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

|SLO: 1 | Cite strong and thorough textual evidence to support analysis of what the text says|Read to cite explicit evidence using Cornell Notes, T-Charts/Posters, Word |VU: Literary evidence, infer, evaluate, |

|CCSS: |explicitly. |Bank and L1 support. |uncertain |

|RI.11.1 | | | |

|WIDA ELDS: 2-5 | | | |

|Reading |Note: When CCSS is RI (Reading Informational Text), the WIDA ELDS could be Language | | |

|Speaking |Arts, Math, Science or Social Studies. For that reason, all 4 standards are | | |

| |included. However, teachers should only cite the specific content used. | | |

| | | |LFC: Modals (would, could, might), |

| | | |compound tenses (would have been) |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Cornell Notes (partially complete by |Cornell Notes (partially complete by |Cornell Notes |Cornell Notes | |

| |teacher) |teacher) |T-Charts/Posters | | |

| |Phrase Citations |T-Charts/Posters |Word Bank | | |

| |Sentence Citations |Phrase Citations | | | |

| |L1 support |Sentence Citations | | | |

| |Partner work |L1 support | | | |

| |Word Bank |Partner work | | | |

| | |Word Bank | | | |

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

|SLO: 2 |Cite strong and thorough textual evidence to support inferences drawn from the text, |Read and distinguish between explicit, inferential, and uncertain |VU: Literary evidence, infer, |

|CCSS: RI.11.1 |including determining where the text leaves matters uncertain. |evidence using Cornell Notes, T-Charts/Posters, and L1 support. |evaluate, uncertain |

|WIDA: 2-5 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Modals (would, could, might), |

| | | |compound tenses (would have been), |

| | | |elements of quoting |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Cornell Notes taking sheet |Cornell Notes taking sheet |Cornell Notes taking sheet |Cornell Notes taking sheet | |

| |(completed by teacher) |(semi-completed by teacher) |T-Charts/Posters | | |

| |Sentence citations |T-Charts/Posters |Word Bank | | |

| |L1 support |Phrase Citations | | | |

| |Partner work |Sentence Citations | | | |

| |Phrase Citations |L1 support | | | |

| |Word Bank |Partner work | | | |

| | |Word Bank | | | |

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

|SLO: 3 |Determine two or more central ideas of a text and analyze their development over the |Read and analyze how two or more themes develop using Cornell Notes, |VU: Interact, complex, build on, central |

|CCSS: RI.11.2 |course of the text. |Visuals, and L1 support. |idea, themes |

|WIDA: 2-5 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Modals (would, could, might), |

| | | |compound tenses (would have been) |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Cornell Notes (completed by teacher) |Cornell Notes |Cornell Notes |Cornell Notes | |

| |Phrase Citations |(semi-completed by teacher) |Word Bank | | |

| |Sentence Citations |Sentence Citations | | | |

| |Visuals |Phrase Citations | | | |

| |L1 support |Visuals | | | |

| |Partner work |L1 support | | | |

| |Word Bank |Partner work | | | |

| | |Word Bank | | | |

| | |Sentence Frame | | | |

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

|SLO: 4 |Analyze a complex set of ideas or sequence of events and explain how |Read and analyze ideas or events in order to explain the interaction and |VU: Transitional words, interact, complex, |

|CCSS: RI.11.3 |specific individuals, ideas, or events interact and develop over the course|development of individuals, ideas or events using a cause and effect Graphic |build on, central idea |

|WIDA: 2-5 |of the text. |Organizers, Word Bank, and L1 support. | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Complex sentences, conditional |

| | | |clauses, |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Cause/effect Graphic Organizers |Cause/effect Graphic Organizers |Cause/effect Graphic Organizers |Cause/effect Graphic Organizers | |

| |(Partially completed by teacher) |(Partially completed by teacher) |Word Bank | | |

| |Word Bank (phrase) |Word Bank | | | |

| |Word Bank |Sentence Frame | | | |

| |L1 support |L1 support | | | |

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

|SLO: 5 |Determine the meaning of words and phrases as they are used in a text, |Read to determine word and phrase meaning using a Figurative Language Chart, |VU: Multiple meanings of a key terms, |

|CCSS: |including figurative, connotative, and technical meanings. |word wall, online support and student created visual representations of word |idioms, collocations, noun phrases |

|RI.11.4 | |meanings. | |

|WIDA: 2-5 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Complex sentences, compound verb |

| | | |tenses |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Online resources (dictionaries, |Online resources (dictionaries, |Online resources (dictionaries, Visuals, |Online resources (dictionaries, |Online resources (dictionaries, Visuals, |

| |Visuals, Figurative Language Chart,|Visuals, Figurative Language Chart, |Figurative Language Chart, bilingual) |Visuals, Figurative Language Chart) |Figurative Language Chart) |

| |bilingual) |bilingual) |Figurative Language Chart |Figurative Language Chart word wall | |

| |Figurative Language Chart word wall|Figurative Language Chart |word wall | | |

| |L1 support |word wall | | | |

| |Phrase Citations |L1 support | | | |

| |Visuals |Phrase Citations | | | |

| | |Visuals | | | |

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

|SLO: 6 |Analyze and evaluate the effectiveness of the structure an author uses in his or |Read to analyze and evaluate the effectiveness of the structure an author uses|VU: Transitional words, interact, |

|CCSS: |her exposition or argument, including whether the structure makes points clear, |in his or her exposition or argument using a Graphic Organizers, Word Bank, |complex, build on, central idea |

|RI.11.5 |convincing, and engaging. |and L1 support. | |

|WIDA: 2-5 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Complex sentences, conditional |

| | | |clauses |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Graphic Organizers (semi- completed|Graphic Organizers (semi- completed by |Graphic Organizers |Graphic Organizers | |

