ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 1
CCSS:
RI.11.1
WIDA: 2-5
Reading
Speaking
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Cite strong and thorough textual evidence to support analysis of
what the text says explicitly.
Language Objective
Read and cite explicit evidence using adapted text,
Cornell note taking sheet, and L1 support.
Language Needed
VU: Literary evidence,
infer
LFC: Modals (would,
could, might),
compound tenses,
elements of quoting,
LC: Varies by ELP level
ELP 5
Read and cite explicit,
evidence from grade
level informational
text using multiple,
complex sentences
with a variety of
grammatical
structures and
precise, contentbased vocabulary.
Note: When CCSS is RI (Reading Informational Text), the WIDA
ELDS could be Language Arts, Math, Science or Social Studies. For
that reason, all 4 standards are included. However, teachers
should only cite the specific content used.
ELP 1
Read and cite explicit evidence
from L1 informational texts
and/or match phrase citations
from leveled texts to visual
representations.
ELP 2
Read and cite explicit evidence
from L1 informational texts
and/or by match sentence
citations from leveled texts to
visual representations.
ELP 3
Read and cite explicit
evidence from adapted
informational texts using
simple sentences with
repetitive grammatical
structures and key,
content-based vocabulary.
ELP 4
Read and cite explicit
evidence from
informational texts
within grades 9-11
complexity level using
complex sentences with
a variety of grammatical
structures and contentbased vocabulary.
Cornell note taking sheet
(completed by teacher)
Leveled text
Phrase and sentences citations
L1 support
Partner
Word and phrase citations
Word/picture bank
Cornell note taking sheet
(semi-completed by teacher)
Leveled text
T-chart
Phrase and sentence citations
L1 support
Partner
Word/picture bank
Cornell note taking sheet
Adapted text
T-chart
Word bank
Cornell note taking sheet
Informational texts
within grades 9-11
complexity levels
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 2
CCSS:
RI.11.1
WIDA: 2-5
Reading
Speaking
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Cite strong and thorough textual evidence to support inferences
drawn from the text, including determining where the text
leaves matters uncertain.
Note: When CCSS is RI (Reading Informational Text), the WIDA
ELDS could be Language Arts, Math, Science or Social Studies. For
that reason, all 4 standards are included. However, teachers
should only cite the specific content used.
ELP 1
ELP 2
Read and distinguish inferential Read and distinguish
evidence in L1 informational
inferential evidence in L1
texts and/or match phrase
informational texts and/or
citations from leveled text to
match sentence citations from
visual representations of the
leveled text to visual
text.
representations.
Cornell note taking sheet
(completed by teacher)
Leveled text
Phrase and sentences citations
L1 support
Partner
Word and phrase citations
Word/picture bank
Cornell note taking sheet
(semi-completed by teacher)
Leveled text
T-chart
Phrase and sentences
citations
L1 support
Partner
Word/picture bank
Language Objective
Read and distinguish between explicit, inferential,
and uncertain evidence using adapted text, graphic
organizers (i.e. T-chart), and L1 support.
Language Needed
VU: Evidence, infer,
uncertain
LFC: Modals (would,
could, might), compound
tenses, elements of
quoting,
LC: Varies by ELP level
ELP 3
Read and distinguish
inferential evidence
from adapted
informational texts
using simple sentences
with repetitive
grammatical structures
and key, content-based
vocabulary.
ELP 4
Read and distinguish
inferential evidence from
informational texts
within grades 9-11
complexity level using
complex sentences with
a variety of grammatical
structures and contentbased vocabulary.
ELP 5
Read and distinguish
inferential evidence from
grade level informational
texts using multiple,
complex sentences with a
variety of grammatical
structures and precise,
content-based vocabulary.
Cornell note taking
sheet
Adapted text
T-chart
Word bank
Cornell note taking sheet
Informational texts
within grades 9-11
complexity levels
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 3
CCSS:
RI.11.2
WIDA: 2-5
Reading
Speaking
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Determine two or more central ideas of a text and analyze their
development over the course of the text.
Note: When CCSS is RI (Reading Informational Text, the WIDA ELDS
could be Language Arts, Math, Science or Social Studies. For that
reason, all 4 standards are included. However, teachers should only
cite the specific content used.
ELP 1
ELP 2
Read and analyze how two or
Read and analyze how two or
more themes develop in L1
more themes develop in L1
and/or using leveled texts,
and/or using leveled texts, match
match phrase and word strips
phrase or sentence strips to
to visual representations of the visual representations of the
theme.
theme
Cornell note taking sheet
(completed by teacher)
Phrase and sentences citations
Visualization
L1 support
Partner
Word and phrase citations
Word/picture bank
Cornell note taking sheet
(semi-completed by teacher)
Phrase and sentences citations
Visualization
L1 support
Partner
Word/picture bank
Sentence frames
Language Objective
Read and analyze how two or more themes develop
using graphic organizers, visual representations, and
L1 support.
Language Needed
VU: Interact, complex,
central idea, themes
LFC: Transitional
phrases
LC: Varies by ELP level
ELP 3
Read and analyze how
two or more themes
develop using simple,
related sentences with
repetitive grammatical
structures and key,
content-based
vocabulary.
ELP 4
Read and analyze how
two or more themes
develop using complex
sentences with a variety
of grammatical
structures and contentbased vocabulary.
Cornell note taking sheet
Adapted text
Word bank
Cornell note taking
sheet
Informational texts
within grades 9-11
complexity levels
ELP 5
Read and analyze how
two or more themes
develop using
multiple, complex
sentences with a
variety of grammatical
structures and
precise, contentbased vocabulary.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 4
CCSS:
RI.11.3
WIDA: 2-5
Reading
Speaking
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Analyze a complex set of ideas or sequence of events and explain
how specific individuals, ideas, or events interact and develop over
the course of the text.
Note: When CCSS is RI (Reading Informational Text), the WIDA ELDS
could be Language Arts, Math, Science or Social Studies. For that
reason, all 4 standards are included. However, teachers should only
cite the specific content used.
ELP 1
ELP 2
Read and analyze ideas or events Read and analyze ideas or
in order to explain the
events in order to explain the
interaction and development of
interaction and development of
individuals, ideas or events in L1 individuals, ideas or events in L1
and/or using a leveled text, use a and/or using a leveled text, use
single word, gesture or phrase to phrases that represent key ideas
match visual representations.
to complete formulaic
structures.
Cause/effect graphic organizer
(Partially completed by teacher)
Word/picture bank
Phrase bank
L1 text and support
Cause/effect graphic organizer
(Partially completed by teacher)
Word/picture bank
Phrase bank
L1 text and support
Language Objective
Read and analyze ideas or events in order to
explain the interaction and development of
individuals, ideas or events using Cause/Effect
graphic organizer and L1 support.
Language Needed
VU: Transitional words,
interact, complex,
central idea
LFC: Complex
sentences, conditional
clauses,
LC: Varies by ELP level
ELP 3
Read and analyze ideas
or events in order to
explain the interaction
and development of
individuals, ideas or
events in an adapted
text using simple,
related sentences with
repetitive structures and
key, content- based
vocabulary.
ELP 5
Read and analyze ideas
or events in order to
explain the interaction
and development of
individuals, ideas or
events in a grade level
text using multiple,
complex sentences
with a variety of
grammatical structures
and precise, contentbased vocabulary.
Cause/effect graphic
organizer
Adapted text
Word bank
ELP 4
Read and analyze ideas
or events in order to
explain the interaction
and development of
individuals, ideas or
events in texts within
grades 9-11 complexity
levels using complex
sentences with a variety
of grammatical
structures and contentbased vocabulary.
Cause/effect graphic
organizer
Text within grades 9-11
complexity level
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 5
CCSS:
RI.11.4
WIDA: 2-5
Reading
Speaking
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Determine the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings.
Note: When CCSS is RI (Reading Informational Text), the WIDA ELDS
could be Language Arts, Math, Science or Social Studies. For that
reason, all 4 standards are included. However, teachers should only
cite the specific content used.
ELP 1
Read to determine and analyze the
meanings of figurative,
connotative and technical words
and phrases in a text in L1 and/or
high-frequency figurative,
connotative and technical words
and phrases in a leveled text in
English.
Online support (dictionaries,
visuals, thesaurus, bilingual, word
sift)
Content-based word wall
Vocabulary frame
L1 support/Cognates
Captions
Visuals
Leveled text
ELP 2
Read to determine and
analyze the meanings of
figurative, connotative and
technical words and phrases
in L1 and/or general
figurative, connotative and
technical words and phrases
in a leveled text in English.
Online support (dictionaries,
visuals, bilingual, thesaurus,
Word Sift)
Content-based word wall
Vocabulary frame
L1 support/ Cognates
Language Objective
Read to understand the meanings of figurative,
connotative and technical words and phrases as
they are used in a text using a Vocabulary Frame or
technology support (Word sift).
Language Needed
VU: Multiple meanings
of a key terms, idioms,
collocations, noun
phrases
LFC: Complex
sentences, compound
verb tenses
LC: Varies by ELP level
ELP 3
Read to determine and
analyze the meanings of
figurative, connotative
and technical words and
phrases in an adapted
informational text.
ELP 5
Read to understand the
meanings of figurative,
connotative and
technical words and
phrases in a grade level
text.
Online support
(dictionaries, visuals,
bilingual, thesaurus,
Word Sift)
Adapted text
Content- based word wall
Vocabulary frame
ELP 4
Read to understand
and analyze the
meanings of figurative,
connotative and
technical words and
phrases in a text
within grades 9-11
complexity level.
Online support
(dictionaries,
thesaurus, Word Sift)
Text within grades 911 complexity level
Online support
(dictionaries,
thesaurus, Word Sift)
Visuals
Leveled text
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 6
CCSS:
RI.11.5
WIDA: 2-5
Reading
Speaking
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Analyze and evaluate the effectiveness of the structure an author
uses in his or her exposition or argument, including whether the
structure makes points clear, convincing, and engaging.
Note: When CCSS is RI (Reading Informational Text), the WIDA ELDS
could be Language Arts, Math, Science or Social Studies. For that
reason, all 4 standards are included. However, teachers should only
cite the specific content used.
