Njdoe scaffolded model curriculum for ells



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Student Learning Objective (SLO)

Language Objective

Language Needed

SLO 15.

CCSS W.9.3 d:

WIDA 2

Writing


Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Write to integrate sensory vocabulary in order to provide the reader with a vivid description using multiple reference materials.

VU:

LFC:

LC:

Sensory details, vivid

Descriptive adjectives, descriptive verbs, descriptive adverbs, varied dialogue tags

Varies by ELP level





ELP 1

ELP 2

ELP 3

ELP 4

ELP 5


Language Objectives


Write word- level captions for pictures to reflect sensory vocabulary by matching words to pictures.

Write a sentence- level narrative that uses sensory vocabulary by matching descriptive phrases to appropriate pictures.



Write a three- paragraph narrative that uses general and specific sensory vocabulary with simple related sentences. Writing may include some errors in language forms and conventions which do not interfere with comprehension.


Write to integrate sensory vocabulary into a multi-paragraph narrative approaching a 9th and 10th grade writing level using moderate discourse and correct language forms and conventions.


Write to integrate sensory vocabulary into a multi-paragraph narrative at a 9th and 10th grade writing level.

Learning Supports

Multiple reference

materials (thesaurus,

dictionary, translation)

Visual representations



Word Wall

Word Bank

Native Language Text

L1 support

Multiple reference

materials (thesaurus,

dictionary, translation)

Sentence Frames



Word Wall

Word Bank

Native Language Text

L1 support


Multiple reference materials

(thesaurus, dictionary,

translation)

Template (completed model)



Word Wall

Word Bank



Multiple reference

materials (thesaurus,

dictionary, translation)


Multiple reference materials

(thesaurus, dictionary,

translation)







Student Learning Objective (SLO)

Language Objective

Language Needed




SLO 16.

CCSS W.9.3 e:

WIDA 2

Writing


Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Write to synthesize events to create a cohesive and well-developed resolution using a graphic organizer (e.g.; artist’s story map).


VU:
LFC:
LC:

Resolution, conclusion

Word order, tense and aspect

Varies by ELP level








ELP 1

ELP 2

ELP 3

ELP 4

ELP 5




Language Objectives


Write a conclusion in first language or by using pictures that depict the plot and writing phrase- level captions that signify a resolution.


Write a conclusion in first language or by using pictures that depict the plot and writing sentence- level captions that signify a resolution.



Write a conclusive paragraph with a cohesive resolution by synthesizing events in simple related sentences using general and specific vocabulary. Writing may include some errors in language forms and conventions which do not interfere with comprehension.

Write a cohesive and detailed resolution by synthesizing events in complete sentences with emerging complexity of sentence length and type, approaching grade- level vocabulary and correct language forms and conventions.

Write a cohesive and well-developed resolution by synthesizing events with varying length and type of sentences, grade- level vocabulary and correct language forms and conventions.





Learning Supports

Story Map

Multiple reference

materials (thesaurus,

dictionary, translation)



Pictures/Photographs

Word Wall

Word Bank

Native Language Text, if feasible

L1 support

Story Map

Multiple reference

materials (thesaurus,

dictionary, translation)

Sentence Frames

Pictures/Photographs

Word Wall

Word Bank

Native Language Text, if feasible

L1 support


Story Map

Multiple reference materials

(thesaurus, dictionary,

translation)

Template (completed model)

Word Wall

Word Bank



Story Map

Multiple reference

materials (thesaurus,

dictionary, translation)



Story Map

Multiple reference materials

(thesaurus, dictionary,

translation)




























































































































































Student Learning Objective (SLO)

Language Objective

Language Needed

SLO 17.

CCSS W.9.4:

WIDA 2

Writing


Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Produce clear and coherent writing suitable for task, purpose, and audience using a graphic organizer (specific to task and purpose).

VU:
LFC:

LC:

Purpose, audience, writing tasks

Varies by task

Varies by ELP level





ELP 1

ELP 2

ELP 3

ELP 4

ELP 5

Language Objectives


Produce clear and coherent writing suitable for task, purpose and audience in first language, or complete captions suitable for task, purpose or audience with single words or phrases.

Produce clear and coherent writing suitable for task, purpose and audience in first language, or complete sentence frames and captions suitable for task, purpose or audience.

Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience in simple related sentences and general and specific vocabulary. Writing may include some errors in language forms and conventions which do not interfere with comprehension.

Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. Writing includes complete sentences with emerging complexity, approaching grade- level vocabulary and correct language forms and conventions.

Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. Writing includes sentences of varying lengths and types, content- based vocabulary and correct language forms and conventions.