| |by teacher) |teacher) |Word Bank | | |

| |Word Bank |Word Bank | | | |

| |Word Bank (phrase) |Word Bank (phrase) | | | |

| |L1 support |L1 support | | | |

| |Visuals |Sentence Frame | | | |

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

|SLO: 7 | Determine an author’s point of view or purpose in |Read to determine and analyze author’s point of view by using Graphic |VU: Transitional words, vocabulary used to |

|CCSS: |a text in which the rhetoric is particularly effective. |Organizers, Sentence Starter, and L1 support. |persuade, central idea |

|RI.11.6 | | | |

|WIDA: 2-5 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Complex sentences, conditional clauses|

| | | |LC: Varies by ELP level |

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

|Learning Supports |Graphic Organizers |Graphic Organizers |Graphic Organizers |Graphic Organizers | |

| |Cloze sentences |Sentence Frame |Sentence Starter | | |

| |Word Bank |Word Bank |Word Bank | | |

| |Word Bank (phrase) |Word Bank (phrase bank) | | | |

| |L1 support |L1 support | | | |

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

|SLO: 8 |Delineate and evaluate the reasoning in seminal |Read to evaluate an author’s argument using a persuasion map Graphic Organizers |VU: Evaluate, argument, claims, valid, |

|CCSS: |U.S. texts, including the application of constitutional |and peer support. |evidence |

|RI.11.8 WIDA ELDS: |principles and use of legal reasoning | | |

|5 |(e.g., in U.S. Supreme Court majority opinions and | | |

|Writing |dissents). | | |

|Speaking | | | |

| | | |LFC: Complex, compound sentences |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Persuasion map |Persuasion map Graphic Organizers |Persuasion map Graphic Organizers |Persuasion map Graphic Organizers | |

| |Graphic Organizers (partial) |(partial) |Partner work | | |

| |Word Bank |Word Bank (phrase) |Word Bank | | |

| |Native Language text |Native language text | | | |

| |L1 support |L1 support | | | |

| |Partner work |Partner work | | | |

| |Pictures and Photographs |Wh- questions | | | |

| |Choice questions | | | | |

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

|SLO: 9 | Write arguments to support claims in an analysis |Write to analyze topics using valid and sufficient evidence using a persuasion |VU: Argument, claim, valid, sufficient, |

|CCSS: |of substantive topics or texts, using valid |map Graphic Organizers and multiple resources. |reasoning, evidence |

|W.11.1 WIDA |reasoning and relevant and sufficient evidence. | | |

|ELDS: 2 – 5 | | | |

|Writing | | | |

|Speaking | | | |

| | | |LFC: Specific to writing task |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Persuasion map |Persuasion map |Persuasion map |Persuasion map Graphic Organizers | |

| |Graphic Organizers (partially |Graphic Organizers (partially completed)|Graphic Organizers | | |

| |completed) | |Sentence Starter | | |

| |Cloze sentences |Sentence Frame |Word Bank | | |

| |Word Bank |Word Bank |Technology and Technological Resources | | |

| |Technology and Technological |Technology and Technological Resources | | | |

| |Resources |Visuals | | | |

| |Visuals |L1 support | | | |

| |L1 support | | | | |

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

|SLO: 10 |When writing arguments, introduce precise, knowledgeable claim(s) and |Write to distinguish precise claim(s) and establish the significance of the |VU: Argument, precise, claim, alternate, |

|CCSS: |establish the significance of the claim(s). |claim(s) using an Essay Template, Word Bank and Technology and Technological |opposing |

|W.11.1.a. | |Resources. | |

|WIDA | | | |

|ELDS: 2 – 5 | | | |

|Writing | | | |

|Speaking | | | |

| | | |LFC: Specific to task |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Essay Template (partially |Essay Template (partially completed) |Essay Template |Essay Template | |

| |completed) |Sentence Frame |Sentence Starter | | |

| |Cloze sentences |Word Bank |Word Bank | | |

| |Word Bank |Technology and Technological Resources |Technology and Technological Resources | | |

| |Technology and Technological |Visuals | | | |

| |Resources |L1 support | | | |

| |Visuals | | | | |

| |L1 support | | | | |

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

|SLO: 11 |When writing arguments, introduce precise, knowledgeable claim(s), and |Write to distinguish precise claims from alternate or opposing claims using an |VU: argument, precise, claim, alternate, |

|CCSS: |distinguish the claim(s) from alternate or opposing claims. |Essay Template. |opposing |

|W.11.1a | | | |

|WIDA | | | |

|ELDS: 2 – 5 | | | |

|Writing | | | |

|Speaking | | | |

| | | |LFC: specific to task |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Essay Template (partially |Essay Template (partially completed) |Essay Template |Essay Template | |

| |completed) |Sentence Frame |Sentence Starter | | |

| |Cloze sentences |Word Bank |Word Bank | | |

| |Word Bank |Technology and Technological Resources |Technology and Technological Resources | | |

| |Technology and Technological |Visuals | | | |

| |Resources |L1 support | | | |

| |Visuals | | | | |

| |L1 support | | | | |

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

|SLO: 12 |When writing arguments, introduce precise, knowledgeable claim(s), and |Write to create and establish clear relationships among ideas, reasons, and |VU: Establish, relationships, claims, |

|CCSS: |create an organization that logically sequences claim(s), counterclaims, |evidence using a persuasion map Graphic Organizers and a bank of transitional |counterclaims, reason, evidence |

|W.11.1.a |reasons, and evidence. |words and phrases. | |

|WIDA | | | |

|ELDS: 2 – 5 | | | |

|Writing | | | |

|Speaking | | | |

| | | |LFC: Specific to writing task |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Persuasion map Graphic Organizers |Persuasion map Graphic Organizers |Persuasion map Graphic Organizers |Persuasion map Graphic Organizers | |

| |(partially completed) |(partially completed) |Word Bank of transitional words and |Word Bank of transitional words and | |

| |Word Bank of transitional words |Word Bank of transitional words and |phrases |phrases | |

