Njdoe scaffolded model curriculum for ells



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Student Learning Objective (SLO)

Language Objective

Language Needed

SLO 20.

CCSS W.9.9.a:

WIDA 2

Writing


Draw evidence from literary texts to support analysis, reflection, and research; apply grade 9 Reading standards to literature (e.g., “Analyze how an author

draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible]”)



Write to support analysis, reflection, and research with evidence from poems and short stories using adapted text and sentence starters.

VU:
LFC:

LC:

Analysis, reflection, research

Varies by task

Varies by ELP level





ELP 1

ELP 2

ELP 3


ELP 4

ELP 5

Language Objectives


Write to support analysis, reflection, and research with evidence from short stories or poems in L1 or adapted short stories and poems using a cloze activity.

Write to support analysis, reflection, and research with evidence from short stories and poems in L1 or adapted short stories and poems using sentence starters and a phrase bank to complete the sentences.


Write to support analysis, reflection, and research with evidence from adapted short stories and poems 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 to support analysis, reflection, and research with evidence from short stories and poems using complete sentences with emerging complexity of sentence length and type, approaching grade- level vocabulary and correct language forms and conventions.

Write to support analysis, reflection, and research with evidence from short stories and poems 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

KWS chart

Multiple reference

materials (thesaurus,

English and


Bilingual Dictionary,

translation)



Pictures/Photographs

Word Wall

Word Bank

Native Language Text

L1 support

KWS chart

Multiple reference

materials (thesaurus,

English & Bilingual

Dictionary, translation)

Sentence Starters

Pictures/Photographs

Word Wall

Word Bank

Native Language Text

L1 support


KWS chart

Multiple reference materials

(thesaurus, English and

Bilingual Dictionary,

translation)

Template (completed model)

Word Wall

Word Bank



KWS chart

Multiple reference

materials (thesaurus,

dictionary, translation,

research)


Multiple reference materials

(thesaurus, dictionary,

translation, research)






Student Learning Objective (SLO)

Language Objective

Language Needed




SLO 21.

CCSS W.9.10:

WIDA 2

Writing


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.

Write routinely for specific time frames and for various purposes, tasks and audiences using graphic organizers (specific to time frame, purpose, task, and audience).


VU:
LFC:

LC:

Routinely, extended and short time frame

Varies by task

Varies by ELP level








ELP 1

ELP 2

ELP 3

ELP 4

ELP 5



Language Objectives


Write sentence- level pieces routinely for specific time frames and for various purposes, tasks and audiences in L1 and/or using a phrase bank with visual representations and a graphic organizer.

Write sentence- level pieces routinely for specific time frames and for various purposes, tasks and audiences in L1 and/or using sentence starters and a graphic organizer.

Write three- paragraph pieces at an adapted level routinely for specific time frames and for various purposes, tasks and audiences using a graphic organizer.

Write multi-paragraph pieces routinely at a level approaching 9th- and 10th- grade writing for specific time frames and for various purposes, tasks and audiences using a graphic organizer.

Write extended multi-paragraph pieces routinely at a 9th- and 10th- grade writing level for specific time frames and for various purposes, tasks and audiences.






Learning Supports

Graphic Organizer

(specific to time frame,

purpose, task, and

audience).

Reference materials (thesaurus, English and

Bilingual Dictionary, translation)

Pictures/Photographs

Word Wall

Word Bank

Native Language Text


L1 support


Graphic Organizer (specific to time frame, purpose, task, and audience)

Reference materials (thesaurus, English & Bilingual Dictionary)



Sentence Starters

Pictures/Photographs

Word Wall

Word Bank

Native Language Text

L1 support

Graphic Organizer (specific to

time frame, purpose, task,

and audience).

Multiple reference materials

(thesaurus, English and

Bilingual Dictionary,

translation)

Template (completed model)

Word Wall

Word Bank


Graphic Organizer (specific to time frame,

purpose, task, and

audience).

Multiple reference

materials (thesaurus,

dictionary, translation,

research)


Multiple reference materials

(thesaurus, dictionary,



translation, research)




































































































































































































































Student Learning Objective (SLO)


Language Objective

Language Needed

SLO 22.

CCSS


SL.9.1:

WIDA 2-5


Speaking

Listening



Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 9 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Participate in a variety of cooperative discussion settings using a graphic organizer.


VU:

LFC:

LC:

Collaborate, cooperate, persuasive, clearly, express

Verbs and verb phrases in questions, prosodic features (e.g., stress)

Varies by ELP level





ELP 1

ELP 2

ELP 3

ELP 4

ELP 5

Language Objectives

Participate in a variety of teacher- facilitated collaborative discussions using a graphic organizer and/or notes in L1 and/or with visual representations and pre-taught words and/or phrases.


Participate in a variety of teacher- facilitated collaborative discussions using a graphic organizer and/or notes using L1, phrases or simple sentences.



Participate in a variety of collaborative discussions using a graphic organizer and/or notes for support and organization.


