Math – Algebra- Unit 1 – Revised ELL Scaffold
SLO: 1
CCSS:
N.Q.1,
N.Q.2,
N.Q.3
WIDA
ELDS: 3
Writing
Listening
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Solve multi-step problems that can be represented
algebraically with accurate and appropriately defined
units, scales, and models (such as graphs, tables, and
data displays).
Language Objective
Write the solutions to orally dictated multi-step problems
with appropriately defined units, scales, and models using
White Board, Small group/triads, and Word/Picture Wall.
Language Needed
VU: Unit, scale, model,
graph, table, data
LFC: Present tense,
transitional phrases
LC: Varies by ELP level
ELP 1
Write the solutions to
orally dictated, multistep problems with
defined units, scales, and
models in L1 and/or use
Gestures, drawings and
selected technical words.
White Board
Small group/triads
Word/Picture Wall
Partially Completed
Solutions
Gestures
Native language support
ELP 2
Write the solutions to orally
dictated, multi-step
problems with defined units,
scales, and models in L1
and/or use selected
technical vocabulary in
phrases and short sentences
with illustrations to explain
the solution.
White Board
Small group/triads
Word/Picture Wall
Partially Completed
Solutions
Native language support
ELP 3
Write the solutions to orally
dictated, step-by-step
problems with defined units,
scales, and models using key
technical vocabulary in a
series of simple sentences.
ELP 4
Write the solutions to
orally dictated, multi-step
problems with defined
units, scales, and models
using key technical
vocabulary in expanded
and some complex
sentences.
ELP 5
Write the solutions to
orally dictated, multi-step
problems with defined
units, scales, and models
using technical vocabulary
in multiple, complex
sentences.
White Board
Small group/triads
Word/Picture Wall
White Board
Small group/triads
White Board
Math – Algebra- Unit 1 – Revised ELL Scaffold
SLO: 2
CCSS:
A.SSE.1
WIDA
ELDS: 3
Speaking
Writing
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Interpret terms, factors, coefficients and expressions
(including complex linear and exponential
expressions) in terms of context.
Language Objective
Describe and explain terms, factors, coefficients and
expressions in terms of context using White Board,
drawings and Charts/Posters.
Language Needed
VU: Terms, factors,
coefficients, expressions
LFC: Present tense, passive
voice, transitional phrases
LC: Varies by ELP level
ELP 1
Describe and explain
orally and in writing
terms, factors,
coefficients and
expressions in terms of
context in L1 and/or
identify and label terms,
coefficients and
expressions.
White Board
Small group/triads
Charts/Posters
L1 text and/or support
Pictures/illustrations
ELP 2
Describe and explain orally
and in writing terms,
factors, coefficients and
expressions in terms of
context in L1 and/or use
selected technical
vocabulary in phrases and
short sentences to identify
terms, coefficients and
expressions.
White Board
Small group/triads
Charts/Posters
L1 text and/or support
Sentence frames
ELP 3
Describe and explain orally
and in writing terms, factors,
coefficients and expressions in
terms of context using key,
technical vocabulary in a
series of simple sentences.
ELP 4
Describe and explain
orally and in writing
terms, factors, coefficients
and expressions in terms
of context using key,
technical vocabulary in
expanded and some
complex sentences.
ELP 5
Describe and explain orally
and in writing terms,
factors, coefficients and
expressions in terms of
context using technical
vocabulary in multiple,
complex sentences.
White Board
Small group/triads
Charts/Posters
White Board
Small group/triads
White Board
Math – Algebra- Unit 1 – Revised ELL Scaffold
SLO: 3
CCSS:
A.CED.4,
A.REI.3
WIDA
ELDS:
3
Speaking
Writing
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Solve linear equations and inequalities in one variable
(including literal equations). Justify each step in the
process and solution.
Language Objective
After solving linear equations and inequalities, write to
justify each step in solutions to linear equations and
inequalities using a cloze activity, a Reference Sheet, and
Visuals.
Language Needed
VU: Linear, equation,
inequality, variable,
solution
LFC: Transitional phrases,
compound tenses, ordinal
numbers
LC: Varies by ELP level
ELP 1
Write to justify each step
in solutions to linear
equations and
inequalities in L1 and/or
identify and order steps
in solutions.
Reference Sheet
Visuals
Cloze Activity
Word Bank
L1 text and/or support
Partner work
ELP 2
Write to justify each step in
solutions to linear equations
and inequalities in L1 and/or
use selected technical
vocabulary in phrases and
short sentences to identify
and order steps in solutions.
Reference Sheet
Visuals
Cloze Activity
Word Bank
L1 text and/or support
ELP 3
Write to justify each step in
solutions to linear equations
and inequalities using key,
technical vocabulary in a
series of simple sentences.
Reference Sheet
Visuals
Cloze Activity
ELP 4
Write to justify each step
in solutions to linear
equations and inequalities
using key, technical
vocabulary in expanded
and some complex
sentences.
Reference Sheet
Visuals
ELP 5
Write to justify each step in
solutions to linear
equations and inequalities
using technical vocabulary
in multiple, complex
sentences.
Reference Sheet
Math – Algebra- Unit 1 – Revised ELL Scaffold
SLO: 4
CCSS:
A.CED.1,
A.REI.1,
A.REI.3
WIDA
ELDS: 3
Speaking
Writing
Reading
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Create linear equations and inequalities in one variable
and use them to solve problems. Justify each step in the
process and the solution.
Language Objective
Write equations and inequalities in one variable from a
word problem. Describe each step in the solution using a
checklist, partner, and native language support.
