ELA Grade 5 - Unit 3 - ELL Scaffold - State
ELA – Grade 5 - Unit 3 - ELL ScaffoldSLO: 1CCSS:RL.5.3WIDAELDS:ReadingSpeakingWritingStudent Learning Objective (SLO)Compare and contrast two or more characters, the settingor events in a story or drama and compare and contrastusing specific details from the text.Language ObjectiveOrally and/or in written form compare and contrast twoor more characters, the setting or the events in a story ordrama. Refer to specific details, using a GraphicOrganizers.Note: See use of dictionaries in footnote.Language NeededVU: Compare, contrast,details, drama, genres,settingsLFC: Transition words(although, even though)LC: Varies by ELP levelELP 1ELP 2ELP 3ELP 4ELP 5LanguageObjectivesOrally and/or in writtenform compare twocharacters, the setting orthe events in a story in L1and/or by using Picturesand Photographs and key,grade-level single words inmemorized patterns.Orally and/or in written formcompare and contrast two ormore characters, the settingor the events in a story in L1and/or in phrases and shortsentences.Orally and/or in writtenform compare and contrasttwo or more characters,the setting or the events ina story, using key, contentbased, grade-levelvocabulary in simple,related sentences andshort paragraphs.Orally and/or in writtenform compare and contrasttwo or more characters,the setting or the events ina story or drama by usingkey, content-based, gradelevel vocabulary inexpanded and somecomplex sentences insequential paragraphs.Orally and/or in writtenform compare & contrasttwo or more characters,the setting or the events ina story or drama bypreparing an essay usingprecise, content-based,grade level vocabulary &complex sentences with avariety of grammaticalstructures.LearningSupportsNative language supportGraphic OrganizersPartner Pictures and PhotographsNative language supportGraphic OrganizersPartner workCartoonsPostersPictures and PhotographsSentence FrameGraphic OrganizersPostersPartner workGraphic OrganizersPostersPartner workReview Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or buildbackground knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will needto be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding toquestions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turnand Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from usingdictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 5 - Unit 3 - ELL ScaffoldSLO: eObjectivesLearningSupportsStudent Learning Objective (SLO)Determine the meaning of words and phrases as they areused in a text, including figurative language such asmetaphors and similes.Language ObjectiveRead to determine the meaning of words and phrasesused in a text, including figurative language, metaphorsand similes with the aid ofIllustrations/diagrams/drawings, dictionaries andFigurative Language Charts/Posters.Language NeededVU: Similes, metaphors,context clues, figurativeLFC: Word patterns(as as), likeLC: Varies by ELP levelELP 1Read to determine themeaning of words andphrases used in a text,including figurativelanguage, metaphors andsimiles by matching thewords/phrases to anillustration.Native language supportBilingual dictionaryPicture ostersPictures and PhotographsMatching Word Card GameFigurative LanguageCharts/PostersELP 2Read to determine themeaning of words andphrases used in a text,including figurative language,metaphors and similes bydefining those words in shortphrases with an illustrationas needed.Native language supportBilingual dictionaryPicture ostersPictures and PhotographsFigurative LanguageCharts/PostersELP 3Read to determine themeaning of words andphrases used in a text,including figurativelanguage, metaphors andsimiles by usingsynonyms/antonyms todefine the words.Native language supportBilingual dictionaryPicture DictionaryPartner workFigurative LanguageCharts/PostersELP 4Read to determine themeaning of words andphrases used in a text,including figurativelanguage, metaphors andsimiles by defining themthrough sentences thatindicate understanding.Bilingual dictionaryPicture DictionaryPartner workFigurative LanguageCharts/PostersELP 5Read to determine themeaning of words andphrases used in a text,including figurativelanguage, metaphors andsimiles in grade level text.Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or buildbackground knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will needto be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding toquestions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turnand Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from usingdictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 5 - Unit 3 - ELL ScaffoldStudent Learning Objective (SLO)Analyze how the graphics or the media in a multimediapresentation help the reader to understand more aboutthe meaning, tone, or beauty of a text.SLO: 3CCSS:RL.5.7WIDAELDS:ReadingWritingLanguage ObjectiveDescribe, in written form, how the graphics or the mediain a multimedia presentation help the reader understandmore about the meaning, tone and beauty of a text usingGraphic Organizers.Language NeededVU: Multimedia, film,presentation, beauty,tone, textLFC: past tense of verbs,descriptive adjectivesLC: Varies by ELP levelLanguageObjectivesLearningSupportsELP 1Describe, in written form,how the graphics or themedia in a multimediapresentation help thereader understand moreabout a text in L1 and/ormatch the graphics ormedia to icons and list ofhigh-frequency adjectives.Native language supportGraphic OrganizersPartner workIllustrations/diagrams/drawingsWord/Picture WallPostersPictures and PhotographsELP 2Describe, in written form,how the graphics or themedia in a multimediapresentation help the readerunderstand more about atext in L1 and/or identify thekey phrases and words of themedia or graphics that helpthe reader understand themeaning and