ELP 1
ELP 2
Read to analyze and evaluate of Read to analyze and evaluate
the effectiveness of the
the effectiveness of the
structure used in an exposition
structure used in an exposition
or argument from an L1 text
or argument from an L1 text
and/or from an illustrated,
and/or from a leveled text, using
leveled text, using a single word phrases or sentences that
or phrase to represent key
represent key ideas.
ideas and match to visual
representations.
Graphic organizer (semicompleted by teacher)
Word/picture bank
Phrase bank
L1 text and support
Leveled text
Visuals
Graphic organizer (semicompleted by teacher)
Word/picture bank
Phrase bank
L1 text and support
Leveled text
Language Objective
Read to analyze and evaluate the effectiveness of
the structure used in an exposition or argument
using graphic organizer and L1 support.
Language Needed
VU: Exposition,
argument
LFC: Complex
sentences, conditional
clauses
LC: Varies by ELP level
ELP 3
Read to analyze and
evaluate the
effectiveness of the
structure used in an
exposition or argument
from adapted text using
simple, related
sentences with
repetitive grammatical
structures and key,
content-based
vocabulary.
Graphic organizer
Adapted text
Word bank
ELP 5
Read to analyze and
evaluate the
effectiveness of the
structure used in an
exposition or argument
from grade level text
using multiple, complex
sentences with a
variety of grammatical
structures and precise,
content-based
vocabulary.
ELP 4
Read to analyze and
evaluate the
effectiveness of the
structure used in an
exposition or argument
from text within grades
9-11 complexity level
using complex sentences
with a variety of
grammatical structures
and content-based
vocabulary.
Graphic organizer
Text within grades 9-11
complexity level
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 7
CCSS:
RI.11.6
WIDA: 2-5
Reading
Speaking
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Determine an author’s point of view or purpose in a text in which
the rhetoric is particularly effective, analyzing how style and
content contribute to the power, persuasiveness, or beauty of the
text.
Note: When CCSS is RI (Reading Informational Text) the WIDA ELDS
could be Language Arts, Math, Science or Social Studies. For that
reason, all 4 standards are included. However, teachers should only
cite the specific content used.
ELP 1
ELP 2
Read to determine and analyze
Read to determine and
author’s point of view and how the analyze author’s point of view
style and content impact the text
and how the style and content
in L1 and/or use single words that impact the text in L1 and/or
represent key ideas to match
use phrases within formulaic
visual representations of an
structures that represent key
illustrated, leveled text.
ideas to match visual
representations of the leveled
text.
Leveled text
Outline (completed)
Marking the text
Think aloud
Word/picture bank
L1 text and support
Leveled text
Outline (semi-completed)
Marking the text
Think aloud
Sentence Frames
Word/picture bank
Language Objective
Read to determine and analyze author’s point of
view or purpose and how the style and content
impact the text by marking the text, using an
outline and think aloud.
Language Needed
VU: Transitional words,
vocabulary used to
persuade, central idea
LFC: Complex
sentences, conditional
clauses
LC: Varies by ELP level
ELP 3
Read to determine and
analyze author’s point of
view and how the style
and content impact the
adapted text using
simple sentences with
repetitive grammatical
structures and key,
content-based
vocabulary.
Adapted text
Outline
Word bank
Marking the text
Think aloud
ELP 4
Read to determine and
analyze author’s point
of view and how the
style and content
impact the text within
grades 9-11 complexity
level using complex
sentences with a variety
of grammatical
structures and contentbased vocabulary.
Text within grades 9-11
complexity level
Outline
ELP 5
Read to determine and
analyze author’s point
of view and how the
style and content
impact the grade level
text using multiple,
complex sentences
with a variety of
grammatical structures
and precise, contentbased vocabulary.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
Visuals
SLO: 8
CCSS:
W.11.2
WIDA: 2-5
Reading
Writing
Language
Objectives
Learning
Supports
L1 text and support
Student Learning Objective (SLO)
Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of
content.
Note: When writing informative or explanatory text, the WIDA ELDS
could be Language Arts, Math, Science or Social Studies. For that
reason, all 4 standards are included. However, teachers should only
cite the specific content used.
ELP 1
ELP 2
Write to convey complex ideas,
Write to convey complex
concepts and information using L1 ideas using L1 and/or using
and/or using single words or
phrases and short sentences
drawings that represent key ideas
that represent key ideas using
with phrase patterns and highformulaic sentence patterns
frequency, content-related
and general, content-based
vocabulary.
vocabulary.
Graphic organizer
Template
Word/picture bank
Phrase bank
L1 text and support
Visuals
Drawings
Graphic organizer
Template
Sentence Frames
Word/picture bank
Phrase bank
L1 text and support
Language Objective
Write to convey complex ideas using a graphic
organizer (specific to task and purpose), visuals and
L1 support.
Language Needed
VU: Transitional words,
word choice, general
LFC: Coherent and clear
sentences
LC: Varies by ELP level
ELP 3
Write to convey complex
ideas that represent
multiple, related ideas
using simple sentences
with repetitive structures
and key, content-based
vocabulary.
Graphic organizer
Template
Word bank
ELP 4
Write to convey
complex ideas using
expanded and some
complex sentences
that represent
organized ideas with a
variety of grammatical
structures and
content-based
vocabulary.
Graphic organizer
ELP 5
Write to clearly and
coherently convey
complex ideas using
multiple, complex
sentences with a
variety of grammatical
structures and precise,
content-based
vocabulary.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 9
CCSS:
W.11.2a.
WIDA ELDS:
2
Reading
Writing
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Write informative/explanatory texts to introduce a topic;
organize complex ideas, concepts, and information so that each
new element builds on that which precedes it to create a
unified whole; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding
comprehension.
Language Objective
Write to introduce, organize, and connect complex
ideas using an outline, web and reference sheet of
correct formatting.
Language Needed
VU: Informative/
explanatory
LFC: Language
conventions and forms
will vary depending on
selected writing task
LC: Varies by ELP level
ELP 1
Write to introduce, organize,
and connect complex ideas in
L1 and/or produce single
words that represent key
ideas using phrase patterns
and general, content-related
vocabulary.
ELP 2
Write to introduce, organize,
and connect complex ideas in
L1 and/or produce phrase and
short sentences that represent
key ideas using formulaic
sentence patterns and general,
content-based vocabulary.
ELP 3
Write to introduce,
organize, and connect
multiple, related ideas by
producing simple
sentences using repetitive
structures and key,
content-based vocabulary.
ELP 4
Write to introduce,
organize, and connect
ideas by producing
expanded and some
complex sentences with a
variety of grammatical
structures and contentbased vocabulary.
Online Resources
(Technology)
Reference sheet of correct
formatting
Visuals
L1 support
Cloze sentences
Word Bank
Online Resources (Technology)
Reference sheet of correct
formatting
Visuals
L1 support
Sentence Frames
Word Bank
Online Resources
Reference sheet of correct
formatting
Sentence Starters
Word Bank
Online Resources
Reference sheet of correct
formatting
ELP 5
Write to introduce,
organize, and connect
complex ideas by
producing clear and
coherent writing using
multiple, complex
sentences with a
variety of grammatical
structures and precise,
content-based
vocabulary.
Online Resources
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 10
CCSS:
W.11.2b
WIDA ELDS:
2
Reading
Writing
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Write informative/explanatory texts to develop the topic
thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s
knowledge of the topic.
Language Objective
Write to inform/explain a topic with the most
significant facts and details appropriate to the
audience using graphic organizers that outline these
elements, visuals, peer and L1 support.
Language Needed
VU: Significant facts,
audience
LFC: Language
conventions and forms
will vary depending on
selected writing task
LC: Varies by ELP level
ELP 1
Write to inform/explain a
topic thoroughly as a result of
selecting the most significant
and relevant facts using L1
and/or using single words or
drawings that represent key
ideas with phrase patterns and
high-frequency, contentrelated vocabulary.
ELP 2
Write to inform/explain a topic
thoroughly as a result of
selecting the most significant
and relevant facts using L1
and/or using visuals, phrases
and short sentences that
represent key ideas with
formulaic sentence patterns
and general, content-based
vocabulary.
ELP 3
Write to inform/explain a
topic thoroughly as a
result of selecting the
most significant and
relevant facts using
simple sentences with
repetitive structures and
key, content-based
vocabulary.
ELP 4
Write to inform/explain a
topic thoroughly as a
result of selecting the
most significant and
relevant facts using
expanded and some
complex sentences with
a variety of grammatical
structures and contentbased vocabulary.
ELP 5
Write to inform/explain
a topic thoroughly as a
result of selecting the
most significant and
relevant facts using
multiple, complex
sentences with a variety
of grammatical
structures and precise,
content-based
vocabulary.
Online Resources
Outline (completed)
Word/picture bank
Partner Work
L1 text and support
Visuals
Drawings
Online Resources
Sentence Frames
Outline (semi-completed)
Word/picture bank
Partner Work
L1 text and support
Visuals
Online Resources
Sentence Starters
Outlines
Triads or small groups
Word bank
Online Resources
Outlines
Triads or small groups
Online Resources
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 11
CCSS:
W.11.2c
WIDA ELDS:
2
Reading
Writing
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Write informative/explanatory texts to use appropriate and varied
transitions and syntax to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and
concepts.
Language Objective
Write to inform/explain by using appropriate and
varied transitions and syntax in order to link
sections and clarify ideas within the text using a
word bank of transitional words and phrase.,
visuals, peer and L1 support.
Language Needed
VU: Transitional words,
word choice, syntax
LFC: Language
conventions and forms
LC: Varies by ELP level
ELP 1
Write at a word or phrase level to
inform/explain by using
appropriate and varied transitions
and syntax in order to link sections
and clarify ideas within the text
using L1 and/or using drawings/
single words that represent key
ideas using phrase patterns and
high-frequency, content-related
vocabulary.
ELP 2
Write at a word or phrase
level to inform/explain by
using appropriate and varied
transitions and syntax in order
to link sections and clarify
ideas within the text using L1
and/or using visuals, phrases
and short sentences that
represent key ideas using
formulaic sentence patterns
and general, content-based
vocabulary.