Language Needed
VU: Linear, equation,
inequality, variable,
solution
LFC: Transitional phrases,
compound tenses, ordinal
numbers, specific to word
problem
LC: Varies by ELP level
ELP 1
Write to justify each step
in creating and solving
linear equations and
inequalities in one
variable from a word
problem in L1 and/or
identify and order steps
needed to create
problems and solutions.
Checklist
Partner work
Charts/Posters
Word Bank
L1 text and/or support
Partially Completed
Solutions
ELP 2
Write to justify each step in
creating and solving linear
equations and inequalities in
one variable from a word
problem in L1 and/or use
selected technical
vocabulary in phrases and
short sentences to identify
and order steps in creating
problems and solutions.
Checklist
Partner work
Charts/Posters
Word Bank
L1 text and/or support
ELP 3
Write to justify each step in
creating and solving linear
equations and inequalities in
one variable from a word
problem using key technical
vocabulary in a series of
simple sentences.
ELP 4
Write to justify each step
in creating and solving
linear equations and
inequalities in one
variable from a word
problem using key,
technical vocabulary in
expanded and some
complex sentences.
ELP 5
Write to justify each step in
creating and solving linear
equations and inequalities
in one variable from a word
problem using technical
vocabulary in multiple,
complex sentences.
Checklist
Partner work
Charts/Posters
Checklist
Partner work
Checklist
Math – Algebra- Unit 1 – Revised ELL Scaffold
SLO: 5
CCSS:
A.CED.2
WIDA
ELDS: 3
Speaking
Writing
Reading
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Create linear equations in two or more variables to
represent relationships between quantities; graph
equations on coordinate axes with labels and scales.
Language Objective
Explain orally how one or more variables are related using
gestures, charts/posters, and note cards. Demonstrate
understanding by graphing linear equations in two or more
variables.
ELP 1
Explain orally how one or
more variables are
related in L1 and/or use
gestures, labels and
selected technical words.
Demonstrate
understanding by
graphing linear equations
in two or more variables.
Note Cards
Charts/Posters
Prompts
Gestures
Adapted Text
Teacher Support
L1 text and/or support
ELP 2
Explain orally how one or
more variables are related
in L1 and/or use selected
technical vocabulary in
phrases and short sentences
Demonstrate understanding
by graphing linear equations
in two or more variables.
ELP 3
Explain orally how one or
more variables are related
using key technical vocabulary
in simple sentences.
Demonstrate understanding
by graphing linear equations
in two or more variables.
ELP 4
Explain orally how one or
more variables are related
using key technical
vocabulary in expanded
sentences. Demonstrate
understanding by
graphing linear equations
in two or more variables.
Note Cards
Charts/Posters
Prompts
Adapted Text
Teacher Support
L1 text and/or support
Note Cards
Charts/Posters
Prompts
Adapted Text
Note Cards
Charts/Posters
Language Needed
VU: Linear, equation,
inequality, variable,
solution, graph
LFC: Transitional phrases,
compound tenses, ordinal
numbers, specific to word
problem
LC: Varies by ELP level
ELP 5
Explain orally how one or
more variables are related
using technical vocabulary
in complex sentences.
Demonstrate
understanding by graphing
linear equations in two or
more variables.
Note Cards
Math – Algebra- Unit 1 – Revised ELL Scaffold
SLO: 6
CCSS:
A.REI.1
WIDA
ELDS: 3
Speaking
Writing
Reading
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Explain each step in solving a simple equation as
following from the equality of numbers asserted at the
previous step, starting from the assumption that the
original equation has a solution. Construct a viable
argument to justify a solution method.
ELP 1
Describe and explain
orally each step in solving
a simple equation as
following from the
equality of numbers
asserted at the previous
step, starting from the
assumption that the
original equation has a
solution and construct
viable arguments to
justify a solution
method.in L1
Note Cards
Charts/Posters
Prompts
Gestures
Adapted Text
Teacher Support
L1 text and/or support
Choice questions
ELP 2
Describe and explain orally
each step in solving a simple
equation as following from
the equality of numbers
asserted at the previous
step, starting from the
assumption that the original
equation has a solution in L1
and/or use selected
academic vocabulary in
phrases and short sentences
to identify steps needed to
determine if a solution is
viable.
Note Cards
Charts/Posters
Prompts
Adapted Text
Teacher Support
L1 text and/or support
Language Objective
Describe orally how to determine if a solution to systems of
equations and/or inequalities is viable or non-viable using
Gestures, Charts/Posters, and Note Cards.
Language Needed
VU: equation, equality,
solution, assumption,
viable, justify
LFC: Transitional phrases,
compound tenses,
ELP 3
Describe and explain orally
each step in solving a simple
equation as following from the
equality of numbers asserted
at the previous step, starting
from the assumption that the
original equation has a
solution and construct viable
arguments to justify a solution
method using key academic
vocabulary in a series of
simple sentences.
Note Cards
Charts/Posters
Prompts
Adapted Text
ELP 4
Describe and explain each
step in solving a simple
equation as following
from the equality of
numbers asserted at the
previous step, starting
from the assumption that
the original equation has a
solution and construct
viable arguments to justify
a solution method using
key academic vocabulary
in expanded and some
complex sentences.
Note Cards
Charts/Posters
LC: Varies by ELP level
ELP 5
Describe and explain orally
each step in solving a
simple equation as
following from the equality
of numbers asserted at the
previous step, starting from
the assumption that the
original equation has a
solution and construct
viable arguments to justify
a solution method using
academic vocabulary in
multiple, complex
sentences.
Note Cards
Math – Algebra- Unit 1 – Revised ELL Scaffold