beauty of thetext.Native language supportGraphic OrganizersPartner workIllustrations/diagrams/drawingsWord/Picture WallPostersPictures and PhotographsELP 3Describe, in written form,how the graphics or themedia in a multimediapresentation help the readerunderstand more about themeaning, tone and beauty ofa text, by using key, contentbased, grade-level vocabularyin a series of simple, relatedsentences with somerepetitive structures.Graphic OrganizersSentence FrameWord WallELP 4Describe, in written form,how the graphics or themedia in a multimediapresentation help thereader understand moreabout the meaning, toneand beauty of a textusing expanded andsome complex sentencesand key, content-based,grade-level vocabulary.Graphic OrganizersSentence StarterELP 5Describe, in written form,how the graphics or themedia in a multimediapresentation help thereader understand moreabout the meaning, toneand beauty of a text usingcomplex sentences, andcontent-based vocabularyon grade level.Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or buildbackground knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will needto be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding toquestions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turnand Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from usingdictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 5 - Unit 3 - ELL ScaffoldSLO: earningSupportsStudent Learning Objective (SLO)Compare and contrast stories in the same genre (e.g.,mysteries and adventure stories) on their approaches tosimilar themes and topics.Language ObjectiveOrally compare and contrast stories in the same genre(eg. mysteries and adventures) on their approaches tosimilar themes and topics using a story element Templateand Illustrations/diagrams/drawings.Language NeededVU: Compare, contrast,mystery, adventure, nonfiction, fictionLFC: Transitional words,Sentence patterns (thisone/that one)LC: Varies by ELP levelELP 1Orally compare andcontrast stories in thesame genre on theirapproaches to similarthemes and topics in L1and/or by matchingobjects/icons to theconcept using highfrequency, grade-levelsingle words inmemorized patterns.ELP 2Orally compare and contraststories in the same genre ontheir approaches to similarthemes and topics in L1and/or by completing aGraphic Organizers using key,grade level vocabulary inphrases.ELP 3Orally compare andcontrast stories in the samegenre on their approachesto similar themes andtopics by completing aGraphic Organizers andthen developing simple,related sentences usingkey, content-based, gradelevel vocabulary.ELP 5Orally compare andcontrast stories in the samegenre on their approachesto similar themes andtopics clearly andcoherently using precise,content-based, grade-levelvocabulary in multiple,complex paragraph (s).Native language supportGraphic ure WallPictures and Photographsand PhotographsStory Elements WorksheetNative language supportGraphic ure WallPictures and Photographs andPhotographsStory Elements WorksheetGraphic OrganizersPost-it notesStory Elements WorksheetELP 4Orally compare andcontrast stories in the samegenre on their approachesto similar themes andtopics by summarizing theinformation in a GraphicOrganizers and thendeveloping expanded andsome complex sentencesusing key, content-based,grade-level vocabulary.Graphic OrganizersPost-it notesStory Elements WorksheetReview Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or buildbackground knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will needto be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding toquestions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turnand Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from usingdictionaries (picture, bilingual, English, personal) across all levels of proficiency.
ELA – Grade 5 - Unit 3 - ELL ScaffoldStudent Learning Objective (SLO)Read increasingly complex text at the grades 4-5 text complexityband independently and proficiently.SLO: 5
context clues, figurat ive LFC: W ord patterns (as as), like LC: Varies by ELP level ELP 1 ELP 2 ELP 3 ELP 4 ELP 5 Language Objectives Read to determine the meaning of words and phrases used in a text, including figurative language, metaphors and similes by matching th
ELA ITEMS 5th GRADE SAMPLE ELA ITEMS 7TH GRADE SAMPLE ELA ITEMS 8TH GRADE SAMPLE ELA ITEMS ELA ITEMS . ELA Grade 6 Draft Sample PT Item Form C3 T1, T3, T4 And C4 T2, T3, T4 . ELA.6.PT.3.03.083 C3 T1, T3, T4 And C4 T2, T3, T4 . Sample Item ID: ELA.6.PT.3.03.083 . Title: Young Wonders
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
A Proud Heritage: African Americans and Pro Football RI, W, SL ELA 1-2 African American Football Pioneers RI, W, SL ELA 3-4 All About Grammar L ELA 5-6 Analyzing Media Messages RI, SL ELA 7-8 Analyzing Poetry RL, RI, W, SL ELA 9-11 Breaking the Color Barrier: The Kansas Comet’s Roommate RL, RI, W, SL ELA 12-13 Descriptive Writing RI, W, L ELA 14
Summer 2018 ELA Course Registration Guide (pg.2) (pg.2) Email Directory and ELA T.Q. Quick Links . ELA 103: The Denver ELA Program ELA 104: Academic Language in the Content Areas .
FSA ELA Session Timing The FSA ELA includes the Text-Based Writing Component, administered separately from the rest of FSA ELA to allow time for hand-scoring; will be reported as part of a single ELA score. Headphones are required for all students for Grades 5- 11 ELA listening items (CBT). External keyboards are strongly recommended. 11
Grade 3 FSA ELA / GoodCause Grade 3 FSA ELA Scores – Per F.S. 1008.22(5)(b), to be promoted to grade 4, a student must scorea Level 2 or higher on the Grade 3 FSA ELA Readingassessment. – Students who score a Level 1 on ELA may qualify for a good cause exemption for promotion to Grade
02 NYS ELA 07 1 ELA Grade 7 2018 TS0256 Rose 030 02 NYS ELA 08 1 ELA Grade 8 2018 TS0258 Teal (Green) 3