ELP 3
Write to inform/explain
by using appropriate and
varied transitions and
syntax in order to link
sections and clarify ideas
within the text using
simple sentences with
repetitive structures and
key, content-based
vocabulary.
Online resources
(Technology)
Word bank of transitional words
and phrases
Sentence Frames
Cloze sentences
Visuals
L1 support
Online resources
(Technology)
Word bank of transitional
words and phrases
Sentence Starters
Sentence Frames
Visuals
L1 support
Online resources
Word bank of
transitional words and
phrases
Sentence Starters
ELP 4
Write to
inform/explain by
using appropriate and
varied transitions and
syntax in order to link
sections and clarify
ideas within the text
using complex
sentences with a
variety of grammatical
structures and
content-based
vocabulary.
Online resources
Word bank of
transitional words and
phrases
ELP 5
Write to inform/explain
by using appropriate
and varied transitions
and syntax in order to
link sections and clarify
ideas within the text
using multiple, complex
sentences with a
variety of grammatical
structures and precise,
content-based
vocabulary.
Online resources
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 12
CCSS:
W.11.2d
WIDA: 2-5
Reading
Writing
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Write informative/explanatory texts to using precise language,
domain-specific vocabulary, and techniques such as metaphor,
simile, and analogy to manage the complexity of the topic.
Language Objective
Write to inform/explain text using precise
language, domain-specific vocabulary and literary
techniques using sentence starters, visuals, and L1
support.
Language Needed
VU: Literary terms,
such as similes,
metaphors, hyperboles
LFC: Compound tenses,
complex sentence
structure
LC: Varies by ELP level
ELP 1
Write to inform/explain text using
precise language, domain-specific
vocabulary and techniques using
L1 and/or using single words or
drawings that represent key ideas
using phrase patterns and highfrequency, content-related
vocabulary.
ELP 3
Write to inform/explain
text using simple
sentences with literary
techniques, repetitive
grammatical structures
and key, domain-specific
vocabulary.
ELP 5
Write clearly and
coherently to
inform/explain text
using multiple, complex
sentences with a
variety of grammatical
structures, literary
techniques and precise,
domain-specific
vocabulary.
Online Resources
Online Resources (Technology)
Word bank
of general, content-related
vocabulary
Sentence Frames
Visuals
L1 support
ELP 2
Write to inform/explain text
using precise language,
domain-specific vocabulary
and techniques using L1
and/or using phrases and
short sentences with
formulaic sentence patterns
that represent key ideas and
general, content-based
vocabulary.
Online Resources
(Technology)
Word bank
of general, content-based
vocabulary
Sentence Starters
Sentence Frames
Visuals
L1 support
Online Resources
Word bank
of key, domain-specific
vocabulary
Sentence Starters
ELP 4
Write to
inform/explain text
using complex
sentences with a
variety of grammatical
structures, literary
techniques and
domain-specific
vocabulary.
Online Resources
Word bank
of domain-specific
vocabulary
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 13
CCSS:
W.11.2e
WIDA ELDS:
2-5
Reading
Writing
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Write informative/explanatory texts to establishing and maintaining
a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
Note: When writing informative or explanatory text, the WIDA ELDS
could be Language Arts, Math, Science or Social Studies. For that
reason, all 4 standards are included. However, teachers should only
cite the specific content used.
ELP 1
ELP 2
Write and apply formal style,
Write and apply formal style,
objective tone, and discipline
objective tone, and discipline
specific norms and conventions in
specific norms and
L1 and/or by producing single
conventions in L1 and/or by
words that represent key ideas
producing phrases and short
using phrase patterns and general, sentences that represent key
content-related vocabulary.
ideas using formulaic
sentence patterns and
general, content-based
vocabulary.
Online resources
Graphic organizer (specific to time
frame, purpose, task, audience)
Word/picture bank
Cloze sentences
L1 support
Online Resources
Graphic organizer (specific to
time frame, purpose, task,
audience)
Word/picture bank
Sentence frames
L1 support
Language Objective
Write and apply formal style, objective tone, and
discipline specific norms and conventions using
graphic organizers (specific to discipline and task).
Language Needed
VU: Formal, objective
LFC: Specific to writing
task
LC: Varies by ELP level
ELP 3
Write and apply formal
style, objective tone, and
discipline specific norms
and conventions by
producing simple
sentences that represent
multiple, related ideas
using repetitive
structures and key,
content-based
vocabulary.
Online resources
Graphic organizer
(specific to discipline and
task)
Word bank
Sentence Starters
ELP 4
Write and apply formal
style, objective tone,
and discipline specific
norms and
conventions by
producing expanded
and some complex
structures that
represent organized
ideas with a variety of
grammatical structures
and content-based
vocabulary.
Online resources
Graphic organizer
(specific to discipline
and task)
ELP 5
Write and apply formal
style, objective tone,
and discipline specific
norms and conventions
by using multiple,
complex sentences that
represent clear and
coherent ideas with a
variety of grammatical
structures and precise,
content-based
vocabulary.
Online resources
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 14
CCSS:
W.11.2f
WIDA: 2-5
Reading
Writing
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Write informative/explanatory texts and provide a concluding
statement or section that follows from and supports the
information or explanation presented (e.g., articulating
implications or the significance of the topic).
Language Objective
Write to conclude an informative/explanatory text
by using a closing strategy, visuals, peer and L1
support.
ELP 1
Write to conclude an
informative/explanatory text by
using L1 and/or using single
words or drawings using phrase
patterns that represent key ideas
and high-frequency, contentrelated vocabulary.
ELP 3
Write to conclude an
informative/explanatory
text by using simple
sentences with repetitive
grammatical structures
and key, content-based
vocabulary.
Online resources
Sentence frames
L1 support
Word/picture bank
Cloze sentences
Closing strategy
ELP 2
Write to conclude an
informative/explanatory text
by using L1 and/or using
phrases and short sentences
with formulaic sentence
patterns that represent key
ideas and general, contentbased vocabulary.
Online resources
Sentence frames
L1 support
Word/picture bank
Closing strategy
Online resources
Sentence frames
Word bank
Closing strategy
Language Needed
VU: Vocabulary
pertaining to concluding
statements
LFC: Compound tenses,
complex sentence
structure (clauses)
LC: LC: Varies by ELP
level
ELP 4
ELP 5
Write to conclude an
Write to conclude an
informative/explanatory informative/explanatory
text by using complex
text using multiple,
sentences with a variety complex sentences with
of grammatical
a variety of grammatical
structures and content- structures and precise,
based vocabulary.
content-based
vocabulary.
Online resources
Online resources
Sentence frames
Closing strategy
Closing strategy
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 15
CCSS:
W.11.4
WIDA ELDS:
2
Reading
Writing
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
Language Objective
Produce clear and coherent writing, suitable for task,
purpose, and audience using a graphic organizer
(specific to task and purpose) and visuals.
Language Needed
VU: Author’s purpose,
audience, writing tasks
(e.g., narrative,
persuasive, research etc)
LFC: Language
conventions and forms
will vary depending on
selected writing task
LC: Varies by ELP level
ELP 1
Produce clear and coherent
writing in L1; and/or single
words that represent ideas
using phrase level
grammatical structures and
general, content-related
vocabulary.
ELP 2
Produce clear and coherent
writing in L1; and/or phrase
and short sentences with
emerging expression of ideas
using repetitive phrasal and
sentence patterns and
general, content-based
vocabulary.
ELP 3
Produce emerging
expression of multiple,
related ideas using
repetitive grammatical
structures with occasional
variation and key, contentbased vocabulary.
Graphic organizer – partially
completed by teacher
(appropriate to task)
Visuals
L1 support
Online resources
Cloze sentences
Word bank
Graphic organizer – partially
completed by teacher
(appropriate to task)
Visuals
L1 support
Online resources
Sentence frames
Word bank
Graphic organizer
(appropriate to task)
Word bank
Online resources
ELP 5
Produce clear and
coherent writing
matched to the purpose,
using multiple, complex
sentences with a variety
of grammatical
structures and precise,
content-based
vocabulary.
Online resources
ELP 4
Produce organized
expression of ideas with
emerging cohesion
using short, expanded
and complex sentences
with a variety of
grammatical structures
and content-based
vocabulary.
Graphic organizer
(appropriate to task)
Online resources
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 16
CCSS:
W.11.5
WIDA ELDS:
2-5
Writing
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Analyze and evaluate the effectiveness of the structure an author
uses in his or her exposition or argument, including whether the
structure makes points clear, convincing, and engaging.
Note: When writing informative or explanatory text, the WIDA
ELDS could be Language Arts, Math, Science or Social Studies. For
that reason, all 4 standards are included. However, teachers should
only cite the specific content used.
ELP 1
ELP 2
In writing, analyze and evaluate
In writing, analyze and evaluate
the effectiveness of the
the effectiveness of the
structure an author uses in his or structure an author uses in his
her exposition or argument
or her exposition or argument
using L1 and/or develop an
using L1 and/or using phrases
understanding of the
and short sentences in
effectiveness of structure used
formulaic sentence patterns
by drawing or using single words and general, content-based
in phrase patterns and highvocabulary that represent key
frequency, content-related
ideas.
vocabulary that represent the
key ideas.
Outline (completed)
Outline (semi-completed)
Sentence frames
Sentence frames
Word/picture bank
Word/picture bank
Partner/Teacher support
Partner work
L1 text and support
L1 text and support
Language Objective
Write, analyze and evaluate the effectiveness of
the structure an author uses in his or her
exposition or argument using outlines, adapted
text, and L1 support.
Language Needed
VU: Convincing and
engaging points
LFC: Complex sentences,
conditional clauses
LC: Varies by ELP level
ELP 3
In writing, analyze and
evaluate the
effectiveness of the
structure an author uses
in his or her exposition or
argument using simple
sentences with repetitive
structures and key,
content-based
vocabulary.
ELP 4
In writing, analyze and
evaluate the
effectiveness of the
structure an author
uses in his or her
exposition or
argument using a
variety of grammatical
structures and
content-based
vocabulary.
