Math – Algebra- Unit 1 – ELL Scaffold



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

|SLO: 1 |Add and subtract fractions (including mixed numbers) with unlike denominators by replacing |Demonstrate understanding of addition and subtraction of fractions with |VU: Proper factions, mixed numbers,|

|CCSS: |the given fractions with equivalent fractions having like denominators. |unlike denominators after listening to oral explanation using |add (plus), subtract (minus) |

|5.NF.1 | |Manipulatives, technology, drawings, Word Wall, and Teacher Modeling. | |

|WIDA | | | |

|ELDS: 3 | | | |

|Listening | | | |

| | | |LFC: Imperatives, 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 |Manipulatives |

| |Manipulatives |Manipulatives |Manipulatives |Manipulatives |Technology tutorial |

| |Illustrations/diagrams/drawings |Illustrations/diagrams/drawings |Technology tutorial |Technology tutorial | |

| |Technology tutorial |Technology tutorial |Word Wall | | |

| |Word Wall |Word Wall |L1 text and/or support | | |

| |L1 text and/or support |L1 text and/or support |Cognates | | |

| |Cognates |Cognates | | | |

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

|SLO: 2 |Solve word problems involving adding or subtracting fractions including unlike |After reading word problems, demonstrate understanding by adding or |VU: Estimate (estimation), |

|CCSS: |denominators, and determine if the answer to the word problem is reasonable, using |subtracting fractions with unlike denominators, and explain if the answer is|fraction, altogether (add) |

|5.NF.2 |estimations with benchmark fractions. |reasonable using estimations with benchmark fractions with the support of | |

|WIDA ELDS: 3 | |Manipulatives, drawings, Word Wall, and L1 text and/or support. | |

|Speaking | | | |

|Writing | | | |

|Reading | | | |

| | | |LFC: Transitional language, |

| | | |present tense, past tense, |

| | | |imperatives |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |

|Learning Supports|Manipulatives |Manipulatives |Manipulatives |Manipulatives |Manipulatives |

| |Illustrations/diagrams/drawings |Illustrations/diagrams/drawings |Illustrations/diagrams/drawings |Word Wall | |

| |Word/Picture Wall |Word/Picture Wall |Word Wall |Multilingual Math Glossary | |

| |Multilingual Math Glossary |Multilingual Math Glossary |Multilingual Math Glossary | | |

| |L1 text and/or support |L1 text and/or support |L1 text and/or support | | |

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

|SLO: 3 |Interpret a fraction as a division of the numerator by the denominator; solve word problems |Demonstrate understanding of how to interpret a fraction as |VU: Less than, more than, fraction, |

|CCSS: |where division of whole numbers leads to fractional or mixed number answers. |division of the numerator by the denominator and solve word |mixed number, division, expression |

|5.NF.3 | |problems where division of whole numbers leads to fractional or | |

|WIDA ELDS: 3 |NOTE : The items in assessments, being presented (in word problems) must be items the |mixed number answers using Manipulatives, drawings, Word Wall, | |

|Listening |students are familiar with (i.e.- pizza, crayons, pencils; These examples were taken |Multilingual Math Glossary, and Charts/Posters. | |

|Reading |directly from sample assessment) | | |

| | | |LFC: Transitional language, imperatives,|

| | | |present tense, past tense |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |

|Learning Supports|Manipulatives |Manipulatives |Manipulatives |Manipulatives |Manipulatives |

| |Charts/Posters |Charts/Posters |Charts/Posters |Charts/Posters |Charts/Posters |

| |Illustrations/diagrams/drawings |Illustrations/diagrams/drawings |Word Wall |Word Wall | |

| |Word Wall |Word Wall |Multilingual Math Glossary |Multilingual Math Glossary | |

| |Multilingual Math Glossary |Multilingual Math Glossary |L1 text and/or support | | |

| |L1 text and/or support |L1 text and/or support | | | |

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

|SLO: 4 |Multiply fractions by whole numbers and draw visual models or create story contexts. Interpret |Demonstrate comprehension and describe orally how to multiply |VU: Expression, shade(d), model, |

|CCSS: |the product (a/b) x q as a parts of a whole partitioned into b equal parts added q times. In |fractions by whole numbers and draw visual models using verbal|partitioned |

|5.NF.4a |general, if q is a fraction c/d, then (a/b) x (c/d) = a(1/b) × c(1/d) = ac × (1/b)(1/d) = |scaffolds, drawings or models, and a word wall. | |

|WIDA ELDS: 3 |ac(1/bd) = ac/bd. |*NOTE : The items/objects used on assessments, being presented| |

