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| |Student Learning Objective (SLO) |Language Objective |Language Needed |

|SLO: 1 |Cite textual evidence to support analysis of what the text says explicitly in|Analyze text and identify supportive textual evidence through the use of a graphic|VU: Textual evidence |

|CCSS: RL.6.1 |grade 6 text(s). |organizer and/or marking the text. | |

|WIDA: 2 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Quotations, direct and reported |

| | | |speech sentence structure |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 2 |Cite textual evidence to support analysis of inferences drawn from grade 6 |Analyze text and infer details from supportive textual evidence through the use |VU: Inferences |

|CCSS: 6.1 |text(s). |of a graphic organizer and/or marking the text. | |

|WIDA: 2 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Quotations, direct and reported speech|

| | | |sentence structure |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 3 |Determine the central idea of a text and explain how it is conveyed through|Explain and summarize the main idea of a text, using supportive textual evidence|VU: Phrases: (on page __, in other words);|

|CCSS: RL.6.2 |details to provide a summary of a text distinct from personal opinions or |through the use of a story map and/or marking the text. |logical connectors |

|WIDA: 2 |judgments. | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Complex sentences using relative |

| | | |clauses i.e. who, that which |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 4 |Describe how a particular story’s plot unfolds in a series of episodes in |Describe and sequence plot in a story by using a plot diagram and creating a |VU: Main idea; plot |

|CCSS: RL.6.3 |6th grade text(s). |video. | |

|WIDA: 2 | | | |

|Reading | | | |

|Speaking | | | |

|Listening | | | |

| | | |LFC: Describe people, places, things i.e. |

| | | |present progressive tense, adverbs |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 5 |Describe how characters respond or change as the plot moves toward a |Describe changes and responses in characters over time using plot diagram and |VU: Characters, change, resolution |

|CCSS: RL.6.3 |resolution in 6th grade text(s). |character web. | |

|WIDA: 2 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Describing actions, people, places, |

| | | |thing; present and past tense verbs |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 6 |Determine the meaning of words and phrases as they are used in a text, |Define words and phrases according to usage in text through use of pictures and |VU: Figurative, connotative |

|CCSS: RL.6.4 |including figurative and connotative meanings (i.e., “organization” |dictionaries. | |

|WIDA: 2 |connotes a sense of neatness). | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Idiomatic expressions, sentences with |

| | | |figurative language |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 7 |Determine the meaning of words and phrases as they are used in a text, |Define and analyze words and phrases in a text, as it relates to tone using a |VU: Tone |

|CCSS: RL.6.4 |including analyzing the impact of a specific word choice on tone. |dictionary and think alouds. | |

|WIDA: 2 | | | |

|Reading | | | |

|Speaking | | | |

|Listening | | | |

| | | |LFC: Subject verb agreement |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 8 |Analyze how a particular sentence fits into a text’s structure and |Analyze how one sentence fits into a text’s structure and contributes to theme |VU: Theme, literary analysis |

|CCSS: RL.6.5 |contributes to theme development. |development from sentences using a think aloud. | |

|WIDA: 2 | | | |

|Reading | | | |

|Speaking | | | |

|Listening | | | |

| | | |LFC: Subject verb agreement, embedded |

| | | |clauses |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 9 |Analyze how a particular chapter fits into a text’s structure and |Analyze chapter in relation to overall theme using an outline. |VU: Theme, chapter |

|CCSS: 6.5 |contributes to theme development. | | |

|WIDA: 2 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Transition words and clauses |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 10 |Analyze how a particular sentence fits into a text’s structure and |Analyze particular sentence in relation to setting using an outline. |VU: Setting |

|CCSS: RL.6.5 |contributes to setting development. | | |

|WIDA: 2 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Subject-verb agreement |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 11 |Analyze how a particular chapter fits into a text’s structure and |Analyze how a particular chapter fits into text structure and in relation to |VU: Setting, text’s structure, |

|CCSS: RL.6.5 |contributes to setting. |setting using an outline and think aloud. | |

|WIDA: 2 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Describe people, places things, e.g. |