Outline
Word bank
Outline
ELP 5
In writing, analyze and
evaluate the
effectiveness of the
structure an author uses
in his or her exposition or
argument at grade level
text using multiple,
complex sentences with
a variety of grammatical
structures and precise,
content-based
vocabulary.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 17
CCSS:
W.11.6
WIDA ELDS:
1-5
Writing
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing
feedback, including new arguments, or information.
Language Objective
Write to edit and publish individual and
collaborative writing pieces using a checklist of
steps.
Language Needed
VU: Publish, shared
writing
LFC: Revised writing
Note: When writing informative or explanatory text, the WIDA ELDS
could be Language Arts, Math, Science or Social Studies. For that
reason, all 4 standards are included. However, teachers should only
cite the specific content used.
ELP 1
ELP 2
Write to edit and publish
Write to edit and publish
individual and collaborative multi- individual and collaborative
paragraph writing pieces in L1;
multi-paragraph writing
and/or write to edit and publish
pieces in L1; and/or write to
individual and collaborative writing edit and publish individual and
pieces using single words, pictures collaborative phrases and
and drawings that represent ideas short sentences using
with phrase level grammatical
repetitive phrasal and
structures and high-frequency,
sentence patterns and
content-related vocabulary.
general, content-based
vocabulary.
Podcast/moviemaker
Checklist of publishing steps
Sentence frames
Teacher support
Word/picture bank
L1 support
Podcast/moviemaker
Checklist of publishing steps
Sentence frames
Teacher support
Word/picture bank
L1 support
LC: Varies by ELP level
ELP 3
Write to edit and publish
individual and
collaborative three
paragraph writing pieces
about multiple related
ideas using simple
sentences with repetitive
grammatical structures
and an occasional
variation and key,
content-based
vocabulary.
Podcast/moviemaker
Checklist of publishing
steps
Online resources
Peer editing
Word bank
ELP 4
Write to edit and
publish individual and
collaborative multiparagraph writing
pieces using short,
expanded and complex
sentences with a
variety of grammatical
structures and
content-based
vocabulary.
ELP 5
Write to edit and
publish individual and
collaborative multiparagraph writing
pieces using multiple,
complex sentences
with a variety of
grammatical structures
and precise, contentbased vocabulary.
Podcast/moviemaker
Checklist of publishing
steps
Peer editing
Podcast/moviemaker
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 18
CCSS:
W.11.8
WIDA: 1-5
Writing
Reading
Speaking
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
strengths and limitations of authoritative sources in terms of the
task, purpose, and audience.
Note: When writing informative or explanatory text, the WIDA
ELDS could be Language Arts, Math, Science or Social Studies. For
that reason, all 4 standards are included. However, teachers should
only cite the specific content used.
ELP 1
ELP 2
Orally and in writing, assess
Orally and in writing, assess
strengths and limitations of
strengths and limitations of
multiple authoritative sources by multiple authoritative sources
using L1 and/or using leveled
by using L1 and/or from leveled
texts.
texts.
Checklist
Online resources
Small group
Teacher support
Word/picture bank
L1 support
Visuals
Gestures
Checklist
Online resources
Small group
Teacher support
Word/picture bank
L1 support
Language Objective
Assess strengths and limitation of gathered multiple
authoritative sources orally and in writing by using a
checklist specific to evaluating task, purpose and
audience along with peer and L1 support.
Language Needed
VU: Strengths,
limitations,
authoritative
LFC: Explanatory
sentences
LC: Varies by ELP level
ELP 3
Orally and in writing,
assess strengths and
limitations of multiple
authoritative sources
from adapted texts.
ELP 4
Orally and in writing,
assess strengths and
limitations of multiple
authoritative sources
from texts within grades
9-11 complexity level.
ELP 5
Orally and in writing,
assess strengths and
limitations of multiple
authoritative sources at
grade level.
Checklist
Online resources
Small group
Word bank
Checklist
Online resources
Small group
Small group
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 19
CCSS:
W.11.9b.
WIDA ELDS:
2, 4-5
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Draw evidence from informational texts to support analysis,
reflection, and research; apply grade 11 Reading standards to
literary nonfiction, and the premises, purposes, and arguments
in works of public advocacy.
Note: When writing informative or explanatory text, the WIDA
ELDS could be Language Arts, Math, Science or Social Studies.
For that reason, all 4 standards are included. However,
teachers should only cite the specific content used.
ELP 1
ELP 2
Write to cite evidence from
Write to cite evidence from
informational texts to
informational texts to support
support analysis and
analysis and reflection using L1
reflection using L1 and/or
and/or using phrase and short
using pictures, drawings or
sentences in formulaic
single words in phrase
sentence patterns that
patterns that represent key
represent key ideas and
ideas and high-frequency,
general, content-based
content-related vocabulary. vocabulary.
Online resources
Graphic organizers
(completed)
Teacher support
Word/picture bank
L1 support
Visuals
Gestures
Online resources
Graphic organizers (semicompleted)
Teacher support
Word/picture bank
L1 support
Sentence frames
Language Objective
Write to cite evidence from informational texts to
support analysis and reflection and research using
graphic organizer, peer and L1 support.
Language Needed
VU: Analysis, reflection,
research
LFC: Sentences with
references from text
LC: Varies by ELP level
ELP 3
Write to cite evidence from
adapted informational
texts to support analysis
and reflection using simple
sentences with repetitive
grammatical structures and
key, content-based
vocabulary.
Online resources
Graphic organizers
Partner work
Word bank
ELP 4
Write to cite evidence
from informational texts
within grades 9-11
complexity level to
support analysis and
reflection using short,
expanded and complex
sentences with a variety
of grammatical structures
and content-based
vocabulary.
Online resources
Graphic organizers
Partner work
ELP 5
Write to cite evidence
from grade level
informational texts to
support analysis and
reflection using
multiple, complex
sentences with a
variety of grammatical
structures and precise,
content-based
vocabulary.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 20
CCSS:
W.11.10
WIDA ELDS:
2, 4-5
Writing
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and
audiences.
Note: When writing informative or explanatory text, the WIDA
ELDS could be Language Arts, Math, Science or Social Studies.
For that reason, all 4 standards are included. However,
teachers should only cite the specific content used.
ELP 1
ELP 2
Write extended multiWrite extended multiparagraph pieces for specific
paragraph pieces for specific
time frames and for various
time frames and for various
purposes, tasks and audiences purposes, tasks and
in L1; and/or write phrase
audiences in L1; and/or write
level pieces for specific time
sentence level pieces for
frames and for various
specific time frames and for
purposes, tasks and audiences various purposes, tasks and
using high-frequency, content- audiences using repetitive
related single words that
phrasal and sentence
represent key ideas.
patterns and general,
content-based vocabulary.
Graphic Organizer (specific to
time frame, purpose, task,
audience)
L1 support
Word Bank
Online Resources
Cloze sentences
Graphic Organizer (specific to
time frame, purpose, task,
audience)
Sentence starters
L1 support
Word Bank
Online Resources
Language Objective
Write routinely for specific time frames and for various
purposes, tasks and audiences using graphic organizers
(specific to time frame, purpose, task, and audience).
Language Needed
VU: Purpose, task,
audience
LFC: Specific to writing
task
LC: Varies by ELP level
ELP 3
Write three-paragraph
pieces for specific time
frames and for various
purposes, tasks and
audiences about multiple
related ideas using
repetitive grammatical
structures and key,
content-based vocabulary.
ELP 4
Write multi-paragraph
pieces for specific time
frames and for various
purposes, tasks and
audiences using short,
expanded and complex
sentences with a variety
of grammatical structures
and content-based
vocabulary.
ELP 5
Write extended, multiparagraph pieces for
specific time frames
and for various
purposes, tasks and
audiences using
complex sentences
with a variety of
grammatical structures
and precise, contentbased vocabulary.
Graphic Organizer (specific
to time frame, purpose,
task, and audience)
Word Bank
Online Resources
Graphic Organizer
(specific to time frame,
purpose, task, and
audience)
Online Resources
Online Resources
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 21
CCSS:
SL.11.1
WIDA ELDS:
2-5
Reading
Speaking
Listening
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
Note: When CCSS is SL (speaking and listening), the WIDA ELDS
could be Language Arts, Math, Science or Social Studies. For that
reason, all 4 standards are included. However, teachers should
only cite the specific content used.
ELP 1
ELP 2
Participate in a variety of
Participate in a variety of
cooperative discussion settings in
cooperative discussion
L1; and/or participate in a teacher- settings in L1; and/or
facilitated discussion using single
participate in a teacher
words/pictures that represent
facilitated discussion using
ideas with phrase level
repetitive phrasal and
grammatical structures and highsentence patterns and
frequency, content related
general, content-based
vocabulary.
vocabulary.
Conversation cue cards
Conversation cue cards
Word/picture bank
Word/picture bank
Teacher support
Teacher support
L1 support
L1 support
Language Objective
Participate in a variety of cooperative discussion
settings using partner/teacher support and
conversation cue cards.
Language Needed
VU: Initiate, build on
others’ ideas, express
ideas clearly
LFC: Declarative
sentences,
interrogatives, prosodic
features (e.g., stress)
LC: Varies by ELP level
ELP 3
Participate in a variety of
cooperative discussion
settings using simple
sentences with repetitive
grammatical structures
and key, content-based
vocabulary.
ELP 4
Participate in a variety of
cooperative discussion
settings using short,
expanded and complex
sentences with a variety
of grammatical
structures and contentbased vocabulary.
ELP 5
Participate in a variety
of cooperative
discussion settings
using multiple, complex
sentences with a
variety of grammatical
structures and precise,
content-based
vocabulary.
Conversation cue cards
Word bank
Partner work
Conversation cue cards
Partner work
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 22
CCSS:
SL.11.1a
WIDA ELDS:
2-5
Reading
Speaking
Listening
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Come to discussions prepared, having read and researched
material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic
or issue to stimulate a thoughtful, well- reasoned exchange of
ideas.
Language Objective
Listen to and exchange ideas based on research
findings relevant to the discussion using notes,
conversation cue cards and peer support.