| |Cloze sentences |phrases |Sentence Starter | | |

| |Visuals |Sentence Frame | | | |

| |L1 support |Visuals | | | |

| | |L1 support | | | |

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

|SLO: 13 |When writing arguments, develop claim(s) and counterclaims fairly and thoroughly, |Write to develop claims and counterclaims while addressing the audience’s |VU: Claim, counterclaim, evidence, |

|CCSS: |supplying the most relevant evidence for each while pointing out the strengths and|needs using a Persuasion Map Graphic Organizers and a Purpose and Audience |strength, limitation, anticipate |

|W.11.1.b |limitations of both in a manner that anticipates the audience’s knowledge level, |Planning Chart. | |

|WIDA |concerns, values, and possible biases. | | |

|ELDS: 2 – 5 | | | |

|Writing | | | |

|Speaking | | | |

| | | |LFC: Specific to writing task |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Persuasion map |Persuasion map |Persuasion map |Persuasion map |Purpose and Audience Planning Chart |

| |Graphic Organizers |Graphic Organizers |Graphic Organizers |Graphic Organizers | |

| |Purpose and Audience Planning Chart |Purpose and Audience Planning Chart |Purpose and Audience Planning Chart |Purpose and Audience Planning Chart | |

| |(partially completed) |(partially completed) |Sentence Starter | | |

| |Word Bank |Word Bank |Technology and Technological | | |

| |Cloze sentences |Sentence Frame |Resources | | |

| |Visuals |Visuals | | | |

| |L1 support |L1 support | | | |

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

|SLO: 14 - 15 |When writing arguments, use words, phrases, and clauses as well as varied |Write to create cohesion in arguments with varied syntax and transitional words |VU: Words, phrases, clauses, link, create |

|CCSS: |syntax to link the major sections of the text, create cohesion, and clarify|and phrases using a Word Bank of transitional words and phrases and Teacher |cohesion |

|W.11.1.c |the relationships between claim(s) and reasons. |Modeling. | |

|WIDA | | | |

|ELDS: 2 – 5 | | | |

|Writing | | | |

|Speaking | | | |

| | | |LFC: Specific to writing task |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Word Bank of transitional words |Word Bank of transitional words and |Word Bank of transitional words and |Word Bank of transitional words and | |

| |Cloze sentences |phrases |phrases |phrases | |

| |Visuals |Sentence Frame |Sentence Starter | | |

| |L1 support |Visuals |Teacher Modeling | | |

| |Teacher Modeling |L1 support | | | |

| | |Teacher Modeling | | | |

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

|SLO: 16 |When writing arguments, establish and maintain a formal style and objective tone|Write to establish an objective tone specific to a discipline using Technology|VU: Formal, style, objective, tone, |

|CCSS: |while attending to the norms and conventions of the discipline in which they are|and Technological Resources, Sentence Frame and an Essay Template. |norms, conventions, discipline |

|W.11.1.d |writing. | | |

|WIDA | | | |

|ELDS: 2 – 5 | | | |

|Writing | | | |

|Speaking | | | |

| | | |LFC: Specific to writing task |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Essay Template (partially completed) |Essay Template (partially completed) |Essay Template |Essay Template | |

| |Sentence Frame |Sentence Frame |Sentence Starter |Technology and Technological Resources| |

| |Cloze sentences |Word Bank |Word Bank | | |

| |Word Bank |Technology and Technological Resources |Technology and Technological Resources | | |

| |Technology and Technological Resources|Visuals | | | |

| |Visuals |L1 support | | | |

| |L1 support | | | | |

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

|SLO: 17 |When writing arguments, provide a concluding statement or section that |Write to conclude an argument in an effective manner using multiple resources, |VU: Concluding statement |

|CCSS: |follows from and supports the argument presented. |an Essay Template and Sentence Frame. | |

|W.11.1.e | | | |

|WIDA | | | |

|ELDS: 2 – 5 | | | |

|Writing | | | |

|Speaking | | | |

| | | |LFC: Specific to writing task |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Essay Template (partially |Essay Template (partially completed) |Essay Template |Essay Template | |

| |completed) |Sentence Frame |Sentence Frame |Sentence Frame | |

| |Cloze sentences |Word/picture bank |Sentence Starter | | |

| |Word Bank |Visuals |Word Bank | | |

| |Visuals |L1 support |Multiple resources | | |

| |L1 support |Multiple resources | | | |

| |Multiple resources | | | | |

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

|SLO: 18 |Produce clear and coherent writing in which the development, organization, and |Produce clear and coherent writing, suitable for task, purpose, and |VU: Purpose, audience, writing tasks |

|CCSS: |style are appropriate to task, purpose, and audience. |audience using a Graphic Organizers (specific to task and purpose), |(e.g., narrative, persuasive, research |

|W.11.4 | |multiple resources and Visuals. |etc) |

|WIDA | | | |

|ELDS: 2-5 | | | |

|Reading | | | |

|Writing | | | |

| | | |LFC: Language conventions and forms will |

| | | |vary depending on selected writing task |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Graphic Organizers – semi completed by |Graphic Organizers – semi completed by |Graphic Organizers (appropriate to |Graphic Organizers (appropriate to |Online resources |

| |teacher (appropriate to task) |teacher (appropriate to task) |task) |task) | |

| |Visuals |Visuals |Word Bank |Multiple resources | |

| |L1 support |L1 support |Multiple resources | | |

| |Multiple resources |Multiple resources | | | |

| |Cloze sentences |Sentence Frame | | | |

| |Word Bank |Word Bank | | | |

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

|SLO: 19 |Develop and strengthen writing as needed by planning, revising, editing, |Develop and strengthen writing by applying the writing process focusing on |VU: Plan, revise, edit, purpose, audience |

|CCSS: |rewriting, or trying a new approach, focusing on addressing what is most |purpose and audience using a Checklist for editing, peer support and a Purpose | |

|W.11.5 |significant for a specific purpose and audience. |and Audience Planning Chart. | |