Learning Supports

Graphic Organizer appropriate to task

Multiple reference

materials (thesaurus,

English & Bilingual Dictionary, translation)



Pictures/Photographs

Word Wall

Word Bank

Native Language Text

L1 support

Graphic Organizer appropriate to task

Multiple reference

materials (thesaurus,

English & Bilingual Dictionary, translation)



Sentence Frames

Pictures/Photographs

Word Wall

Word Bank

Native Language Text

L1 support

Graphic Organizer appropriate to task

Multiple reference materials

(thesaurus, English &

Bilingual Dictionary,

translation)

Template (completed model)

Word Wall

Word Bank



Graphic Organizer appropriate to task

Multiple reference

materials (thesaurus,

dictionary, translation)



Graphic Organizer appropriate to task








Student Learning Objective (SLO)

Language Objective

Language Needed


SLO 18.

CCSS W.9.5:

WIDA 2

Writing


Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Apply the writing process to hone in on specific purpose and audience using a graphic organizer (i.e. an audience and purpose planning chart).

VU:

LFC:

LC:

Revising, drafting, editing, rewriting, writing process

Varies by task

Varies by ELP level





ELP 1

ELP 2

ELP 3

ELP 4

ELP 5

Language Objectives


Apply the writing process to appropriately address purpose and audience in L1 or at the word and phrase level with illustrations.

Apply the writing process to appropriately address purpose and audience in L1 or at the sentence level with illustrations.



Apply the writing process to appropriately address purpose and audience at an adapted level employing simple related sentences and general and specific vocabulary. Writing may include some errors in language forms and conventions which do not interfere with comprehension.

Apply the writing process to appropriately address purpose and audience at a level approaching grade- level writing employing complete sentences with emerging complexity of sentence length and type, approaching grade- level vocabulary and correct language forms and conventions.

Apply the writing process to appropriately address purpose and audience at a 9th and 10th grade writing level by employing varying length and type of sentences, grade- level vocabulary and correct language forms and conventions.

Learning Supports

Purpose and Audience

planning chart

Reference materials (thesaurus, English and

Bilingual Dictionary,

translation)



Pictures/Photographs

Word Wall

Word Bank

Native Language Text

L1 support

Purpose and Audience

planning chart

Reference materials (thesaurus, English and

Bilingual Dictionary,

translation)



Sentence Frames

Pictures/Photographs

Word Wall

Word Bank

Native Language Text

L1 support

Purpose and Audience

planning chart

Multiple reference materials

(thesaurus, English and


Bilingual Dictionary,

translation)

Template (completed model)

Word Wall

Word Bank



Purpose and Audience

planning chart

Multiple reference

materials (thesaurus,

dictionary, translation)


Multiple reference materials

(thesaurus, dictionary,

translation)







Student Learning Objective (SLO)

Language Objective

Language Needed




SLO 19.

CCSS W.9.6:

WIDA 2

Writing


Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Write using technology to produce, publish, and collaborate using a checklist of required steps.


VU: LFC:

LC:

Produce, publish, link

Varies by task

Varies by ELP level








ELP 1

ELP 2

ELP 3

ELP 4

ELP 5




Language Objectives


Write to edit and publish individual and collaborative writing in L1 and/or at phrase level with illustrations.

Write to edit and publish individual and collaborative writing in L1 and/or sentence- level writing pieces at an adapted level using sentences starters and illustrations.


Write to edit and publish individual and collaborative three-paragraph writing pieces at an adapted level using a checklist of steps and technology.

Write to edit and publish individual and collaborative multi-paragraph writing pieces at a level approaching 9th and 10th grade writing.



Write to edit and publish individual and collaborative multi-paragraph writing pieces at a 9th and 10th grade writing level.





Learning Supports

Checklist for publishing

Checklist for editing

Multiple reference

materials (thesaurus,

English and

Bilingual Dictionary, translation)

Pictures/Photographs

Word Wall

Word Bank

Native Language Text, if feasible

L1 support


Checklist for publishing

Checklist for editing

Multiple reference

materials (thesaurus,

English and

Bilingual Dictionary,

translation)



Sentence Starters

Pictures/Photographs

Word Wall

Word Bank

Native Language Text

L1 support

Checklist for publishing

Checklist for editing

Multiple reference materials

(thesaurus, English and



Bilingual Dictionary,

translation)

Template (completed model)

Word WallWord Bank



Checklist for publishing

Checklist for editing

Multiple reference

materials (thesaurus,



dictionary, translation)

Checklist for publishing




















































































































































































































































































































































































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