Math – Grade 3 - Unit 3 – ELL Scaffold

Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 1
CCSS:
3.MD.1
WIDA ELDS: 3
Reading
Writing
Speaking / Tell and write time to the nearest minute to solve word problems with addition and subtraction involving time intervals in minutes. / Demonstrate understanding of time to the nearest minute by solving word problems using Number Line, Charts, manipulative clocks and a Word Wall. / VU: Table, in minutes, Number Line, flight, solution, nearest
LFC: Past-tense, wh questions
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Demonstrate understanding of time to the nearest minute by solving word problems in L1 and/or use pictures, gestures, and selected technical words. / Demonstrate understanding of time to the nearest minute by solving word problems in L1 and or use pictures, selected technical vocabulary in phrases and short sentences. / Demonstrate understanding of time to the nearest minute by solving word problems which use key, technical vocabulary in simple sentences. / Demonstrate understanding of time to the nearest minute by solving word problems which use key, technical vocabulary in expanded sentences. / Demonstrate understanding of time to the nearest minute by solving word problems which use content-specific vocabulary in complex sentences.
Learning Supports / Number Line
Charts
Manipulative clock
Small group/ triads
Word/Picture Wall
L1 text and/or support
Pictures/illustrations / Number Line
Charts
Manipulative clock
Small group/ triads
Word/Picture Wall
L1 text and/or support
/ Number Line
Charts
Manipulative clock
Small group/ triads
Word/Picture Wall
/ Number Line
Charts
Manipulative clock
Small group/ triads / Number Line
Charts
Manipulative clock
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 2
CCSS:
3.MD.2
WIDA ELDS: 3
Reading
Writing
Speaking / Solve one-step word problems by estimating, measuring, and comparing liquid volumes and masses using appropriate tools and units. / Compare and explain orally and in writing the difference in liquid volumes and masses using realia, Charts and Word Walls. / VU: Volume, mass, milliliter, liter, kilograms, scale, beaker, more than, less than, estimate
LFC: Yes/No questions
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Compare and explain orally and in writing the difference in liquid volumes and masses in L1 and/or use illustrations, gestures and selected technical words. / Compare and explain orally and in writing the difference in liquid volumes and masses in L1 and/or use selected technical vocabulary in phrases and short sentences. / Compare and explain orally and in writing the difference in liquid volumes and masses using key vocabulary in simple sentences. / Compare and explain orally and in writing the difference in liquid volumes and masses using key, technical vocabulary in expanded sentences. / Compare and explain orally and in writing the difference in liquid volumes and masses using technical vocabulary in complex sentences.
Learning Supports / Small group/ triads
Word/Picture Wall
L1 text and/or support
Pictures/illustrations
Realia
Measurement tools
Cloze sentences / Small group/ triads
Word/Picture Wall
L1 text and/or support
Realia
Measurement tools
Sentence Frame / Small group/ triads
Word Wall
Realia
Measurement tools
Sentence Starter / Realia
Measurement tools / Realia
Measurement tools
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 3
CCSS:
3.NF.1
WIDA ELDS: 3
Reading
Writing / Interpret the unit fraction 1/b as the quantity formed by 1 of b equal parts of a whole and the fraction a/b as the quantity formed by a parts 1/b e.g., 3 unit fractions of 1/4 add to the quantity 3/4. / Demonstrate comprehension of fractions as equal parts of the whole by reading word problems and writing the appropriate fraction using Brain Pop, Manipulatives, drawings, White Board and a Word Wall. / VU: Fraction, unit fraction
LFC: Wh questions
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Demonstrate comprehension of fractions as equal parts of the whole by reading word problems in L1 and/or which use pictures, drawings and selected words and then writing the appropriate fraction / Demonstrate comprehension of fractions as equal parts of the whole by reading word problems in L1 and/or which use selected vocabulary in phrases and short sentences, and then writing the appropriate fraction. / Demonstrate comprehension of fractions as equal parts of the whole by reading word problems which use key, technical vocabulary in simple sentences and then writing the appropriate fraction. / Demonstrate comprehension of fractions as equal parts of the whole by reading word problems which use key, technical vocabulary in expanded sentences and then writing the appropriate fraction. / Demonstrate comprehension of fractions as equal parts of the whole by reading word problems which use content-specific vocabulary in complex sentences and then writing the appropriate fraction.