| | | |nouns, pronouns |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 12 |Analyze how a particular sentence fits into a text’s structure and |Read to analyze how a particular sentence fits into a text’s structure and |VU: Plot, text structure, |

|CCSS: RL.6.5 |contributes to plot development. |contributes to plot development by answering WH-questions using a graphic | |

|WIDA: 2 | |organizer. | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Subject verb agreement |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 13 |Analyze how a particular chapter fits into a text’s structure and |Read to analyze how a particular sentence fits into a text’s structure and |VU: Plot, chapter, structure |

|CCSS: RL.6.5 |contributes to plot development. |contributes to plot development by answering WH-questions using a graphic | |

|WIDA: 2 | |organizer (example: outline, story map). | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Describe actions, present progressive|

| | | |tense |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 14 |Explain how an author develops the point of view of the narrator or speaker|Read and explain how an author develops the point of view of the narrator in a |VU: Point of view, narrator |

|CCSS: RL.6.6 |in a text. |text using think alouds and word walls. | |

|WIDA: 2 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Adverbs of manner; declarative |

| | | |sentences |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 15 |Compare and contrast the experience of reading a story to listening to or |Compare and contrast what they “see” and “hear” when reading the text to what |VU: Compare, contrast, audio, visual, live |

|CCSS: RL.6.7 |viewing an audio, video, or live version of the text including contrasting |they perceive when they listen or watch it through the use of a Venn Diagram. |version, perceive |

|WIDA: 2 |what they “see” and “hear” when reading the text to what they perceive when| | |

|Reading |they listen or watch. | | |

|Speaking | | | |

| | | |LFC: Comparative and superlative |

| | | |adjectives; conjunctions; adverbs |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 16 |Write narratives to develop real or imagined experiences or events using |Write narratives using effective technique such as dialogue, pacing, and |VU: Narrative, dialogue, pacing, storyboard|

|CCSS: W.6.3b. |effective technique such as dialogue, pacing, and description to develop |description to develop experiences, events, and/or characters using a story map.| |

|WIDA: 2 |experiences, events, and/or characters. | | |

|Reading | | | |

|Writing | | | |

| | | |LFC: describe people, place, things |

| | | |actions, e.g. nouns, pronouns, adjectives, |

| | | |present progressive tense, adverbs |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 17 |Write narratives to develop real or imagined experiences or events using |Write narratives to develop real or imagined experiences using relevant |VU: Sensory and descriptive nouns and |

|CCSS: W.6.3d. |relevant descriptive details; use precise words and phrases, and sensory |descriptive details, precise words and phrases, and sensory language using a |adjectives; |

|WIDA: 2 |language to convey experiences and events. |writing diamond. | |

|Writing | | | |

| | | |LFC: Describe people, place, things |

| | | |actions |

| | | |LC: Varies by ELP level. |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 18 |Write narratives to develop real or imagined experiences or events using |Write narratives to develop real or imagined experiences or events using |VU: Event sequencing, |

|CCSS: W.6.3a. |well-structured event sequences. |well-structured event sequences on a graphic organizer (e.g. story map). | |

|WIDA: 2 | | | |

|Writing | | | |

| | | |LFC: Sequencing: adverbs of time, relative |

| | | |clauses and subordinate conjunctions |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 19 |Write narratives to develop real or imagined experiences or events by |Write narratives to develop real or imagined experiences or events by organizing|VU: Sequencing, |

|CCSS: W.6.3a. |organizing an event sequence that unfolds naturally and logically. |an event sequence that unfolds naturally and logically using a graphic organizer| |

|WIDA: 2 | |(e .g. timeline). | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Sequencing: adverbs of time, relative |

| | | |clauses and subordinate conjunctions |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 20 |Write narratives to develop real or imagined experiences or events to engage |Write narratives to develop real or imagined experiences or events to engage |VU: Hook, orient, engage, |

|CCSS: W.6.3a. |and orient the reader by establishing a context. |and orient the reader using think alouds. | |

|WIDA: 2 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Modals, compound tenses; describing |

| | | |actions |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 21 |Write narratives to develop real or imagined experiences or events by | Introduce a narrator and/or characters in a narrative to develop experience or |VU: Character, narrator, |