Language Needed
VU: Research, relevant
ELP 1
Listen to a grade level discussion
and exchange ideas in L1; and/or
listen to and participate in a
teacher- facilitated discussion
using general content- related
single words.
ELP 2
Listen to a grade level
discussion and exchange
ideas in L1; and/or listen to
and participate in a
teacher- facilitated
discussion using repetitive
phrases and sentence
patterns and general,
content-based vocabulary.
ELP 3
Listen to a discussion
about multiple related
concepts and exchange
ideas based on research
using repetitive
grammatical structures
with occasional variation
and key, content-based
vocabulary.
Conversation cue cards
Notes in English and L1
Word/picture bank
Teacher support
L1 support
Conversation cue cards
Notes in English and L1
Word/picture bank
Teacher support
L1 support
Conversation cue cards
Notes
Word bank
Partner work
ELP 5
Listen to a grade level
discussion and
exchange ideas based
on research using
multiple, complex
sentences with a
variety of grammatical
structures and abstract,
content-based
vocabulary.
Notes
ELP 4
Listen to a grade level
discussion and exchange
ideas based on research
using short, expanded
and some complex
sentences with a variety
of grammatical
structures and some
content-based
vocabulary.
Conversation cue cards
Notes
Partner work
LFC: Declarative
sentences, prosodic
features
LC: Varies by ELP level
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 23
CCSS:
SL.11.1b.
WIDA ELDS:
1
Speaking
Listening
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Work with peers to promote civil, democratic discussions and
decision making, set clear goals and deadlines, and establish
individual roles as needed.
Language Objective
Speak and listen to peers to promote democratic
discussions by setting goals, deadlines and roles for
collaborative discussions using a reference sheet of
specific discussion rules and sentence starters.
Language Needed
VU: Civil, democratic
discussion
LFC: Declarative
sentences,
interrogatives, prosodic
features (e.g., stress),
LC: Varies by ELP level
ELP 1
Speak and listen to peers to
promote democratic discussions
by setting goals, deadlines and
roles for collaborative discussions
in L1; and/or listen to and
participate in a teacher-facilitated
discussion using single content
related words that represent key
ideas.
ELP 2
Speak and listen to peers to
promote democratic
discussions by setting goals,
deadlines and roles for
collaborative discussions in L1;
and/or listen to and
participate in a teacherfacilitated discussion using
repetitive phrases and
sentence patterns and
general, content-based
vocabulary.
ELP 3
Speak and listen to
peers to promote
democratic discussions
by setting goals,
deadlines and roles for
collaborative discussions
using repetitive
grammatical structures
with occasional
variation and key,
content-based
vocabulary.
Reference sheet
Teacher support
Word/picture bank
Cloze sentences
L1 support
Visuals
Reference sheet
Teacher support
Word/picture bank
Sentence frames
L1 support
Reference sheet
Partner work
Word bank
ELP 5
Speak and listen to
peers to promote
democratic discussions
by setting goals,
deadlines and roles for
collaborative
discussions using
multiple, complex
sentences with a
variety of grammatical
structures and abstract,
content-based
vocabulary.
Partner work
ELP 4
Speak and listen to
peers to promote
democratic discussions
by setting goals,
deadlines and roles for
collaborative
discussions using short,
expanded and some
complex sentences with
a variety of grammatical
structures and some
content-based
vocabulary.
Reference sheet
Partner work
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 24
CCSS:
SL.11.1.c
WIDA 1
Speaking
Listening
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Propel conversations by posing and responding to
questions that probe reasoning and evidence; ensure a
hearing for a full range of positions on a topic or issue;
clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives during
discussions.
ELP 1
ELP 2
Compose and respond to
Compose and respond to
questions in order to probe questions in order to probe
reasoning and evidence by
reasoning and evidence by
using L1 and/or use single
using L1 and/or use phrase
words in phrase patterns
and short sentences in
that represent key ideas
formulaic sentence patterns
and general, contentthat represent key ideas and
related vocabulary.
general, content-based
vocabulary.
Sentence starters
Question stems
Teacher support
Word/picture bank
Cloze sentences
L1 support
Visuals
Gestures
Sentence starters
Question stems
Teacher support
Word/picture bank
Sentence frames
L1 support
Language Objective
Compose and respond to questions in order to probe
reasoning and evidence using sentence starters, question
stems, peer and L1 support.
Language Needed
VU: Pose, stimulate, probe
LFC: Declarative
sentences, interrogatives
LC: Varies by ELP level
ELP 3
Compose and respond to
questions in order to
probe reasoning and
evidence by producing
simple sentence that
represent multiple,
related ideas using
repetitive structures and
key, content-based
vocabulary.
Sentence starters
Question stems
Partner work
Word bank
ELP 4
Compose and respond to
questions in order to probe
reasoning and evidence by
producing expanded and
some complex sentences
that represent organized
ideas with a variety of
grammatical structures and
content-based vocabulary.
ELP 5
Compose and respond to
questions in order to
probe reasoning and
evidence by producing
clear and coherent
responses using multiple,
complex sentences in a
variety of grammatical
structures and precise,
content-based vocabulary.
Partner work
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 25
CCSS:
SL.11.1d
WIDA 1-5
Reading
Speaking
Listening
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Respond thoughtfully to diverse perspectives; synthesize
comments, claims, and evidence made on all sides of an
issue; resolve contradictions when possible; and determine
what additional information or research is required to
deepen the investigation or complete the task.
Note: When CCSS is SL (speaking and listening), the WIDA
ELDS could be Language Arts, Math, Science or Social
Studies. For that reason, all 4 standards are included.
However, teachers should only cite the specific content used.
ELP 1
ELP 2
Speak and listen in order to
Speak and listen in order to
respond, synthesize, resolve or respond, synthesize,
question diverse perspectives
resolve or question diverse
by using L1 and/or use
perspectives by using L1
pictures, gestures or single in
and/or use phrase and
phrase patterns words that
short sentences in
represent key ideas and highformulaic sentence
frequency, content-related
patterns that represent key
vocabulary.
ideas and general, contentbased vocabulary.
Cornell Notes (completed)
Small group
Teacher support
Word/picture bank
Cloze sentences
L1 support
Cornell Notes (semicompleted)
Small group
Teacher support
Word/picture bank
Sentence frames
L1 support
Language Objective
Speak and listen in order to respond, synthesize,
resolve or question diverse perspectives by using
Cornell Notes, questions stems, word bank and peer/ L1
support.
Language Needed
VU: Synthesize, resolve,
diverse perspectives
ELP 3
Speak and listen in order
to respond, synthesize,
resolve or question
diverse perspectives by
producing simple
sentences with repetitive
structures that represent
multiple, related ideas and
key, content-based
vocabulary.
ELP 5
Speak and listen in order
to respond, synthesize,
resolve or question
diverse perspectives by
producing clear and
coherent responses using
multiple, complex
sentences in a variety of
grammatical structures
and precise, contentbased vocabulary.
Cornell Notes
Small group
Question stems
Word bank
ELP 4
Speak and listen in order
to respond, synthesize,
resolve or question
diverse perspectives by
producing expanded and
some complex sentences
that represent organized
ideas with a variety of
grammatical structures
and content-based
vocabulary.
Cornell Notes
Small group
LFC: Declarative
sentences, interrogatives,
prosodic features (e.g.,
stress)
LC: Varies by ELP level
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 26
CCSS:
SL.11.2
WIDA 1-5
Reading
Speaking
Listening
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Integrate multiple sources of information presented in
diverse formats and media (e.g., visually, quantitatively,
orally) in order to make informed decisions and solve
problems, evaluating the credibility and accuracy of each
source and noting any discrepancies among the data.
Note: When CCSS is SL (speaking and listening), the WIDA
ELDS could be Language Arts, Math, Science or Social
Studies. For that reason, all 4 standards are included.
However, teachers should only cite the specific content
used.
ELP 1
ELP 2
Listen to and/or read
Listen to and/or read
multiple sources of
multiple sources of
information and orally
information and orally
integrate information for
integrate information for
decision-making and
decision-making and
problem-solving by using L1 problem-solving by using
and/or use gestures,
L1 and/or use phrases and
pictures or single that
short sentences in
represent key ideas and
formulaic sentence
general, content-related
patterns that represent key
vocabulary.
ideas and use general,
content-based vocabulary.
Graphic organizer
Graphic organizer (partially
(completed)
completed)
Word/picture bank
Word/picture bank
Cloze sentences
Sentence frames
L1 support
L1 support
Pictures
Language Objective
Listen to and/or read multiple sources of information and
orally integrate information for decision-making and
problem solving using a graphic organizer (specific to time
frame, purpose, task, and audience), peer and L1 support.
Language Needed
VU: Multiple sources of
information, accuracy of
source
LFC: Declarative
sentences,
interrogatives
LC: Varies by ELP level
ELP 3
Listen to and/or read
multiple sources of
information and orally
integrate information for
decision-making and
problem-solving by
producing simple
sentences with repetitive
structures that represent
multiple, related ideas and
use key, content-based
vocabulary.
Graphic organizer
Word bank
ELP 4
Listen to and/or read
multiple sources of
information and orally
integrate information for
decision-making and
problem-solving using
expanded and some complex
sentences with a variety of
grammatical structures that
represent organized ideas
and use content-based
vocabulary.
Graphic organizer
ELP 5
Listen to and/or read
multiple sources of
information and orally
integrate information
for decision-making and
problem-solving using
multiple, complex
sentences in a variety of
grammatical structures
and precise, contentbased vocabulary.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 27
CCSS:
SL.11.3
WIDA ELDS:
2-5
Speaking
Listening
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Evaluate a speaker’s point of view, reasoning, and use
of evidence and rhetoric, assessing the stance,
premises, links among ideas, word choice, points of
emphasis, and tone used.
Language Objective
Listen and orally evaluate the strengths and limitation
of a speaker’s point of view, reasoning, use of
evidence and rhetoric by using graphic organizer along
with peer and L1 support.
