Math – Grade 8 - Unit 3 – ELL Scaffolds
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 1 |Define linear functions as a rule that assigns one output to each input and |Orally identify whether or not the data represented as a graph or in a table is a |VU: Function, vertical, intersect, is |
|CCSS: |determine if data represented as a graph or in a table is a function. |function using Charts, a personal math dictionary and models. |mapped to, drawn |
|8.F.1 | | | |
|WIDA ELDS: 3 | | | |
|Speaking | | | |
| | | |LFC: Negative (which is NOT), follow |
| | | |directions |
| | | |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 |Teacher Modeling |
| |Personal math dictionary |Personal math dictionary |Personal math dictionary Small group |Small group | |
| |Small group |Small group |Sentence Starter | | |
| |Word/symbols wall |Word/symbols wall |Word wall | | |
| |L1 text and/or support |L1 text and/or support |Charts | | |
| |Charts |Sentence Frame | | | |
| | |Charts | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 2 |Compare two functions each represented in a different way (numerically, |Compare two functions, each represented in a different way (numerically, verbally,|VU: Y-intercept, slope, corresponding |
|CCSS: |verbally, graphically, and algebraically) and draw conclusions about their |graphically, and algebraically) and explain in writing the similarities and/or |value, 3 times the rate, rate of change|
|8.F.2 |properties (rate of change and intercepts). |differences using a word wall, Think -aloud, Charts and partner. | |
|WIDA ELDS: 3 | | | |
|Reading | | | |
|Writing | | | |
| | | |LFC: Comparative phrases, relative |
| | | |clauses |
| | | |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 |
| |Charts |Charts |Charts |Charts |Charts |
| |Partner work |Partner work |Partner work |Partner work | |
| |Demonstration |Word/symbol wall |Sentence Starter | | |
| |Word/symbol wall |L1 text and/or support |Word wall | | |
| |L1 text and/or support |Sentence Frame | | | |
| |Completed examples |Examples | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 3 |Utilize equations, graphs, and tables to classify functions as linear or |Explain orally and in writing whether a function, represented graphically, in a |VU: Linear/non-linear |
|CCSS: |non-linear, recognizing that y = mx + b is linear with a constant rate of |table or as an equation is linear or non-linear, recognizing that y = mx + b is | |
|8.F.3 |change. |linear with a constant rate of change using a Charts, a word wall and Math | |
|WIDA ELDS: 3 | |Journal. | |
|Reading | | | |
|Writing | | | |
|Speaking | | | |
| | | |LFC: Cause and effect statements |
| | | |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 |
| |Charts |Charts |Charts |Charts |Math Journal |
| |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 | | | |
| |Competed examples | | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 4 |Using a linear equation to model real life problems then solve it by |Explain orally and in writing how to solve a linear equation that models a |VU: After, until, decreased |
|CCSS: |interpreting the meaning of the slope and the intercept. |real-life problem then determine the meaning of the slope and intercept, using a | |
|8.SP.3 WIDA ELDS: | |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 |Linear equation model |Linear equation model |Linear equation model |Linear equation model |Linear equation model |
| |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: 5 |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 | | |
| |Examples |Sentence Frame | | | |
| |Cloze sentences | | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 6 |Construct frequency/relative frequency tables to analyze and describe |Explain orally how to complete frequency/relative frequency tables and demonstrate |VU: Frequency table, junior, senior, |
|CCSS: |possible associations between two variables. |comprehension by describing possible associations between two variables using a |squad |
|8.SP.4 WIDA ELDS: | |personal math dictionary, word 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 | | | |
| |Labeled tables | | | | |
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