|WIDA | | | |

|ELDS: 2 – 5 | | | |

|Reading | | | |

|Writing | | | |

| | | |LFC: Specific to writing task |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Purpose and Audience Planning Chart|Purpose and Audience Planning Chart |Purpose and Audience Planning Chart |Purpose and Audience Planning Chart |Small group/ triads |

| |(partially completed) |(partially completed) |Checklist for editing |Checklist for editing | |

| |Checklist for editing |Checklist for editing |Sentence Starter |Small group/ triads | |

| |Word Bank |Word Bank |Technology and Technological Resources | | |

| |Cloze sentences |Sentence Frame |Small group/ triads | | |

| |Visuals |Visuals | | | |

| |L1 support |L1 support | | | |

| |Small group/ triads |Small group/ triads | | | |

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

|SLO: 20 |Use Technology and Technological Resources, including the Internet, to produce, |Write to edit and digitally publish individual and collaborative writing |VU: Transitional words, word choice, |

|CCSS: |publish, and update individual or shared writing products in response to ongoing |pieces using a checklist of steps and Technology and Technological Resources. |general, specific and technical |

|W.11.6 |feedback, including new arguments or information. | |language |

|WIDA | | | |

|ELDS: 1-5 | | | |

|Writing | | | |

| | | |LFC: Specific to writing task |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Checklist for publishing steps |Checklist for publishing steps |Checklist for publishing steps |Checklist for publishing steps | |

| |Word Bank (phrase) |Sentence Starter |Online resources |Peer editing | |

| |Peer/teacher editing |Peer/teacher editing |Peer editing |Technology and Technological Resources | |

| |Word Bank |Word Bank |Word Bank | | |

| |L1 support |L1 support |Technology and Technological Resources| | |

| |Technology and Technological Resources |Technology and Technological Resources | | | |

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

|SLO: 21 |Gather relevant information from multiple authoritative print and digital |Write to assess strengths and limitation of gathered, authoritative sources by |VU: Transitional words, word choice, |

|CCSS: |sources, using advanced searches effectively; assess the strengths and |using a checklist specific to evaluating task, purpose and audience along with |general, specific and technical language |

|W.11.8 |limitations of each source in terms of the task, purpose, and audience. |peer and L1 supports. | |

|WIDA | | | |

|ELDS: 1-5 | | | |

|Writing | | | |

| | | |LFC: Specific to writing task |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Checklist for evaluating sources |Checklist for evaluating sources |Checklist for evaluating sources |Checklist for evaluating sources | |

| |Word Bank (phrase) |Sentence Starter |Multiple resources |Peer editing | |

| |Peer/teacher editing |Peer/teacher editing |Peer editing |Multiple resources | |

| |Word Bank |Word Bank |Word Bank | | |

| |L1 support |L1 support | | | |

| |Multiple resources |Multiple resources | | | |

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

|SLO: 22 |Draw evidence from informational texts to support analysis, reflection, and |Write to cite evidence from informational texts to support analysis and |VU: Transitional words, word choice, |

|CCSS: |research; apply grade 11 Reading standards to literary nonfiction (e.g., |reflection using Graphic Organizers, peer and L1 support. |general, specific and technical |

|W.11.9.b |“Delineate and evaluate the reasoning in seminal U.S. texts, including the | |language |

|WIDA |application of constitutional principles and use of legal reasoning [e.g., in | | |

|ELDS: 2, 4-5 |U.S. Supreme Court Case majority opinions and dissents] and the premises, | | |

|Writing |purposes, and arguments in works of public advocacy [e.g., The Federalist, | | |

|Reading |presidential addresses]”). | | |

| | | |LFC: Specific to writing task |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Graphic Organizers |Graphic Organizers |Graphic Organizers |Graphic Organizers | |

| |Multiple resources |Multiple resources |Multiple resources |Peer editing | |

| |Word Bank (phrase) |Sentence Frame |Peer editing | | |

| |Peer/teacher editing |Peer/teacher editing |Word Bank | | |

| |Word Bank |Word Bank |Sentence Starter | | |

| |L1 support |L1 support | | | |

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

|SLO: 23 |Write routinely over extended time frames (time for research, reflection, and |Write routinely for specific time frames and for various purposes, tasks and |VU: Task, purpose, audience |

|CCSS: |revision) and shorter time frames (a single sitting or a day or two) for a range|audiences using a Purpose and Audience Planning Chart and Essay Template | |

|W.11.10 |of tasks, purposes, and audiences. |specific to task. | |

|WIDA | | | |

|ELDS: 2 – 5 | | | |

|Writing | | | |

|Speaking | | | |

| | | |LFC: Specific to writing task |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Purpose and Audience Planning Chart |Purpose and Audience Planning Chart |Purpose and Audience Planning Chart |Purpose and Audience Planning Chart |Multiple resources |

| |Essay Template |Essay Template |Essay Template |Essay Template | |

| |Partner work work |Partner work work |Partner work work |Multiple resources | |

| |Word Bank |Sentence Frame |Multiple resources | | |

| |Visuals |Word Bank | | | |

| |L1 support |L1 support | | | |

| |Multiple resources |Visuals | | | |

| | |Multiple resources | | | |

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

|SLO: 24 |Initiate and participate effectively in a range of collaborative discussions |Listen to and exchange ideas based on research findings relevant to the |VU: Refer, stimulate, probe, specific to |

|CCSS: |(one-on-one, in groups, and teacher-led) with diverse Partner work on grade 11 |discussion using a notes and Dialogue Starters. |topic |

|SL.11.1 |topics, texts, and issues, building on others’ ideas and expressing their own | | |

|WIDA |clearly and persuasively. | | |

|ELDS: 2-5 | | | |

|Reading | | | |

|Speaking | | | |

|Listening | | | |

| | | |LFC: Declarative sentences, interrogatives,|

| | | |prosodic features (e.g., stress), specific |

| | | |to topic |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Notes in L1 and English |Notes in L1 and English |Notes |Notes | |