Language Needed
VU: Rhetoric, stance, emphasis,
tone
LFC: Various verb tenses,
modals, subject/verb agreement,
LC: Varies by ELP level
ELP 1
Listen and orally evaluate
the strengths and
limitation of a speaker’s
point of view, reasoning,
use of evidence and
rhetoric by using L1
and/or use highfrequency, content-related
single words.
Graphic organizer
(completed)
Word/picture bank
Reference sheet
Checklist
Cloze sentences
L1 support
ELP 2
Listen and orally evaluate
the strengths and
limitations of a speaker’s
point of view, reasoning,
use of evidence and
rhetoric by using L1
and/or use phrases and
short sentences in
formulaic sentence
patterns that represent
key ideas and use
general, content-based
vocabulary.
Graphic organizer
(partially completed)
Word/picture bank
Reference sheet
Checklist
Sentence frames
L1 support
ELP 3
Listen and orally
evaluate the strengths
and limitations of a
speaker’s point of view,
reasoning, use of
evidence and rhetoric
by producing simple
sentence with repetitive
structures that
represent multiple,
related ideas and use
key, content-based
vocabulary.
Graphic organizer
Word bank
Reference sheet
Checklist
ELP 4
Listen and orally evaluate
the strengths and
limitations of a speaker’s
point of view, reasoning,
use of evidence and
rhetoric by producing
expanded and some
complex sentences with a
variety of grammatical
structures that represent
organized ideas and use
content-based vocabulary.
ELP 5
Listen and orally evaluate the
strengths and limitations of a
speaker’s point of view,
reasoning, use of evidence and
rhetoric specific using multiple,
complex sentences with a variety
of grammatical structures that
represent clear and coherent
ideas and use precise, contentbased vocabulary.
Graphic organizer
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 28
CCSS:
SL.11.4
WIDA ELDS:
1-5
Reading
Speaking
Listening
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Present information, findings, and supporting evidence,
conveying a clear and distinct perspective, such that
listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the
organization, development, substance, and style.
Note: When CCSS is SL (speaking and listening), the
WIDA ELDS could be Language Arts, Math, Science or
Social Studies. For that reason, all 4 standards are
included. However, teachers should only cite the specific
content used.
ELP 1
ELP 2
Present information in a
Present information in a
concise oral report in L1;
concise oral report in L1;
and/or use single words or and/or use formulaic
phrase level grammatical
phrases and sentence
structures that represent
patterns that represent
key ideas and highkey ideas and use
frequency, content-related general, content-based
vocabulary.
vocabulary.
Powerpoint
Powerpoint
Note cards
Note cards
Cloze sentences
Sentence starters/frames
Visuals
Visuals
Props
Props
Word/phrase banks
Phrase bank
L1 support
L1 support
Language Objective
Present information in a concise oral report that has a
distinct perspective and addresses opposing
perspectives using technology, notes and props.
Language Needed
VU: Convey, perspective,
distinct, alternative, opposing
LFC: Past and present tenses,
subject/verb agreement,
pronouns, usage of quotes
LC: Varies by ELP level
ELP 3
Present information in an
oral report using simple
sentences with repetitive
grammatical structures
that represent multiple,
related ideas and use key,
content-based vocabulary.
Powerpoint
Note cards
Word bank
Props
ELP 4
Present information in an
organized oral report
using short, expanded and
some complex sentences
with a variety of
grammatical structures
and content-based
vocabulary.
Powerpoint
Note cards
Props
ELP 5
Present information in a
concise oral report using
multiple, complex sentences
with a variety of grammatical
structures and precise,
content-based vocabulary.
Powerpoint
Props
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 29
CCSS:
L.11.1
WIDA ELDS:
2-5
Speaking
Writing
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Language Objective
Write and speak to demonstrate command of
standard English grammar and usage when writing
or speaking at the respective ELP level by using
multiple resources (i.e., dictionaries, grammar
reference books).
Language Needed
VU: Parts of speech
LFC: Sentence structure,
all verb tenses, matched
to ELP level
LC: Varies by ELP level
ELP 1
Write and speak to
demonstrate command of
specific, common, standard
English grammar and usage
using single words in phrasal
patterns that represent key
ideas.
ELP 2
Write and speak to
demonstrate command of
specific, general, standard
English grammar and usage
using phrases in formulaic
structures that represent key
ideas.
Multiple resources (i.e.,
dictionaries, grammar
reference sheets)
Cloze activity
L1 support
Teacher model
Multiple resources (i.e.,
dictionaries, grammar
reference sheets)
Sentence starters/frames
L1 support
Teacher model
ELP 3
Write and speak to
demonstrate command
of standard English
grammar and usage
using simple sentences
with repetitive
grammatical structures
that represent multiple,
related ideas.
Multiple resources (i.e.,
dictionaries, grammar
reference sheets)
Teacher model
ELP 4
Write and speak to
demonstrate command
of standard English
grammar and usage using
complex sentences with
a variety of grammatical
structures that represent
organized ideas.
ELP 5
Write and speak to
demonstrate command of
standard English grammar
and usage using multiple,
complex sentences with a
variety of grammatical
structures that represent
clear and cohesive ideas.
Multiple resources (i.e.,
dictionaries, grammar
reference books)
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 30
CCSS:
L.11.1
WIDA ELDS:
2-5
Speaking
Writing
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Apply the understanding that usage is a matter of convention,
can change over time, and is sometimes contested.
Language Objective
Write and speak to demonstrate the understanding
that usage can change over time and is sometimes
contested by using multiple resources (i.e.,
dictionaries, grammar reference books).
Note: The specified usage varies according to the
respective ELP level.
ELP 1
Write and speak to
demonstrate the
understanding that usage can
change over time and is
sometimes contested using L1,
pictures, gestures, single
words or phrases that
represent key ideas.
ELP 2
Write and speak to
demonstrate the
understanding that usage can
change over time and is
sometimes contested using
L1, pictures, or phrases in
formulaic structures that
represent key ideas.
Multiple resources (i.e.,
dictionaries, grammar
reference sheets)
Cloze activity
L1 support
Teacher model
Multiple resources (i.e.,
dictionaries, grammar
reference sheets)
Sentence starters/frames
L1 support
Teacher model
ELP 3
Write and speak to
demonstrate the
understanding that
usage can change over
time and is sometimes
contested using simple
sentences with
repetitive grammatical
structures that
represent multiple,
related ideas.
Multiple resources (i.e.,
dictionaries, grammar
reference sheets)
Teacher model
ELP 4
Write and speak to
demonstrate the
understanding that usage
can change over time and
is sometimes contested
using complex sentences
with a variety of
grammatical structures
that represent organized
ideas.
Language Needed
VU: “contested”
LFC: Sentence structure,
all verb tenses, matched
to ELP level
LC: Varies by ELP level
ELP 5
Write and speak to
demonstrate the
understanding that usage
can change over time and
is sometimes contested
using multiple, complex
sentences with a variety
of grammatical structures
that represent clear and
cohesive ideas.
Multiple resources (i.e.,
dictionaries, grammar
reference books).
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 31
CCSS:
L.11.1.b
WIDA ELDS:
2-5
Speaking
Writing
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Resolve issues of complex or contested usage, consulting
references (e.g., Merriam-Webster’s Dictionary of English
Usage, Garner’s Modern American Usage) as needed.
Language Objective
Consult references and explain issues of complex
and contested usage using multiple resources.
Note: The specified usage varies according to the
respective ELP level.
Language Needed
VU: “contested”
LFC: Sentence structure,
all verb tenses, matched
to ELP level
LC: Varies by ELP level
ELP 1
Consult references and explain
issues of complex and
contested usage using L1,
pictures, gestures, or single
words or phrases that
represent key ideas.
ELP 2
Consult references and
explain issues of complex and
contested usage using L1,
pictures, or phrases in
formulaic structures that
represent key ideas.
Multiple resources (i.e., print
and digital; bilingual and
English dictionaries; grammar
reference sheets)
Cloze activity
L1 support
Teacher model
Multiple resources (i.e., print
and digital; bilingual and
English dictionaries, grammar
reference sheets)
Sentence starters/frames
L1 support
Teacher model
ELP 3
Consult references and
explain issues of
complex and contested
usage using simple
sentences with
repetitive grammatical
structures that
represent multiple,
related ideas.
Multiple resources (i.e.,
print and digital;
bilingual and English
dictionaries, grammar
reference sheets)
Teacher model
ELP 4
Consult references and
explain issues of complex
and contested usage
using complex sentences
with a variety of
grammatical structures
that represent organized
ideas.
ELP 5
Consult references and
explain issues of complex
and contested usage using
multiple, complex
sentences with a variety
of grammatical structures
that represent clear and
cohesive ideas.
Multiple resources (i.e.,
print and digital;
dictionaries, grammar
reference books).
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 32
CCSS:
L.11.2
WIDA ELDS:
2-5
Writing
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Language Objective
Write to apply standard English mechanics and
conventions using technology (i.e., a word
processing program) and multiple resources (i.e., a
dictionary).
Language Needed
VU: Capitalization,
punctuation and spelling
LFC: Sentence structure,
capitalization, punctuation
LC: Varies by ELP level
ELP 1
Write to apply standard
English mechanics and
conventions in phrases and
short sentences with
memorized grammatical
structures and high-frequency,
content-related vocabulary.
ELP 2
Write to apply standard
English mechanics and
conventions when using
formulaic phrases and simple
sentences.
ELP 3
Write to apply standard
English mechanics and
conventions when using
simple sentences with
repetitive grammatical
structures and key,
content-based
vocabulary.
ELP 4
Write to apply standard
English mechanics and
conventions when using
expanded and some
complex sentences with
a variety of grammatical
structures and some
content-based
vocabulary.
Multiple resources (i.e., print
and digital; bilingual and
English dictionaries; grammar
reference sheets)
Cloze activity
L1 support
Teacher model
Multiple resources (i.e., print
and digital; bilingual and
English dictionaries, grammar
reference sheets)
Sentence starters/frames
L1 support
Teacher model
Multiple resources (i.e.,
print and digital;
bilingual and English
dictionaries, grammar
reference sheets)
Teacher model
Multiple resources (i.e.,
print and digital;
dictionaries, grammar
reference books).