|Reading | |in questions must be items the students are familiar with | |

|Speaking | |(i.e.- pizza, garden, vegetables, loaf/loaves, etc,; these | |

| | |examples were taken directly from sample assessment). | |

| | | |LFC: Passive voice |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |

|Learning Supports |Illustrations/diagrams/Illustrations/diagrams/dr|Illustrations/diagrams/Illustrations/diagrams/d|Illustrations/diagrams/drawings|Illustrations/diagrams/drawings|Illustrations/diagrams/drawings |

| |awings |rawings |Word Wall |Word Wall |Word Wall |

| |Word/Picture Wall |Word/Picture Wall |Sentence Starter | | |

| |Multilingual Math Glossary |Multilingual Math Glossary | | | |

| |L1 text and/or support |L1 text and/or support | | | |

| |Cognates |Cognates | | | |

| |Cloze Sentences |Sentence Frame | | | |

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

|SLO: 5 |Find the area of a rectangle with fractional side lengths by tiling unit |Describe or explain orally and in writing how to find the area of a rectangle with|VU: Area, length, width, square units |

|CCSS: |squares and multiplying side lengths. |fractional side lengths by tiling unit squares and multiplying side lengths using | |

|5.NF.4b | |verbal scaffolds, Manipulatives, Illustrations/diagrams/drawings or models, Word | |

|WIDA ELDS: 3 | |Wall, and the mathematics reference sheet. | |

|Speaking | | | |

|Reading | |* NOTE: In the sample assessment, the word “outline” is used to mean create, draw,| |

|Writing | |or shade to depict a rectangle. Although it is not specific to the math content, | |

| | |students must be exposed to the use of it before seeing it on an assessment. | |

| | | |LFC: The imperative, present tense |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |

|Learning Supports |Manipulatives |Manipulatives |Manipulatives |Manipulatives |Manipulatives |

| |Illustrations/diagrams/drawings |Illustrations/diagrams/drawings |Word Wall |Mathematics Reference Sheet |Mathematics Reference Sheet |

| |Word/Picture Wall |Word/Picture Wall |Multilingual Math Glossary | | |

| |Multilingual Math Glossary |Multilingual Math Glossary |L1 text and/or support | | |

| |L1 text and/or support |L1 text and/or support |Cognates | | |

| |Cognates |Cognates |Mathematics Reference Sheet | | |

| |Mathematics Reference Sheet |Mathematics Reference Sheet | | | |

| |Cloze Sentences |Sentence Frame | | | |

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

|SLO: 6 |Explain how a product is related to the magnitude of the factors. |Explain orally and in writing how a product is related to the |VU: Product, less than, greater than, whole|

|CCSS: | |magnitude of the factors using verbal scaffolds, |number |

|5.NF.5a, | |Illustrations/diagrams/drawings, Word wall , Multilingual Math | |

|5.NF.5b | |Glossary, L1 text and/or support and Cognates. | |

|WIDA ELDS: 3 | | | |

| | | | |

| | | |LFC: Comparatives, cause/effect, |

| | | |conditional sentence |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |

|Learning Supports |Illustrations/diagrams/drawings |Illustrations/diagrams/drawings |Illustrations/diagrams/drawings |Illustrations/diagrams/drawings|Illustrations/diagrams/drawings |

| |Word/Picture Wall |Word/Picture Wall |Word Wall |Math glossary |Math glossary |

| |Multilingual Math Glossary |Multilingual Math Glossary |Multilingual Math Glossary | | |

| |L1 text and/or support |L1 text and/or support |L1 text and/or support | | |

| |Cognates |Cognates |Cognates | | |

| |Cloze Sentences |Sentence Frame |Sentence Starter | | |

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

|SLO: 7 |Fluently multiply multi-digit whole numbers using the standard algorithm. (no calculators).|Orally explain how to multiply multi-digit whole numbers using the |VU: Standard algorithm, multiply |

|CCSS: | |standard algorithm using drawings, Word Wall, Multilingual Math Glossary, | |

|5.NBT.5 | |Sentence Frame/starters, and models. | |

|WIDA ELDS: 3 | | | |

|Speaking | | | |

| | | |LFC: Imperatives |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |

|Learning Supports|Teacher Modeling |Teacher Modeling |Word Wall |Multilingual Math Glossary |Multilingual Math Glossary |

| |Illustrations/diagrams/drawings |Illustrations/diagrams/drawings |Multilingual Math Glossary |Word Wall | |

| |Word Wall |Word Wall |L1 text and/or support | | |

| |Multilingual Math Glossary |Multilingual Math Glossary |Sentence Starter | | |

| |L1 text and/or support |L1 text and/or support | | | |

| |Cloze sentences |Sentence Frame | | | |

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