|CCSS: W.6.3a. |introducing a narrator and/or characters. |events using character web and think alouds. | |

|WIDA: 2 | | | |

|Writing | | | |

| | | |LFC: Describe people, place, things, & |

| | | |actions, e.g. nouns, pronouns, adjectives, |

| | | |adverbs |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 22 |Use a variety of transition words, phrases, and clauses to convey sequence |Sequence and signal time/setting shifts using a transitional phrase word wall. |VU: Transition words |

|CCSS: L.1.3; |and signal shifts from one time frame or setting to another when writing | | |

|RL.1.7 |narratives. | | |

|WIDA: 2 | | | |

|Reading | | | |

|Writing | | | |

| | | |LFC: Prepositional phrases, relative |

| | | |clauses |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 23 |When writing narratives, provide a conclusion that follows from the |Write a conclusion that follows the events of a narrative using graphic |VU: Conclusion, narrative |

|CCSS: W.6.3e. |narrated experiences or events. |organizer, i.e. story map. | |

|WIDA: 2 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Complex sentences, drawing conclusions|

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 24 |Produce clear and coherent writing in which the development, organization, |Develop and organize sentences in a task which are appropriate to the reader |VU: Task, purpose, audience |

|CCSS: W.6.4 |and style are appropriate to task, purpose, and audience. |using a writing diamond. | |

|WIDA: 2 | | | |

|Writing | | | |

| | | |LFC: Sentences appropriate to task |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 25 |With some guidance and support from peers and adults, develop and |Plan, revise, edit, and rewrite narrative using peer editing, conferencing with|VU: Specific to text; editing, rewriting, |

|CCSS: W.6.5 |strengthen writing as needed by planning, revising, editing, rewriting, or |teacher, dictionary/thesaurus usage |peer edit, |

|WIDA: 2 |trying a new approach. | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Complex sentences, increasing |

| | | |specificity of nouns, verbs and adjectives;|

| | | |correlative conjunctions |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 26 |Use technology, including the Internet, to produce and publish narrative |Produce and publish narrative writing with technology, using Microsoft Office, |VU: Collaborate, interact, publish |

|CCSS: W.6.6 |writing as well as to interact and collaborate with others; demonstrate |videoconferencing, or podcasts. | |

|WIDA: 2 |sufficient command of keyboarding skills to type a minimum of three pages | | |

|Reading |in a single sitting. | | |

|Speaking | | | |

| | | |LFC: Subject verb agreement, embedded |

| | | |clauses |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 27 |Draw evidence from 6th grade literary texts to support analysis and |Analyze and reflect on literary texts in different forms or genres using a |VU: Specific to text; compare and contrast,|

|CCSS: W.6.9a.. |reflection; apply grade 6 reading standards to literature (e.g., “Compare |graphic organizer (i.e. Venn Diagram) |theme, genres |

|WIDA: 2 |and contrast texts in different forms or genres [e.g., stories and poems; | | |

|Reading |historical novels and fantasy stories] in terms of their approaches to | | |

|Speaking |similar themes and topics”). | | |

| | | |LFC: Comparative adjectives, conjunctions, |

| | | |adverbs, superlatives |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 28 |Write narratives routinely over extended time frames (time for reflection, |Write narratives of varying length using do-nows, open-ended responses, daily |VU: Journal, task, purpose |

|CCSS: W.6.10. |and revision) and shorter time frames (a single sitting or a day or two) |journal writing, and responses to literature using a word wall. | |

|WIDA: 2-5 |for a range of discipline-specific tasks, purposes, and audiences. | | |

|Writing | | | |

| | | |LFC: Verb forms; declarative sentences, |

| | | |compound and complex sentences |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 29 |Engage effectively in a range of collaborative discussions (one-on-one, in |Participate in a variety of collaborative discussion settings using a checklist |VU: In my opinion, I feel that, I |

|CCSS: SL.6.1 |groups, and teacher-led) with diverse partners on grade 6 topics, texts, |of appropriate ways to participate in a specific discussion type. |understand that |

|WIDA: 2 |and issues, building on others’ ideas and expressing their own clearly. | | |