ELP 5
Write to apply standard
English mechanics and
conventions when using
multiple, complex
sentences with a variety
of grammatical structures
and precise, contentbased vocabulary.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 33
CCSS:
L.11.2.a
WIDA ELDS:
2-5
Writing
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Observe hyphenation conventions.
Language Objective
Write to apply standard English hyphenation
conventions using technology (i.e., a word
processing program) and multiple resources (i.e., a
dictionary).
Language Needed
VU: Hyphens
LFC: Varies by ELP level
LC: Varies by ELP level
ELP 1
Write to apply standard
English hyphenation
conventions when using single
words at the phrase level with
memorized grammatical
structures and high-frequency,
content-related vocabulary.
ELP 2
Write to apply standard
English hyphenation
conventions when using
phrases and simple sentence
patterns and general, contentbased vocabulary.
ELP 3
Write to apply standard
English mechanics and
conventions when using
simple sentences with
repetitive grammatical
structures and key,
content-based
vocabulary.
ELP 4
Write to apply standard
English hyphenation
conventions when using
expanded and complex
sentences with a variety
of grammatical
structures and contentbased vocabulary.
Multiple resources (i.e., print
and digital; bilingual and
English dictionaries; grammar
reference sheets)
L1 support
Teacher model
Multiple resources (i.e., print
and digital; bilingual and
English dictionaries, grammar
reference sheets)
L1 support
Teacher model
Multiple resources (i.e.,
print and digital;
bilingual and English
dictionaries, grammar
reference sheets)
Teacher model
Multiple resources (i.e.,
print and digital;
dictionaries, grammar
reference books).
ELP 5
Write to apply standard
English hyphenation
conventions using
multiple, complex
sentences with a variety
of grammatical structures
and precise, contentbased vocabulary.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
Student Learning Objective (SLO)
SLO: 34
CCSS:
L.11.2.b
WIDA ELDS:
2-5
Writing
Language
Objectives
Learning
Supports
Spell correctly.
Language Objective
Write to apply standard English spelling using
technology (i.e., a word processing program) and
multiple resources (i.e., a dictionary).
Language Needed
VU: Standard spelling
LFC: Varies by ELP level
LC: Varies by ELP level
ELP 1
Write to apply standard
spelling by producing single
words that represent highfrequency, content-related
vocabulary.
ELP 2
Write to apply standard
spelling by producing phrases
and short sentences in
formulaic patterns that
represent key ideas and
general, content-based
vocabulary.
Word/picture bank
Cloze sentences
Lists of key words
Word processing program
(Technology)
Multiple resources (i.e.,
dictionaries, grammar
reference sheets)
L1 support
Word/picture bank
Sentence starters
Word processing program
(Technology)
Multiple resources (i.e.,
dictionaries, grammar
reference sheets)
L1 support
ELP 3
Write to apply standard
English spelling by
producing simple
sentences using
repetitive structures
that represent multiple,
related ideas and key,
content-based
vocabulary.
Multiple resources (i.e.,
dictionaries, grammar
reference sheets)
Word processing
program (Technology)
Word bank
ELP 4
Write to apply standard
English spelling by
producing expanded and
some complex structures
with a variety of
grammatical structures
that represent organized
ideas and content-based
vocabulary.
Multiple resources (i.e.,
dictionaries, grammar
reference sheets)
Word processing
program (Technology)
ELP 5
Write to apply standard
English spelling by
producing multiple,
complex sentences using a
variety of grammatical
structures that represent
clear and coherent ideas
and precise, contentbased vocabulary.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 35
CCSS:
L.11.3
WIDA ELDS:
2
Writing
Speaking
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading
or listening.
Language Objective
Language Needed
Orally and in writing, apply knowledge of language in VU: Contexts, connotation
different contexts using multiple resource and word
LFC: Various verb forms
banks.
LC: Varies by ELP level
ELP 1
Orally and in writing, apply
knowledge of language in
different contexts in L1 and/or
using single words in phrase
patterns that represent key
ideas and high-frequency,
content-related vocabulary.
ELP 2
Orally and in writing, apply
knowledge of language in
different contexts in L1 and/or
by producing phrases and
short sentences in formulaic
patterns that represent key
ideas and general, contentbased vocabulary.
ELP 3
Orally and in writing,
apply knowledge of
language in different
contexts by producing
simple sentences with
repetitive structures
that represent multiple,
related ideas and key,
content-based
vocabulary.
Multiple resources (print and
digital, bilingual)
Word/picture bank
Reference sheets
L1 support
Cloze activities
Teacher support
Multiple resources (print and
digital, bilingual)
Word/picture bank
Reference sheets
L1 support
Sentence frames
Teacher support
Multiple resources
(print and digital)
Word bank
Reference sheets
ELP 4
Orally and in writing,
apply knowledge of
language in different
contexts by producing
expanded and some
complex structures with
a variety of grammatical
structures that represent
organized ideas and
content-based
vocabulary.
Multiple resources (print
and digital)
ELP 5
Orally and in writing,
apply knowledge of
language in different
contexts using a variety of
grammatical structures
that represent clear and
coherent ideas and
precise, content-based
vocabulary.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 36
CCSS:
L.11.3.a
WIDA ELDS:
2
Writing
Speaking
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Vary syntax for effect, consulting references (e.g., Tufte’s Artful
Sentences) for guidance as needed.
Language Objective
Apply knowledge of how syntax impacts meaning,
tone and style in text using think alouds, visual
representations and multiple resources.
Language Needed
VU: Syntax
LFC: Various verb forms
LC: Varies by ELP level
ELP 1
Apply knowledge of how
syntax impacts meaning, tone
and style in text when
speaking and writing highfrequency, single words in
memorized grammatical
structures.
ELP 2
Apply knowledge of how
syntax impacts meaning, tone
and style in text when
speaking and writing phrases
and short sentences in
formulaic sentence patterns.
ELP 3
Apply knowledge of how
syntax impacts meaning,
tone and style in text
when speaking and
writing in simple,
related sentences with
repetitive grammatical
structures.
ELP 4
Apply knowledge of how
syntax impacts meaning,
tone and style in text
when speaking and
writing short, expanded
and some complex
sentences and a variety
of grammatical
structures.
Multiple resources (print and
digital, bilingual)
Think-alouds
Word/picture bank
Reference sheets
L1 support
Cloze activities
Teacher support
Multiple resources (print and
digital, bilingual)
Think-alouds
Word/picture bank
Reference sheets
L1 support
Sentence Framers
Sentence Starters
Teacher support
Multiple resources
(print and digital)
Think-alouds
Word bank
Reference sheets
Multiple resources (print
and digital)
ELP 5
Apply knowledge of how
syntax impacts meaning,
tone and style in text
when speaking and
writing multiple, complex
sentences with a variety
of grammatical structures.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 37
CCSS:
L.11.4
WIDA ELDS:
2
Writing
Speaking
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades 11 reading and
content, choosing flexibly from a range of strategies.
Language Objective
Clarify the meaning of unknown words and phrases
using multiple resources and a checklist of
strategies.
Language Needed
VU: Strategies
LFC: Sentences with
unknown words.
LC: Varies by ELP level
ELP 1
Clarify the meaning of
unknown words and phrases
in L1 and/or in leveled texts
and presentations.
ELP 2
Clarify the meaning of
unknown words and phrases
in L1 and/or in leveled texts
and presentations.
ELP 3
Clarify the meaning of
unknown words and
phrases in adapted texts
and presentations.
ELP 4
Clarify the meaning of
unknown words and
phrases in texts and
presentations at a grade
7-9 text complexity level.
Multiple resources (print and
digital, bilingual)
Checklist of strategies
Word/picture bank
L1 support
Teacher support
Multiple resources (print and
digital, bilingual)
Checklist of strategies
Word/picture bank
L1 support
Teacher support
Multiple resources
(print and digital)
Checklist of strategies
Word bank
Multiple resources (print
and digital)
ELP 5
Clarify the meaning of
unknown words and
phrases in grade level text
and presentations.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 38
CCSS:
L.11.4.a
WIDA ELDS:
2
Writing
Speaking
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Use context (e.g., the overall meaning of a sentence, paragraph,
or text; a word’s position or function in a sentence) as a clue to
the meaning of a word or phrase.
Language Objective
Identify context clues in order to comprehend
unfamiliar vocabulary using a reference sheet and
multiple resources.
Language Needed
VU: Context clues
LFC: Sentences with
context clues.
LC: Varies by ELP level
ELP 1
Identify simple context clues in
order to comprehend
unfamiliar, high-frequency
vocabulary within a leveled
text.
ELP 2
Identify “near” context clues
in order to comprehend
unfamiliar, general content
vocabulary within a leveled
text.
Multiple resources (print and
digital, bilingual)
Reference sheet
Word/picture bank
L1 support
Teacher support
Multiple resources (print and
digital, bilingual)
Reference sheet
Word/picture bank
L1 support
Teacher support
ELP 3
Identify “near and far”
context clues in order to
comprehend unfamiliar,
content-related
vocabulary within an
adapted text.
Multiple resources
(print and digital)
Reference sheet
Word bank
ELP 4
Identify “near and far”
context clues in order to
comprehend unfamiliar
vocabulary in a text
within grades 9-11
complexity levels.
Multiple resources (print
and digital)
ELP 5
Identify “near and far”
context clues in order to
comprehend unfamiliar
grade level vocabulary.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 39
CCSS:
L.11.4.b
WIDA ELDS:
2
Writing
Speaking
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Identify and correctly use patterns of word changes that
indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable).
Language Objective
Identify and use morphology in order to
comprehend unfamiliar vocabulary using a reference
sheet and multiple resources.
Language Needed
VU: Morphology
LFC: Sentences with
context clues.
LC: Varies by ELP level
ELP 1
Identify and use morphology
in order to comprehend
unfamiliar, high-frequency
vocabulary within a leveled
text.
ELP 2
Identify and use morphology
in order to comprehend
unfamiliar, general content
vocabulary within a leveled
text.