| |Word Bank |Word Bank |Word Bank | | |

| |Cloze sentences |Sentence Frame |Dialogue Starters | | |

| |L1 support |L1 support | | | |

| |Dialogue Starters |Dialogue Starters | | | |

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

|SLO: 25 | Come to discussions prepared, having read and researched material under |Prepare notes on previously-read material in order to participate in discussions|VU: Refer, stimulate, probe |

|CCSS: |study. |using Cornell Notes, Dialogue Starters and peer support. | |

|SL.11.1.a | | | |

|WIDA | | | |

|ELDS: 1 – 5 | | | |

|Reading | | | |

|Writing | | | |

| | | |LFC: Declarative sentences, interrogatives,|

| | | |prosodic features (e.g., stress) |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Cornell Notes |Cornell Notes |Cornell Notes |Cornell Notes |Small group/ triads |

| |Word Bank |Word Bank |Word Bank |Small group/ triads | |

| |Cloze sentences |Sentence Frame |Small group/ triads | | |

| |L1 support |L1 support |Dialogue Starters | | |

| |Small group/ triads |Small group/ triads | | | |

| |Dialogue Starters |Dialogue Starters | | | |

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

|SLO: 26 | Explicitly refer to evidence from texts and other research on the topic or|Identify explicit evidence from text and research material to stimulate a |VU: Refer, stimulate, probe |

|CCSS: |issue to stimulate a thoughtful, well- reasoned exchange of ideas. |thoughtful, well-reasoned exchange of ideas by using a notes, Dialogue Starters | |

|SL.11.1.a | |and peer support. | |

|WIDA | | | |

|ELDS: 2 – 5 | | | |

|Reading | | | |

|Writing | | | |

| | | |LFC: Declarative sentences, interrogatives,|

| | | |prosodic features (e.g., stress) |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Notes in L1 and English |Notes in L1 and English |Notes |Notes |Small group/ triads |

| |Dialogue Starters |Dialogue Starters |Dialogue Starters |Small group/ triads | |

| |Small group/ triads |Small group/ triads |Small group/ triads | | |

| |Word Bank |Word Bank |Word Bank | | |

| |Cloze sentences |Sentence Frame | | | |

| |L1 support |L1 support | | | |

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

|SLO: 27 | Work with peers to promote civil, democratic discussions and decision |Speak and listen to create goals, deadlines and roles for collaborative |VU: Rules, directions, checklist, speaking |

|CCSS: |making, set clear goals and deadlines, and establish individual roles as |discussions using a Reference Sheet of specific discussion rules and Note Cards.|rubric |

|SL.11.1.b |needed. | | |

|WIDA | | | |

|ELDS: 1 | | | |

|Speaking | | | |

|Listening | | | |

| | | |LFC: Signal verbs, action verbs, |

| | | |appropriate language, tone, voice |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Reference Sheet of specific rules |Reference Sheet of specific rules |Reference Sheet of specific rules |Reference Sheet of specific rules | |

| |Note Cards |Note Cards |Note Cards | | |

| |Word/picture wall |Word/picture wall | | | |

| |Visuals |Visuals | | | |

| |Gestures |L1 support | | | |

| |L1 support | | | | |

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

|SLO: 28 | Propel conversations by posing and responding to questions that probe reasoning|Compose and respond to questions in order to connect the discussion to broader|VU: Pose, respond, themes, incorporate, |

|CCSS: |and evidence; ensure a hearing for a full range of positions on a topic or |themes using a Question Stem Bank and Sentence Starter. |clarify, verify |

|SL.11.1.c |issue; clarify, verify, or challenge ideas and conclusions; and promote | | |

|WIDA |divergent and creative perspectives. | | |

|ELDS: 1-5 | | | |

|Speaking | | | |

|Listening | | | |

| | | |LFC: Verbs and verb phrases in questions,|

| | | |prosodic features (e.g., stress) |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Question Stem Bank |Question Stem Bank |Question Stem Bank |Question Stem Bank | |

| |Sentence Starter |Sentence Starter |Sentence Starter |Sentence Starter | |

| |Note Cards |Note Cards |Note Cards | | |

| |Word/picture wall |Word/picture wall | | | |

| |Visuals |Visuals | | | |

| |Gestures |L1 support | | | |

| |L1 support | | | | |

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

|SLO: 29 | Respond thoughtfully to diverse perspectives; synthesize comments, claims, and |Speak and listen in order to respond to diverse perspective by using peer |VU: Refer, stimulate, probe, specific |

|CCSS: |evidence made on all sides of an issue; resolve contradictions when possible. |support, Visuals, Cue Cards and notes. |to topic |

|SL.11.1.d | | | |

|WIDA | | | |

|ELDS: 1-5 | | | |

|Reading | | | |

|Speaking | | | |

|Listening | | | |

| | | |LFC: Declarative sentences, |

| | | |interrogatives, prosodic features |

| | | |(e.g., stress), specific to topic |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Notes in L1 and English |Notes in L1 and English |Notes |Notes |Small group/ triads |

| |Visuals |Visuals |Small group/ triads |Small group/ triads | |

| |Cue Cards |Cue Cards |Word Bank | | |

| |Small group/ triads |Small group/ triads | | | |

| |Word Bank |Word Bank | | | |

| |Cloze sentences |Sentence Frame | | | |

| |L1 support |L1 support | | | |

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

|SLO: 30 | Integrate multiple sources of information presented in diverse formats and media|Speak and listen to integrate multiple sources of information as a means of |VU: Refer, stimulate, probe, specific |

|CCSS: |(e.g., visually, quantitatively, orally) in order to make informed decisions and |making informed decision and solving problems by using Graphic Organizers along|to topic |

