ELL Math Scaffolds - Grade 8 - Unit 5
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 1 |Use a linear equation to model real life problems then solve it by |Explain orally and in writing how to use a linear equation that models a real-life|VU: After, until, decreased |
|CCSS: |interpreting the meaning of the slope and the intercept. |problem to solve problems and how to determine the meaning of the slope and | |
|8.SP.3 WIDA ELDS: | |intercept, using a word wall and a Math Journal. | |
|3 | | | |
|Speaking | | | |
|Writing | | | |
| | | |LFC: Preposition - until, after as a |
| | | |conjunction; embedded clauses |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Math Journal |Math Journal |Math Journal |Math Journal | |
| |Word/symbol wall |Word/symbol wall |Sentence Starter | | |
| |L1 text and/or support |L1 text and/or support |Word wall | | |
| |Illustrations |Sentence Frame | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 2 |Construct and interpret scatter plots for bivariate measurement data and |Demonstrate comprehension of how to construct and interpret scatter plots for |VU: Scatterplot, relationship, line of |
|CCSS: |identify and interpret data patterns (clustering, outliers, positive or |bivariate measurement data and identify and interpret data patterns (clustering, |best fit |
|8.SP.1 |negative association, possible lines of best fit, and nonlinear association). |outliers, positive or negative association, possible lines of best fit, and | |
|8.SP.2 | |nonlinear association) using a word wall, Charts and personal math dictionary. | |
|WIDA ELDS: 3, 4 | | | |
|Reading | | | |
|Writing | | | |
| | | |LFC: Cause/effect statements; present |
| | | |perfect |
| | | |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 |Charts |
| |Personal math dictionary |Personal math dictionary |Charts |Charts | |
| |Peer Coach |Peer Coach |Peer Coach | | |
| |Word/symbol wall |Word/symbol wall |Word wall | | |
| |L1 text and/or support |L1 text and/or support |Sentence Starter | | |
| |Cloze sentences |Sentence Frame | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 3 |Construct frequency and relative frequency tables to analyze and describe |Explain orally how to construct frequency and relative frequency tables, describing|VU: Frequency table, junior, senior, |
|CCSS: |possible associations between two variables. |possible associations between two variables using a personal math dictionary, word |squad |
|8.SP.4 WIDA ELDS: | |wall, examples, and a Think-aloud. | |
|3 | | | |
|Speaking | | | |
|Writing | | | |
| | | |LFC: Embedded clauses; comparatives |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Think-aloud |Think-aloud |Think-aloud |Think-aloud |Think-aloud |
| |Personal math dictionary |Personal math dictionary |Sentence Starter | | |
| |Word/symbol wall |Word/symbol wall |Word wall | | |
| |L1 text and/or support |L1 text and/or support |Illustrations/diagrams/drawings | | |
| |Cloze sentences |Sentence Frame | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 4 |Know and apply the appropriate formula for the volume of a cone, a cylinder, |Explain orally and in writing how to find the volume of a cone, a cylinder, or a |VU: Cone, volume, radius, base, |
|CCSS: |or a sphere to solve real-world and mathematical problems. |sphere by applying the appropriate formula when solving real world, mathematical |cylinder/cylindrical, spherical, |
|8.G.9 | |problems using a word wall, examples, and a think-aloud. |diameter |
|WIDA ELDS: 3 | | | |
|Reading | | | |
|Listening | | | |
|Speaking | | | |
| | | |LFC: Negative questions (which is NOT),|
| | | |suffixes |
| | | |-ical |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Think -aloud |Think -aloud |Think -aloud |Think -aloud |Think -aloud |
| |Personal math dictionary |Personal math dictionary |Sentence Starter |Examples | |
| |Word/symbol wall |Word/symbol wall |Word Wall | | |
| |L1 text and/or support |L1 text and/or support |Examples | | |
| |Cloze Sentences |Sentence Frame | | | |
| |Examples |Examples | | | |
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