Multiple resources (print and
digital, bilingual)
Reference sheet
Word/picture bank
L1 support
Teacher support
Multiple resources (print and
digital, bilingual)
Reference sheet
Word/picture bank
L1 support
Teacher support
ELP 3
Identify and use
morphology in order to
comprehend unfamiliar,
content-related
vocabulary within an
adapted text.
Multiple resources
(print and digital)
Reference sheet
Word bank
ELP 4
Identify and use
morphology in order to
comprehend unfamiliar
vocabulary within a text
at grades 9-11
complexity level.
Multiple resources (print
and digital)
ELP 5
Identify and use
morphology in order to
comprehend unfamiliar
grade level vocabulary.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 40
CCSS:
L.11.4.c.d
WIDA ELDS:
2
Reading
Speaking
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Consult general and specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine, verify, or clarify
its precise meaning, its part of speech, its etymology, or its
standard
Language Objective
Read reference materials to determine pronunciation,
word meaning, part of speech and etymology using
multiple resources, peer and L1 support.
ELP 1
Read reference materials to
determine pronunciation,
word meaning, part of speech
and etymology of highfrequency, content-related
vocabulary.
ELP 2
Read reference materials to
determine pronunciation,
word meaning, part of speech
and etymology of general,
content-based vocabulary.
ELP 3
Read reference materials
to determine
pronunciation, word
meaning, part of speech
and etymology of key,
content-based vocabulary.
Reference materials (digital
and print; dictionaries and
thesauruses, bilingual)
L1 support/cognates
Visuals
Leveled text
Teacher model
Reference materials (digital
and print; dictionaries and
thesauruses, bilingual)
L1 support/cognates
Visuals
Leveled text
Teacher model
Reference materials
(digital and print;
dictionaries and
thesauruses, bilingual)
Partner work
Language Needed
VU: Glossary, thesaurus,
pronunciation key
LFC: Definition genre
LC: Varies by ELP level
ELP 4
Read reference materials
to determine
pronunciation, word
meaning, part of speech
and etymology of
content-based
vocabulary.
Reference materials
(digital and print;
dictionaries and
thesauruses)
ELP 5
Read reference
materials to determine
pronunciation, word
meaning, part of speech
and etymology of
precise, content-based
vocabulary.
Reference materials
(digital and print;
dictionaries and
thesaurus)
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 41
CCSS:
L.11.5
WIDA ELDS:
2
Reading
Speaking
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
ELP 1
Read to determine the meaning of
high-frequency figures of speech
and nuances in common words
with different shades of meaning
from leveled texts.
ELP 2
Read and discuss the meaning
of common figures of speech
and nuances of, contentbased words with different
shades of meaning from
leveled texts.
Reference materials (dictionaries
and thesauruses, bilingual)
Figures of speech reference sheet
Paint strips/shades of meaning
L1 support/cognates
Visuals
Reference materials
(dictionaries and thesauruses,
bilingual)
Figures of speech reference
sheet
Paint strips/shades of
meaning
L1 support/cognates
Visuals
Language Objective
Read and discuss the meaning of figures of speech
and nuances in words with different shades of
meaning using context, visuals and reference
materials.
Language Needed
VU: Nuances, figures of
speech, connotation
ELP 3
Read and discuss the
meaning of figures of
speech and nuances of
key, content-based,
related words with
different shades of
meaning from adapted
texts.
Reference materials
(dictionaries and
thesauruses, bilingual)
Figures of speech
reference sheet
Paint strips/shades of
meaning
ELP 4
Read and discuss the
meaning of figures of
speech and nuances in
words with different
shades of meaning in
the text within grades
9-11 complexity level.
ELP 5
Read and discuss the
meaning of figures of
speech and nuances in
words with different
shades of meaning in
grade-level texts.
Reference materials
(dictionaries and
thesauruses)
Reference materials
(dictionaries and
thesaurus)
LFC: Sentences with
figurative language and
words with similar
denotations
LC: Varies by ELP level
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 42
CCSS:
L.11.5b
WIDA:
2,3,4,5
Reading
Speaking
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Analyze nuances in the meaning of words with similar
denotations
Language Objective
Read and discuss the nuances in words with different
shades of meaning using context, visuals and reference
materials.
Language Needed
VU: Nuances, shades of
meaning
LFC: Sentences with
words with similar
denotations
LC: Varies by ELP level
ELP 1
Read to determine the
nuances of high-frequency
words with different shades of
meaning from leveled texts.
ELP 3
Read and discuss the
nuances of content related
words with different shades
of meaning from adapted
texts.
ELP 5
Read and discuss the
nuances in precise,
content-based words
with different shades of
meaning from gradelevel texts.
Reference materials
(dictionaries and
thesaurus)
Partner work
Reference materials
(dictionaries and thesauruses,
bilingual)
Paint strips/shades of meaning
L1 support/cognates
Visuals
Word/picture bank
Teacher support
ELP 2
Read and discuss the
nuances of general
vocabulary words with
different shades of
meaning from leveled
texts.
Reference materials
(dictionaries and
thesauruses, bilingual)
Paint strips/shades of
meaning
L1 support/cognates
Visuals
Word/picture bank
Teacher support
Reference materials
(dictionaries and
thesauruses, bilingual)
Paint strips/shades of
meaning
Word bank
Partner work
ELP 4
Read and discuss the
nuances in content-based
words with different
shades of meaning from
texts within grade 9-11
complexity level.
Reference materials
(dictionaries and
thesauruses)
Partner work
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 43
CCSS:
L.11.5a
WIDA ELDS:
2
Reading
Speaking
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Interpret figures of speech (e.g. hyperbole, paradox) in context and
analyze their role in the text.
Language Objective
Read and discuss the meaning of hyperbole and
paradox using context, visuals and reference
materials.
Language Needed
VU: Hyperbole,
paradox
LFC: Sentences with
figurative language
LC: Varies by ELP level
ELP 1
Read and discuss the meaning
of high-frequency figures of
speech (hyperbole and
paradox) from leveled texts.
ELP 2
Read and discuss the meaning of
hyperbole and paradox from
leveled texts.
ELP 3
Read and discuss the
meaning of hyperbole
and paradox from
adapted texts.
Reference materials
(dictionaries and thesauruses,
bilingual)
Figures of speech reference
sheet
L1 support
/cognates
Visuals
Reference materials (dictionaries
and thesauruses, bilingual)
Figures of speech reference sheet
L1 support/cognates
Visuals
Reference materials
(dictionaries and
thesauruses, bilingual)
Figures of speech
reference sheet
ELP 4
Read and discuss the
meaning of hyperbole
and paradox from
texts within the grade
9-11 complexity level.
Reference materials
(dictionaries and
thesauruses)
ELP 5
Read and discuss the
meaning of hyperbole
and paradox from
grade-level texts.
Reference materials
(dictionaries and
thesaurus)
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 44
CCSS: L.11.6
WIDA ELDS:
2
Reading
Speaking
Student Learning Objective (SLO)
Acquire and use accurately general academic and domainspecific words and phrased, sufficient for reading, writing,
speaking, and listening at the college and career readiness
level. Demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to
comprehension or expression.
Language Objective
Read and listen in order to speak and write with
grade-level general, academic and domain-specific
words using multiple resources (i.e., thesaurus,
dictionaries).
Language Needed
VU: General, academic
and domain specific
words
LFC: Sentence structure
at ELP level
LC: Varies by ELP level
Language
Objectives
Learning
Supports
ELP 1
Read and listen in order to
speak and write to apply
appropriately-leveled
general, academic and key
domain-specific words and
phrases with support.
ELP 2
Read and listen in order to
speak and write to apply
appropriately-leveled general,
academic and key domainspecific words and phrases
with support.
Multiple resources (print and
digital, thesaurus,
dictionaries: bilingual,
picture)
L1 support/cognates
Visuals
Cloze sentences
Word/picture bank
Word cards
Multiple resources (print and
digital, thesaurus, dictionaries:
bilingual, picture)
Sentence Framers
Sentence Starters
L1 support/cognates
Visuals
Word/picture bank
ELP 3
Read and listen in order to
speak and write with
appropriately-leveled
general, academic and key
domain-specific words
and phrases with some
independence.
Multiple resources (print
and digital, thesaurus,
dictionaries, bilingual)
Word bank
ELP 4
Read and listen in order
to speak and write with
academic and domainspecific words and
phrases within grades 911 text complexity level
independently.
Multiple resources (print
and digital, thesaurus,
dictionaries)
ELP 5
Read and listen in order
to speak and write with
grade-level, academic
and domain-specific
words and phrases using
reference materials
independently.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.
ELA – Grade 11-12 - Unit 2 - ELL Scaffold
SLO: 45
CCSS: L.11.6
WIDA ELDS:
1
Reading
Speaking
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Demonstrate independence in gathering vocabulary knowledge
when considering a word or phrase important to comprehension
or expression.
Language Objective
Independently consult reference materials to gain
knowledge about vocabulary words using multiple
resources (i.e., thesaurus, dictionaries), peer and L1
support.
Language Needed
VU: Independently
LFC: Sentence structure
at ELP level
LC: Varies by ELP level
ELP 1
Consult reference materials to gain
knowledge about high-frequency
academic and key domain-specific
words and phrases with some
support.
ELP 2
Consult reference
materials to gain
knowledge about general,
academic and key domainspecific words and phrases
with some support.
ELP 3
Consult reference materials
to gain knowledge about
general, academic and key
domain-specific words from
adapted texts with some
independence.
Multiple resources (print and
digital, thesaurus, dictionaries:
bilingual, picture)
L1 support/cognates
Visuals
Teacher support
Multiple resources (print
and digital, thesaurus,
dictionaries: bilingual,
picture)
L1 support/cognates
Visuals
Partner work
Multiple resources (print
and digital, thesaurus,
dictionaries, bilingual)
Partner work
ELP 4
Independently consult
reference materials to
gain knowledge
content-based
vocabulary words from
texts within grade 9-11
complexity level.
Multiple resources
(print and digital,
thesaurus,
dictionaries)
ELP 5
Independently consult
reference materials to
gain knowledge about
grade-level, contentbased vocabulary
words.
Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build
background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need
to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to
questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group.