|SL.11.2 |solve problems. |with peer and L1 support. | |

|WIDA | | | |

|ELDS: 1-5 | | | |

|Reading | | | |

|Speaking | | | |

|Listening | | | |

| | | |LFC: Declarative sentences, |

| | | |interrogatives, specific to topic |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Graphic Organizers (partially |Graphic Organizers (partially completed) |Graphic Organizers (i.e. Cornell Notes |Graphic Organizers (i.e. Cornell Notes | |

| |completed) |Word Bank |taking sheet) |taking sheet) | |

| |Word Bank |Sentence Frame |Word Bank |Small group/ triads | |

| |Cloze sentences |L1 support |Small group/ triads | | |

| |L1 support |Small group/ triads | | | |

| |Small group/ triads | | | | |

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

|SLO: 31 |Evaluate a speaker’s point of view, reasoning, and use of evidence and |Speak and listen to assess strengths and limitation of a speaker’s point of |VU: Purpose, audience, task, appropriate, |

|CCSS: |rhetoric, assessing the stance, premises, links among ideas, word choice, |view, reasoning and use of evidence and rhetoric by using a Reference Sheet, |formal, informal, convey, perspective, |

|SL.11.3 |points of emphasis, and tone used. |peer support and Technology and Technological Resources. | |

|WIDA | | | |

|ELDS: 1-5 | | | |

|Reading | | | |

|Speaking | | | |

|Listening | | | |

| | | |LFC: Past and present tenses, modals, |

| | | |subject/verb agreement, pronouns |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Reference Sheet |Reference Sheet |Reference Sheet |Reference Sheet |Technology and Technological Resources |

| |Technology and Technological Resources |Technology and Technological |Technology and Technological Resources |Technology and Technological |Small group/ triads |

| |Word Bank |Resources |Word Bank |Resources | |

| |Cloze sentences |Word Bank |Small group/ triads |Small group/ triads | |

| |L1 support |Sentence Frame | | | |

| |Small group/ triads |L1 support | | | |

| | |Small group/ triads | | | |

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

|SLO: 32 |Present information, findings, and supporting evidence, conveying a clear and |Present information in a concise, formal or informal oral report that has |VU: Formal, informal, distinct, |

|CCSS: |distinct perspective, such that listeners can follow the line of reasoning, |a distinct perspective and addresses opposing perspectives using |alternative, opposing, specific to topic. |

|SL.11.4 |alternative or opposing perspectives are addressed, and the organization, |Powerpoint, notes and props | |

|WIDA |development, substance, and style are appropriate to purpose, audience, and a | | |

|ELDS: 1-5 |range of formal and informal tasks. | | |

|Reading | | | |

|Speaking | | | |

| | | | |

| | | |LFC: Past and present tenses, modals, |

| | | |subject/verb agreement, pronouns, usage of |

| | | |quotes |

| | | |LC: Varies by ELP level |

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

|Learning Supports |PowerPoint |PowerPoint |PowerPoint |PowerPoint |PowerPoint |

| |Note Cards |Note Cards |Note Cards |Note Cards |Props |

| |Cloze sentences |Sentence Starter |Word Bank |Props | |

| |Visuals |Sentence Frame |Props | | |

| |Props |Visuals | | | |

| |Word Bank |Props | | | |

| |L1 support |Word Bank (phrase) | | | |

| | |L1 support | | | |

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

|SLO: 33 | Demonstrate command of the conventions of standard English grammar and |Write and speak to demonstrate command of standard English grammar and usage |VU: General, specific and technical |

|CCSS: |usage when writing or speaking. |when writing or speaking at the respective ELP level by using multiple resources|language pertaining to grammar |

|L.11.1 | |(i.e., dictionaries, grammar reference books) and Teacher Modeling. | |

|WIDA | | | |

|ELDS: 2-5 | | | |

|Reading | | | |

|Speaking | | | |

|Writing | | | |

| | | |LFC: Sentence structure, modals, all verb |

| | | |tenses, grammar and syntax specific to |

| | | |purpose |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Multiple resources |Multiple resources |Multiple resources |Multiple resources | |

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

| |Cloze activity |Sentence Starter |Teacher Modeling | | |

| |L1 support |Sentence Frame | | | |

| |Teacher Modeling |L1 support | | | |

| | |Teacher Modeling | | | |

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

|SLO: 34 | Apply the understanding that usage is a matter of convention, can change over|Write and speak to demonstrate standard English grammar and usage can change |VU: General, specific and technical |

|CCSS: |time, and is sometimes contested. |over time at the respective ELP level by using multiple resources (i.e., |language pertaining to grammar |

|L.11.1a. | |dictionaries, grammar reference books) and Teacher Modeling. | |

|WIDA | | | |

|ELDS: 2-5 | | | |

|Reading | | | |

|Speaking | | | |

|Writing | | | |

| | | |LFC: Sentence structure, modals, all verb |

| | | |tenses, grammar and syntax specific to |

| | | |purpose |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Multiple resources |Multiple resources |Multiple resources |Multiple resources | |

| |Cloze activity |Sentence Frame |Teacher Modeling | | |

| |L1 support |L1 support | | | |

| |Teacher Modeling |Teacher Modeling | | | |

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

| SLO: 35 | Resolve issues of complex or contested usage, consulting references (e.g., |Demonstrate command of standard English grammar and usage by consulting |VU: General, specific and technical |

|CCSS: |Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) |reference materials, when needed using multiple resources (i.e., |language pertaining to grammar |

|L.11.1.b |as needed. |dictionaries, grammar reference books) and Mentor Texts. | |

|WIDA | | | |

|ELDS: 2-5 | | | |

|Reading | |Note: This is an opportunity to compare and contrast grammatical patterns in| |

|Speaking | |English with native language of students. | |

|Writing | | | |

| | | |LFC: Sentence structure, modals, all verb |

| | | |tenses, grammar and syntax specific to |

| | | |purpose |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Multiple resources |Multiple resources |Multiple resources Mentor Texts |Multiple resources | |

