Math – Algebra- Unit 1 – ELL Scaffold
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 1 |Add and subtract within 1000, using concrete models or drawings and strategies based on |Describe and explain orally and in writing how to add and subtract |VU: Amount, total, hundreds, tens, |
|CCSS: |place value, properties of operations, and/or the relationship between addition and |within 1000 using concrete models, strategies based on place value, |ones, single, together, each, |
|2.NBT.7 |subtraction; relate the strategy to a written method. Understand that in adding or |properties of operations, and/or the relationship between addition and |included, above, below |
|WIDA ELDS: 1 & 3 |subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and |subtraction and manipulatives, drawings and a word wall. | |
|Speaking, |tens, ones and ones; and sometimes it is necessary to compose or decompose tens or | | |
|Reading, |hundreds. | | |
|Writing | | | |
| | | |LFC: Present tense, auxiliary |
| | | |verb/can |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Manipulatives |Manipulatives |Manipulatives |Manipulatives |Manipulatives |
| |L1 text and/or support |L1 text and/or support |Small group/ triads |Small group/ triads |Math Journal |
| |Peer Coach |Peer Coach |Math Journal |Math Journal | |
| |Math Journal |Math Journal |Word Wall | | |
| |Word/Picture Wall |Word/Picture Wall |Pictures/Illustrations/diagrams/dra| | |
| |Pictures/Illustrations/diagrams/drawing|Pictures/Illustrations/diagrams/drawings |wings | | |
| |s | | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 2 |Recognize and draw shapes having specified attributes, such as a given number of |Demonstrate comprehension of oral and written directions by recognizing and |VU: Figure(s), shape(s), angle(s), |
|CCSS: |angles or a given number of equal faces. (Sizes are compared visually or |drawing shapes having specified attributes using manipulatives, drawings and a |face(s), quadrilateral(s), |
|2.G.1 |directly, not compared by measuring.) Identify triangles, quadrilaterals, |word wall. |pentagon(s), hexagon(s), cube(s), |
|WIDA ELDS: 1 & 3 |pentagons, hexagons, and cubes. | |shade |
|Listening | |Note: Multiple meaning of “face.” | |
|Reading, | | | |
|Writing | | | |
| | | |LFC: Present tense, imperatives, |
| | | |negation |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Geometric shapes |Geometric shapes |Geometric shapes |Geometric shapes |Geometric shapes |
| |L1 text and/or support |L1 text and/or support |Small group/ triads |Small group/ triads |Math Journal |
| |Peer Coach |Peer Coach |Math Journal |Math Journal | |
| |Math Journal |Math Journal |Word Wall | | |
| |Word/Picture Wall |Word/Picture Wall |Pictures/Illustrations/diagrams/drawings | | |
| |Pictures/Illustrations/diagrams/drawin|Pictures/Illustrations/diagrams/drawings | | | |
| |gs | | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 3 |Use tools of measurement to measure lengths of several objects to the nearest |Demonstrate comprehension on how to use tools of measurement to measure lengths of|VU: Measure, length, nearest, inch, |
|CCSS: |whole unit (inch, centimeter, etc.) and represent the data on a line plot with |several objects to nearest whole unit and represent the data on a line plot using |centimeter, plot(v), horizontal, line|
|2.MD.9 |appropriate whole number units on the horizontal scale. |manipulatives, drawings and a word wall. |plot |
|WIDA ELDS: 1 & 3 | | | |
|Listening | | | |
|Reading, | | | |
|Writing | | | |
| | | |LFC: Present tense, imperatives |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Rulers/line plots |Rulers/line plots |Rulers/line plots |Rulers/line plots |Rulers/line plots |
| |L1 text and/or support |L1 text and/or support |Small group/ triads |Small group/ triads |Math Journal |
| |Peer Coach |Peer Coach |Math Journal |Math Journal | |
| |Math Journal |Math Journal |Word Wall | | |
| |Word/Picture Wall |Word/Picture Wall | | | |
| |Pictures/Illustrations/diagrams/drawi|Pictures/Illustrations/diagrams/drawings | | | |
| |ngs | | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 4 |Draw a picture graph and a bar graph (with single-unit scale) to represent|Demonstrate comprehension of how to represent data in a picture and bar graph|VU: Table, picture graph, bar graph, |
|CCSS: |a data set with up to four categories. Solve simple put-together, |by solving using information presented in the graph using manipulatives, |information, favorite, most favorite, combined|
|2.MD.10 |take-apart, and compare problems using information presented in the graph.|drawings and a word wall. | |
|WIDA ELDS: 1 & 3 | | | |
|Listening | | | |
|Reading, | | | |
|Writing | | | |
| | | |LFC: Past/present tense, imperatives, |
| | | |questions with how many more? |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Picture/bar graphs/tables |Picture/bar graphs/tables |Picture/bar graphs/tables |Picture/bar graphs/tables |Picture/bar graphs/tables |
| |L1 text and/or support |L1 text and/or support |Small group/ triads |Small group/ triads |Math Journal |
| |Peer Coach |Peer Coach |Math Journal |Math Journal | |
| |Math Journal |Math Journal |Word Wall | | |
| |Word/Picture Wall |Word/Picture Wall |Pictures/Illustrations/diagrams/drawi| | |