Learning Supports / Manipulatives
White Board
Small group/ triads
Word/Picture Wall
L1 text and/or support
Pictures/illustrations / Manipulatives
White Board
Small group/ triads
Word/Picture Wall
L1 text and/or support
Pictures/illustrations / Manipulatives
White Board
Small group/ triads
Word Wall / Manipulatives
White Board
Small group/ triads / Manipulatives
White Board
Small group/ triads
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 4
CCSS:
3.G.2, 3.NF.2
WIDA ELDS: 1 & 3
Reading
Writing
Speaking / Represent the equal parts of shapes as a unit fraction (e.g., a pizza cut into 8 equal slices has 8 slices and each slice has quantity 1/8 of the whole pizza). / Demonstrate understanding of how shapes can be divided into equal parts and identify how to represent a part of the whole by writing a fraction using Manipulatives, Teacher Modeling, Charts and Word Wall. / VU: Represent, equal in size
LFC: Passive voice – “is made of,” “could be used to show”
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Demonstrate understanding of how shapes can be divided into equal parts by reading word problems in L1 and/or with gestures, pictures and selected technical words; then identify how to represent a part of the whole by writing a fraction. / Demonstrate understanding of how shapes can be divided into equal parts by reading word problems in L1 and/or with selected technical vocabulary in phrases with drawings; then identify how to represent a part of the whole by writing a fraction. / Demonstrate understanding of how shapes can be divided into equal parts by reading word problems with key, technical vocabulary in simple sentences; then identify how to represent a part of the whole by writing a fraction. / Demonstrate understanding of how shapes can be divided into equal parts by reading word problems with key, technical vocabulary in expanded sentences; then identify how to represent a part of the whole by writing a fraction. / Demonstrate understanding of how shapes can be divided into equal parts by reading word problems with technical vocabulary in complex sentences; then identify how to represent a part of the whole by writing a fraction.
Learning Supports / Teacher Modelinging
Manipulatives
Charts
Small group/ triads
Word/Picture Wall
L1 text and/or support
Pictures/illustrations / Teacher Modelinging
Manipulatives
Charts
Small group/ triads
Word/Picture Wall
L1 text and/or support
/ Teacher Modelinging
Manipulatives
Charts
Small group/ triads
Word Wall / Manipulatives
Charts
Small group/ triads / Manipulatives
Small group/ triads
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 5
CCSS:
3.NF.2a
WIDA ELDS: 3
Reading
Writing
Speaking / Make a drawing of a Number Line depicting the position of 1/b (with b = 2, 3, 4, 6, or 8). Represent the unit fraction 1/4 on the Number Line by dividing the Number Line between 0 & 1 into 4 equal lengths and naming the point at the end of the first length as the position of unit fraction 1/4; apply the same method for locating the points 1/2, 1/3, 1/5, 1/6, and 1/8 on the Number Line. / Draw and represent unit fractions on a Number Line by dividing the Number Line between 0 and 1.
Explain in writing how to represent unit fractions (a/b) on a Number Line between 0 and 1 (e.g., ½, ¼, 1/8) using Charts and Word Wall. / VU: Area, units, fraction, Number Line
LFC: Present tense
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Draw and represent unit fractions on a Number Line and explain in writing how to represent those fractions in L1 and/or use illustrations, gestures and selected technical words. / Draw and represent unit fractions on a Number Line and explain in writing how to represent those fractions in L1 and/or use selected technical vocabulary in phrases and short sentences. / Draw and represent unit fractions on a Number Line and explain in writing how to represent those fractions using key, technical vocabulary in simple sentences. / Draw and represent unit fractions on a Number Line and explain in writing how to represent those fractions using key, technical vocabulary in expanded sentences. / Draw and represent unit fractions on a Number Line and explain in writing how to represent those fractions using content specific vocabulary in complex sentences.