| |Mentor Texts |Mentor Texts | |Mentor Texts | |

| |Cloze activity |Sentence Frame | | | |

| |L1 support/comparison |L1 support/comparison | | | |

| |Teacher Modeling |Teacher Modeling | | | |

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

|SLO: 36 | Demonstrate command of the conventions of standard English capitalization,|Write to apply standard English mechanics and conventions to the use of |VU: Capitalization, punctuation and |

|CCSS: |punctuation, and spelling when writing. |hyphenation conventions and spelling using Technology and Technological |spelling |

|L.11.2 | |Resources (i.e., a word processing program) and multiple resources (i.e., a | |

|WIDA | |dictionary). | |

|ELDS: 2-5 | | | |

|Writing | | | |

| | | |LFC: Sentence structure, capitalization, |

| | | |punctuation |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Word Bank |Word Bank |Multiple resources |Multiple resources | |

| |Cloze sentences |Sentence Frame |Technology and Technological Resources |Technology and Technological | |

| |Technology and Technological Resources |Technology and Technological |Word Bank |Resources | |

| |Multiple resources |Resources | | | |

| |L1 support |Multiple resources | | | |

| | |L1 support | | | |

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

|SLO: 37 | Observe hyphenation conventions. |Write to apply hyphenation conventions using Technology and Technological |VU: Capitalization, punctuation and |

|CCSS: | |Resources (i.e., a word processing program) and multiple resources (i.e., a |spelling |

|L.11.2.a | |dictionary). | |

|WIDA | | | |

|ELDS: | | | |

|2 – 5 | | | |

|Writing | | | |

| | | |LFC: Sentence structure, capitalization, |

| | | |punctuation |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Word Bank |Word Bank |Multiple resources |Multiple resources | |

| |Cloze sentences |Sentence Frame |Technology and Technological Resources |Technology and Technological | |

| |Technology and Technological |Technology and Technological Resources |Word Bank |Resources | |

| |Resources |Multiple resources | | | |

| |Multiple resources |L1 support | | | |

| |L1 support | | | | |

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

|SLO: 38 | Spell correctly. |Write to apply standard English spelling using Reference Sheet, Technology and |VU: Capitalization, punctuation and |

|CCSS: | |Technological Resources (i.e., a word processing program) and multiple resources|spelling |

|L.11.2.b | |(i.e., a dictionary). | |

|WIDA | | | |

|ELDS: 2 – 5 | | | |

|Reading | | | |

|Writing | | | |

| | | | |

| | | |LFC: Sentence structure, capitalization, |

| | | |punctuation |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Reference Sheets of spelling |Reference Sheets of spelling patterns |Reference Sheets of spelling patterns |Reference Sheets of spelling patterns| |

| |patterns |Word Bank |Multiple resources |Multiple resources | |

| |Word Bank |Technology and Technological Resources |Technology and Technological Resources | | |

| |Technology and Technological |Multiple resources |Word Bank | | |

| |Resources |L1 support | | | |

| |Multiple resources | | | | |

| |L1 support | | | | |

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

|SLO: 40 | Apply knowledge of language to understand how language functions in |Apply knowledge of how language choices impact meaning, tone and style using |VU: Syntax |

|CCSS: |different contexts, to make effective choices for meaning or style, and to |Think Alouds, Mentor Texts, Visuals and multiple resources. | |

|L.11.3 |comprehend more fully when reading or listening. | | |

|WIDA | | | |

|ELDS: 2 – 5 | | | |

|Reading | | | |

|Speaking | | | |

|Writing | | | |

| | | |LFC: Sentences with various applications of|

| | | |syntax |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Multiple resources |Multiple resources |Multiple resources |Multiple resources | |

| |Mentor Texts |Mentor Texts |Mentor Texts |Mentor Texts | |

| |Word Bank |Think Alouds |Word Bank | | |

| |L1 support |Word Bank |Think Alouds | | |

| |Teacher Support |L1 support | | | |

| |Phrase Citations |Phrase Citations | | | |

| |Visuals |Teacher Support | | | |

| | |Visuals | | | |

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

|SLO: 41 |Vary syntax for effect, consulting references (e.g., Tufte’s Artful |Vary syntax for effect when speaking and writing using visual representations, |VU: Syntax |

|CCSS: |Sentences) for guidance, as needed. |Mentor Texts and multiple resources. | |

|L.11.3.a | | | |

|WIDA | | | |

|ELDS: 2 – 5 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Sentences with various applications of|

| | | |syntax |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Multiple resources |Multiple resources |Multiple resources |Multiple resources | |

| |Mentor Texts |Mentor Texts |Mentor Texts |Mentor Texts | |

| |Word Bank |Think Alouds |Word Bank | | |

| |L1 support |Word Bank |Think Alouds | | |

| |Teacher Support |L1 support | | | |

| |Visuals |Teacher Support | | | |

| | |Visuals | | | |

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

| SLO: 42 |Determine or clarify the meaning of unknown and multiple-meaning words and |Read and listen to clarify the meaning of unknown words and phrases using |VU: Multiple-meaning words, phrases, |

|CCSS: |phrases based on grade 11 reading and content, choosing flexibly from a |Cognates, a Bilingual dictionary, and a Reference Sheet for Context Clues. |strategies |

|L.11.4 |range of strategies. | | |

|WIDA | | | |

|ELDS: 2 – 5 | | | |

|Reading and | | | |

|listening | | | |

| | | |LFC: Varies by task |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Cognates |Cognates |Cognates |Cognates | |

| |Bilingual dictionary |Bilingual dictionary |Bilingual dictionary |Bilingual dictionary | |

| |Reference Sheet for Context Clues |Reference Sheet for Context Clues |Reference Sheet for Context Clues |Reference Sheet for Context Clues | |

| |Partner work |Partner work |Partner work | | |

| |Visuals |Visuals | | | |

| |Word Bank |Word Bank | | | |

| |L1 support | | | | |

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

|SLO: 43 | Use context (e.g., the overall meaning of a sentence, paragraph, or text; |Use context clues in order to comprehend unfamiliar vocabulary using a Reference|VU: Multiple meaning words, academic word |

