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