Learning Supports / Charts
Small group/ triads
Word/Picture Wall
L1 text and/or support
Pictures/illustrations
Ruler
Cloze sentences / Charts
Small group/ triads
Word/Picture Wall
L1 text and/or support
Pictures /illustrations
Sentence Frame
Ruler / Charts
Small group/ triads
Word Wall
Sentence Starter
Ruler / Charts
Small group/ triads
Ruler / Charts
Ruler
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 6
CCSS:
3.NF.2b
WIDA ELDS: 3
Reading
Writing
Speaking / Make a drawing of a Number Line depicting a fraction a/b (with a < b and b = 2, 4, 3, 4, 6, or 8).
*Grade3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, 8. / Explain how you represent a Number Line depicting a fraction a/b (with a < b and b = 2, 4, 3, 4, 6, or 8) using a model, a Word Wall and Charts. / VU: Number Line, equal in size
LFC: Wh questions, present- tense
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Explain how you represent a Number Line depicting a fraction a/b (with a < b and b = 2, 4, 3, 4, 6, or 8) in L1 and/or use equations, Number Line, illustrations, gestures and selected technical words. / Explain how you represent a Number Line depicting a fraction a/b (with a < b and b = 2, 4, 3, 4, 6, or 8) in L1 and/or use equations, a Number Line, illustrations, and selected technical vocabulary in phrases and short sentences. / Explain how you represent a Number Line depicting a fraction a/b (with a < b and b = 2, 4, 3, 4, 6, or 8) using a Number Line and some key, technical vocabulary in simple sentences. / Explain how you represent a Number Line depicting a fraction a/b (with a < b and b = 2, 4, 3, 4, 6, or 8) using a Number Line and key, technical vocabulary in expanded sentences. / Explain how you represent a Number Line depicting a fraction a/b (with a < b and b = 2, 4, 3, 4, 6, or 8) using a Number Line and content specific vocabulary in complex sentences.
Learning Supports / Teacher Modeling
Charts
Small group/ triads
Word/Picture Wall
L1 text and/or support
Pictures/illustrations
Cloze sentences / Teacher Modeling
Charts
Small group/ triads
Word/Picture Wall
L1 text and/or support
Pictures/illustrations
Sentence Frame / Teacher Modeling
Charts
Small group/ triads
Word Wall
Sentence Starter / Charts
Small group/ triads
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 7
CCSS:
3.OA.7
WIDA ELDS: 3
Listening
Speaking
Writing / Fluently multiply and divide within 50, using the relationship between multiplication and division (e.g., if 44 ÷ 2 equals 22, then 22 × 2 must equal 44) or properties of operation. / Explain orally how to multiply and divide within 50, using the relationship between multiplication and division using a Word Wall. / VU: Multiplication facts, division, properties of operation
LFC: Wh questions, present- tense
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Explain orally how to multiply and divide within 50 using the relationship between multiplication and division in L1 and/or use illustrations, gestures and selected technical words. / Explain orally how to multiply and divide within 50 using the relationship between multiplication and division in L1 and/or using illustrations, and selected technical vocabulary in phrases and short sentences. / Explain orally how to multiply and divide within 50, using the relationship between multiplication and division using key, technical vocabulary in simple sentences. / Explain orally how to multiply and divide within 50, using the relationship between multiplication and division using key, technical vocabulary in expanded sentences. / Explain orally how to multiply and divide within 50, using the relationship between multiplication and division using content specific vocabulary in complex sentences.