|CCSS: |a word’s position or function in a sentence) as a clue to the meaning of a |Sheet, word families and multiple resources. |list |

|L.11.4.a |word or phrase. | | |

|WIDA | | | |

|ELDS: 2 – 5 | | | |

|Reading | | | |

| | | |LFC: Sentences with context clues and words|

| | | |with similar morphological constructions |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Reference Sheet for Context Clues |Reference Sheet for Context Clues |Reference Sheet for Context Clues |Reference Sheet for Context Clues |Multiple resources |

| |Word families poster |Word families poster |Word families poster |Multiple resources | |

| |Multiple resources |Multiple resources |Multiple resources | | |

| |L1 support/Cognates |L1 support/Cognates | | | |

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

|SLO: 44 | Identify and correctly use patterns of word changes that indicate |Identify and correctly use patterns of word changes that indicate different |VU: Multiple meaning words, academic word |

|CCSS: |different meanings or parts of speech (e.g., conceive, conception, |meanings or parts of speech using a Reference Sheet, word generation |list |

|L.11.4.b |conceivable). |Charts/Posters and multiple resources. | |

|WIDA | | | |

|ELDS: 2 – 5 | | | |

|Reading | | | |

|Writing | | | |

| | | |LFC: Sentences with context clues and words|

| | | |with similar morphological constructions |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Reference Sheet |Reference Sheet |Reference Sheet |Reference Sheet |Multiple resources |

| |Word generation chart |Word generation chart |Word generation chart |Multiple resources | |

| |Multiple resources |Multiple resources |Multiple resources | | |

| |L1 support/Cognates |L1 support/Cognates | | | |

| |Visuals | | | | |

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

|SLO: 45 | Consult general and specialized reference materials (e.g., dictionaries, |Consult the appropriate reference material to find the pronunciation, word|VU: Multiple meaning words, synonyms, |

|CCSS: |glossaries, thesauruses), both print and digital, to find the pronunciation of|meaning, part of speech and etymology using specialized reference |antonyms, pronunciation, affixes |

|L.11.4.c.d |a word or determine, verify, or clarify its precise meaning, its part of |materials, Teacher Modeling and Technology and Technological Resources | |

|WIDA |speech, its etymology, or its standard usage. | | |

|ELDS: 2-5 | | | |

|Reading | | | |

|Speaking | | | |

|Listening | | | |

| | | |LFC: Sentence structure, modals, all verb |

| | | |tenses, match of language forms, pronunciation|

| | | |key |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Specialized Reference Materials |Specialized Reference Materials |Specialized Reference Materials |Specialized Reference Materials |Specialized Reference Materials |

| |Technology and Technological Resources|Technology and Technological Resources |Technology and Technological |Technology and Technological | |

| |L1 support/Cognates |L1 support/Cognates |Resources |Resources | |

| |Visuals |Visuals | | | |

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

|SLO: 46 | Demonstrate understanding of Figurative Language Chart, word relationships|Read to determine the meaning of figures of speech and nuances in words with |VU: Nuances, figures of speech, |

|CCSS: |in word meanings. |different shades of meaning using Reference Sheets, paint strips, Visuals and |connotation, hyperbole, paradox |

|L.11.5 | |multiple resources. | |

|WIDA | | | |

|ELDS: 2 – 5 | | | |

|Reading | | | |

| | | |LFC: Sentences with Figurative Language |

| | | |Chart and words with similar denotations |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Multiple resources |Multiple resources |Multiple resources |Multiple resources Reference Sheets |Multiple resources |

| |Figures of speech Reference Sheet |Figures of speech Reference Sheet |Figures of speech Reference Sheet | | |

| |Paint strips for shades of meaning |Paint strips for shades of meaning |Paint strips for shades of meaning | | |

| |L1 support/Cognates |L1 support/Cognates | | | |

| |Visuals |Visuals | | | |

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

|SLO: 47 | Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze|Read to determine and analyze the meaning of figures of speech in context |VU: Nuances, figures of speech, |

|CCSS: |their role in the text. |using chart, Think Alouds, Visuals and multiple resources. |connotation, hyperbole, paradox |

|L.11.5.a | | | |

|WIDA | | | |

|ELDS: 2 – 5 | | | |

|Reading | | | |

| | | |LFC: Sentences with Figurative Language |

| | | |Chart and words with similar denotations |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Multiple resources |Multiple resources |Multiple resources |Multiple resources | |

| |Figurative Language Chart |Figurative Language Chart |Figurative Language Chart | | |

| |Think Alouds |Think Alouds |Think Alouds | | |

| |L1 support |L1 support/Cognates | | | |

| |Cognates |Visuals | | | |

| |Visuals | | | | |

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

|SLO: 48 | Acquire and use accurately general academic and domain-specific words and |Read and listen in order to speak and write with grade-level general, academic |VU: General, academic and domain specific |

|CCSS: |phrases, sufficient for reading, writing, speaking, and listening at the |and domain-specific words using multiple resources (i.e., thesaurus, |words |

|L.11.6 |college and career readiness level; demonstrate independence in gathering |dictionaries), Note Cards and peer support. | |

|WIDA |vocabulary knowledge when considering a word or phrase important to | | |

|ELDS: 2 – 5 |comprehension or expression. | | |

|Reading | | | |

|Listening | | | |

|Speaking | | | |

|Writing | | | |

| | | |LFC: Sentence structure at ELP level |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Multiple resources |Multiple resources |Multiple resources |Multiple resources | |

| |Note Cards in L1 and English |Note Cards in L1 and English |Note Cards | | |

| |L1 support |Sentence Frame | | | |

| |Cognates |L1 support | | | |

| |Visuals |Cognates | | | |

| |Word Sort Cards |Visuals | | | |

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