|Speaking | | | |

|Listening | | | |

| | | |LFC: Compound and complex sentences |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 30 |Come to discussions prepared, having read or studied required material; |Speak and listen to share ideas on a synthesis of research materials relevant to|VU: Probe, According to, The text states |

|CCSS: SL.6.1a. |explicitly draw on that preparation by referring to evidence on the topic, |the discussion L1 and graphic organizers. | |

|WIDA: 1-5 |text, or issue to probe and reflect on ideas under discussion | | |

|Speaking | | | |

|Listening | | | |

| | | |LFC: Declarative and interrogatory |

| | | |sentences; subordinate conjunctions |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 31 |When taking part in collaborative discussions, follow rules for collegial |Create and post guidelines for discussions, choose student roles and set |VU: Goals, roles, deadlines; specific to |

|CCSS: SL.6.lb. |discussions, set specific goals and deadlines, and define individual roles |classroom goals using a word wall. |text |

|WIDA: 1 |as needed. | | |

|Reading | | | |

|Speaking | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | |LFC: Verb forms; declarative sentences, |

| | | |compound and complex |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 32 |Pose and respond to specific questions with elaboration and detail by |Compose and respond to questions with elaboration and detail by making comments |VU: Elaborate, detail, 5-W words; |

|CCSS: SL.6.1c. |making comments that contribute to the topic, text, or issue under |that contribute to the discussion using sentence frames, graphic organizers, and| |

|WIDA: 2 |discussion. |L1 support. | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Asking informational and clarifying |

| | | |questions; expressing and supporting |

| | | |opinions |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 33 |When participating in collaborative discussions, review the key ideas |Paraphrase and reflect on multiple perspectives during a discussion using a |VU: Reflect, paraphrase |

|CCSS: SL.6.1d. |expressed and demonstrate understanding of multiple perspectives through |graphic organizer, e.g. web or flow chart | |

|WIDA: 1-5 |reflection and paraphrasing | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Retelling, present/past tense verbs, |

| | | |comparing |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 34 |Interpret information presented in diverse media and formats (e.g., |Listen to information and explain how it contributes to a topic using notes and |VU: Interpret, explain |

|CCSS: SL.6.2 |visually, quantitatively, orally) and explain how it contributes to a |an outline. | |

|WIDA: 1-5 |topic, text, or issue under study | | |

|Speaking | | | |

|Listening | | | |

| | | |LFC: Present and past tense verbs, |

| | | |dependent and independent clauses |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 35 |Demonstrate a command of formal English and its conventions when writing, |Demonstrate a command of formal English and its conventions when writing, |VU: Formal vs. informal English |

|CCSS: SL.6.6; |speaking, reading, or listening; vary sentence patterns for meaning. |speaking, reading, or listening according to English language proficiency level | |

|L.6.3a | |with appropriate supports. | |

|WIDA: 2-5 | | | |

|Reading | | | |

|Speaking | | | |

|Listening | | | |

|Writing | | | |

| | | |LFC: Varies by ELP level |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 36 |Demonstrate command of the conventions of standard English grammar and |Speak and write with pronouns in the proper case and gender using teacher |VU: Pronouns (subjective, objective, |

|CCSS: L.6.1.a |usage when writing or speaking; ensure that pronouns are in the proper case|modeling and referent chart. |possessive) |

|WIDA: 2-5 |(subjective, objective, possessive). | | |

|Writing | | | |

|Speaking | | | |

| | | |LFC: Sentences with pronouns and referents|

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 37 |Use intensive pronouns (e.g., myself, ourselves) to demonstrate command of |Demonstrate correct use of intensive pronouns through word walls and cloze |VU: Intensive pronouns |

|CCSS: L.6.1b. |the conventions of standard English grammar and usage when writing or |sentences. | |

|WIDA: 2-5 |speaking. | | |

|Writing | | | |

|Speaking | | | |

| | | |LFC: Describing people and actions |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 38 |Demonstrate command of the conventions of standard English capitalization, |Write using the proper capitalization and punctuation conventions of standard |VU: Punctuation marks, capitalization; |

|CCSS: L.6.2a. |punctuation, when writing; use punctuation (commas, parentheses, dashes) to|English using teacher created mechanics chart and checklist. | |