Participate in a variety of collaborative discussions approaching grade -level using an outline and/or notes for support and organization.

Participate in a variety of grade- level collaborative discussions, expressing oneself clearly and persuasively at a 9th and 10th grade level.

Learning Supports

Outlines

Notes in L1 & English

Multiple reference

materials (thesaurus,

English and

Bilingual Dictionary,

translation)



Pictures/Photographs

Word Wall

Word Bank

Native Language Text

L1 support


Outlines

Notes in L1 & English

Multiple reference

materials (thesaurus,

English & Bilingual

Dictionary, translation)



Sentence Starters

Pictures/Photographs

Word Wall

Word Bank

Native Language Text

L1 support

Outlines

Notes


Multiple reference materials

(thesaurus, English and


Bilingual Dictionary,

translation)


Word Wall

Word Bank



Outlines

Notes


Multiple reference

materials (thesaurus,

dictionary, translation)


Outlines





Student Learning Objective (SLO)

Language Objective

Language Needed

SLO 23.

CCSS


SL.9.1.a:

WIDA 2-5


Speaking

Listening



Come to discussions prepared, having read and researched material under study.

Speak and listen to stimulate an exchange of ideas based on a synthesis of research findings relevant to the discussion using notes.

VU:

LFC:


LC:

Cite, research

Verbs and verb phrases in questions, prosodic features (e.g., stress)

Varies by ELP level





ELP 1

ELP 2

ELP 3

ELP 4

ELP 5


Language Objectives


Speak in single words and listen to a teacher facilitated discussion to understand how to stimulate an exchange of ideas based on visuals and on teacher- modeled techniques and teacher-prepared notes.

Speak and listen in a teacher facilitated discussion to develop an understanding of how to stimulate an exchange of ideas based on visuals, adapted text, teacher -modeled techniques, and note-taking strategies.

Speak and listen to stimulate an exchange of ideas based on a synthesis of research gathered from adapted texts using simple related sentences which may include some grammatical errors.

Speak and listen to stimulate an exchange of ideas based on a synthesis of approaching grade level research using complete sentences with emerging complexity of sentence length and type with appropriate stress and intonation.

Speak and listen to stimulate an exchange of ideas based on a synthesis of research gathered from grade-level texts using complex sentences of varying length and type and appropriate stress and intonation.


Learning Supports

Outlines(teacher prepared)

Notes in L1 & English

Prompts

Reference materials (thesaurus, English and



Bilingual Dictionary,

translation) & Pictures/Photographs



Word Wall

Word Bank

Native Language Text

L1 support

Outlines (teacher prepared)

Prompts

Reference materials (thesaurus, English & Bilingual Dictionary, translation)


Sentence Starters

Pictures/Photographs

Word Wall

Word Bank

Native Language Text

L1 support


Outlines

Notes


Partners

Prompts


Multiple reference materials

(thesaurus, English and



Bilingual Dictionary,

translation)



Word Wall

Word Bank



Notes

Multiple reference

materials (thesaurus,

dictionary, translation)












Student Learning Objective (SLO)

Language Objective

Language Needed

SLO 24.

CCSS


SL.9.1.d:

WIDA 2-5


Speaking

Listening



Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Listen to and respond to diverse perspectives in order to justify personal views and make new connections using an outline.


VU:
LFC:


LC:

Diverse perspectives, qualify, justify

Verbs and verb phrases in questions, prosodic features (e.g., stress)

Varies by ELP level





ELP 1

ELP 2

ELP 3

ELP 4

ELP 5

Language Objectives


Speak and listen during a grade- level discussion to respond and summarize diverse perspectives in order to justify personal views and make new connections in L1 and/or speak in single words and listen to a teacher -facilitated discussion.

Speak and listen during a grade- level discussion to respond and summarize diverse perspectives in order to justify personal views and make new connections in L1 and/or speak and listen in a teache-r facilitated discussion.

Speak and listen during an adapted discussion to respond and summarize diverse perspectives in order to justify personal views and make new connections using simple related sentences which may include some grammatical errors and key content vocabulary.

Speak and listen during a grade- level discussion to respond and summarize diverse perspectives in order to justify personal views and make new connections using complete sentences with emerging complexity with appropriate stress and intonation.


Speak and listen during a grade level discussion to respond and summarize diverse perspectives in order to justify personal views and make new connections using complex sentences of varying length and type and appropriate stress and intonation.


Learning Supports

Outlines

(teacher prepared)

Notes in L1 & English

Pictures/Photographs

Word Wall

Word Bank

Native Language Text

L1 support


Outlines

(teacher prepared)

Notes in L1 & English

Sentence Starters

Pictures/Photographs

Word Wall

Word Bank

Native Language Text

L1 support


Outlines

Notes


Prompts

Multiple reference materials



Word Wall

Word Bank



Notes

Multiple reference

materials (thesaurus,

dictionary, translation)



Notes




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