple, related sentences. / Read to analyze connections between characters’ points of view and the creation of suspense or humor in text within the grade-level band using key vocabulary in expanded and some complex sentences. / Read to analyze connections between characters’ points of view and the creation of suspense or humor in grade level text using precise vocabulary in multiple, complex sentences.