| |Pictures/Illustrations/diagrams/drawi|Pictures/Illustrations/diagrams/drawi|ngs | | |
| |ngs |ngs | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 5 |Partition a rectangle into rows and columns of same-size squares and count to |Describe and explain orally and in writing how to partition a rectangle into rows|VU: Rectangle, square, row(s), column |
|CCSS: |find the total number. |and columns of same size squares and count to find the total number using |(s), total, tiles, same-size |
|2.G.2 | |manipulatives, drawings and a word wall. | |
|WIDA ELDS: 1 & 3 | | | |
|Speaking, | | | |
|Reading, | | | |
|Writing | | | |
| | | |LFC: Present tense, imperatives, |
| | | |questions with how many? |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Rectangles/square tiles |Rectangles/square tiles |Rectangles/square tiles |Rectangles/square tiles |Rectangles/square tiles |
| |Square cm. graph paper |Square cm. graph paper |Square cm. graph paper |Square cm. graph paper |Square cm. graph paper |
| |L1 text and/or support |L1 text and/or support |Small group/ triads |Small group/ triads | |
| |Peer Coach |Peer Coach |Word Wall | | |
| |Word/Picture Wall |Word/Picture Wall |Pictures/Illustrations/diagrams/drawings | | |
| |Pictures/Illustrations/diagrams/drawing|Pictures/Illustrations/diagrams/drawing| | | |
| |s |s | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 6 |Partition circles and rectangles into two, three, or four equal shares, |Describe orally and in writing how to partition circles and rectangles into |VU: Fractions, whole, equal shares, halves/|
|CCSS: |describe the shares using the words halves, thirds, half of, a third of, etc.,|two, three, or four equal shares using the words halves, thirds, half of, a |half of, thirds/ a third of, fourths/a |
|2.G.3 |and describe the whole as two halves, three thirds, four fourths. Recognize |third of, etc. and describe the whole as two halves, three thirds, four |quarter of, circles, squares, rectangles, |
|WIDA ELDS: |that equal shares of identical wholes need not have the same shape. |fourths using manipulatives, drawings and a word wall. |left, left over, different, same |
|1 & 3 | | | |
|Speaking, | | | |
|Reading, | | | |
|Writing | | | |
| | | |LFC: Past/present tense, imperatives, |
| | | |questions with does/which? |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Fraction tiles |Fraction tiles |Fraction tiles |Fraction tiles |Fraction tiles |
| |L1 text and/or support |L1 text and/or support |Small group/ triads |Small group/ triads |Math Journal |
| |Peer Coach |Peer Coach |Word Wall |Math Journal | |
| |Word/Picture Wall |Word/Picture Wall |Pictures/Illustrations/diagrams/drawing| | |
| |Pictures/Illustrations/diagrams/drawi|Pictures/Illustrations/diagrams/drawing|s | | |
| |ngs |s | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 7 |Fluently add and subtract within 20 using mental strategies. By the end of |Demonstrate comprehension of addition and subtraction by fluently adding and |VU: Add, subtract, each, sums, differences |
|CCSS: |Grade 2, know from memory all sums of two one-digit numbers. |subtracting within 20 using mental strategies and manipulatives, drawings and a | |
|2.OA.2 | |word wall. | |
|WIDA ELDS: | | | |
|1 & 3 | | | |
|Speaking, | | | |
|Reading, | | | |
|Writing | | | |
| | | |LFC: Present tense, coordinating |
| | | |conjunctions, number sentences |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning |Number Line/Base-Ten Blocks |Number Line/Base-Ten Blocks |Number Line/Base-Ten Blocks |Number Line/Base-Ten Blocks |Number Line/Base-Ten Blocks |
|Supports |L1 text and/or support |L1 text and/or support |Small group/ triads |Small group/ triads |Math Journal |
| |Peer Coach |Peer Coach |Math Journal |Math Journal | |
| |Math Journal |Math Journal |Word Wall | | |
| |Word/Picture Wall |Word/Picture Wall |Pictures/Illustrations/diagrams/drawing| | |
| |Pictures/Illustrations/diagrams/dra|Pictures/Illustrations/diagrams/drawing|s | | |
| |wings |s | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 8 |Fluently add and subtract within 100 using strategies based on place value, properties |Demonstrate and explain orally and in writing how to fluently add and subtract |VU: Add, subtract, each, number |
|CCSS: |of operations, and/or the relationship between addition and subtraction. |within 100 using strategies based on place value, properties of operations, |sentence, sums, differences |
|2.NBT.5 | |and/or the relationship between addition and subtraction and manipulatives, | |
|WIDA ELDS: | |drawings and a word wall. | |
|1 & 3 | | | |
|Speaking, | | | |
|Reading, | | | |
|Writing | | | |
| | | |LFC: Present tense, coordinating|
| | | |conjunctions |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports|Base-Ten Blocks |Base-Ten Blocks |Base-Ten Blocks |Base-Ten Blocks |Base-Ten Blocks |
| |L1 text and/or support |L1 text and/or support |Small group/ triads |Small group/ triads |Math Journal |
| |Peer Coach |Peer Coach |Math Journal |Math Journal | |
| |Math Journal |Math Journal |Word Wall | | |
| |Word/Picture Wall |Word/Picture Wall | | | |
| |Pictures/Illustrations/diagrams/drawings |Pictures/Illustrations/diagrams/drawings | | | |
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