|WIDA: 2-5 |set off | | |

|Writing |nonrestrictive/ parenthetical elements. |Note: Capitalization rules and punctuation marks differ across languages. This | |

| | |is an opportunity to compare and contrast usage. | |

| | | |LFC: Sentence structure specific to text. |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 39 |Demonstrate command of the conventions of standard English to spell |Demonstrate accurate spelling through using a dictionary for support |VU: Spelling conventions |

|CCSS: L.6.2b. |correctly | | |

|WIDA: 2-5 | | | |

|Writing | | | |

| | | |LFC: Apply conventional spelling rules |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 40 |Determine or clarify the meaning of unknown and multiple-meaning words and |Determine the meaning of unknown words and phrases through the use of strategies|VU: Context clues |

|CCSS: L.6.4a. |phrases based on grade 6 reading and content, choosing flexibly from a |such as context clues through the use of dictionary and examination of text. | |

|WIDA: 1-5 |range of strategies; use context (e.g., the overall meaning of a sentence | | |

|Reading |or paragraph; a word’s position or function in a sentence) as a clue to the| | |

|Speaking |meaning of a word or phrase. | | |

| | | | |

| | | |LFC: Definition genre |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 41 |Determine or clarify the meaning of unknown and multiple-meaning words and |Determine the meaning of unknown words and phrases through the use of strategies|VU: Affixes, prefixes, suffixes, root words|

|CCSS: L.6.4b. |phrases based on grade 6 reading and content, choosing flexibly from a |such as Greek or Latin affixes and root words and using cognates and teacher | |

|WIDA: 1-5 |range of strategies; use common grade-appropriate Greek or Latin affixes |created chart. | |

|Reading |and roots as clues to the meaning of a word (e.g., audience, auditory, | | |

|Speaking |audible). | | |

| | | |LFC: Definition genre |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 42 |Determine or clarify the meaning of unknown and multiple-meaning words and |Determine meaning of unknown words and phrases through the use of strategies |VU: Pronunciation |

|CCSS: L.6.4.c.d. |phrases based on grade 6 reading and content, choosing flexibly from a |such as context clues through the use of reference materials such as | |

|WIDA: 1-5 |range of strategies; Consult reference materials (e.g., dictionaries, |dictionaries, Glossary, and thesauruses in both English and L1 | |

|Reading Speaking |Glossary, thesauruses), both print and digital, to find the pronunciation | | |

| |of a word or determine or clarify its precise meaning or its part of | | |

| |speech; verify the preliminary determination of the meaning of a word or | | |

| |phrase (e.g., by checking the inferred meaning in context or in a | | |

| |dictionary). | | |

| | | |LFC: Definition genre |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 43 |Acquire and use accurately grade-appropriate general academic and |Accurate use of content area vocabulary words and phrases through the use of a |VU: Academic, content, phrases |

|CCSS: L.6.6 |domain-specific words and phrases; gather vocabulary knowledge when |content specific word wall. | |

|WIDA: 2,3,4,5 |considering a word or phrase important to comprehension or expression. | | |

|Speaking | | | |

| | | |LFC: Subject verb agreement |

| | | |LC: Varies by ELP level |

|ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 | |Language Objectives |Acquire and use grade-appropriate general academic and domain-specific words and phrases in L1; and/or single key content based vocabulary words, by matching words and pictures or completing cloze sentences. |Acquire and use grade-appropriate general academic and domain-specific words and phrases in L1 and/or short phrases of key content based vocabulary by matching phrases with pictures or completing sentence frames.

|Acquire and use general academic and domain-specific words and phrases from adapted text. Use simple sentences which may include errors that do not interfere with meaning.

|Acquire and use general academic and domain-specific words and phrases from grade 5-6 text level band. Use complete sentences with emerging complexity.

|Acquire and use grade-appropriate general academic and domain-specific words and phrases. Use detailed sentences of varying lengths and complexity. | |Learning Supports |Content specific Word Wall

L1 support

Cloze sentences

Pictures/Photographs |Content specific Word Wall

L1 support

Sentence Frames

Pictures/Photographs

|Content specific Word Wall |Content specific Word Wall | | |

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