Grade 2 ELA Curricular Frameworks With ELL Scaffolds
Grade 2 ELA Curricular Frameworks with ELL ScaffoldsGrade 2 Unit 2 Reading Literature and Reading InformationalUnit 2: RL.2.1, RI.2.1, and WIDA StandardsReading Literature and WIDAStandards RL.2.1. Ask and answersuch questions as who,what, where, when, why,and how to demonstrateunderstanding of keydetails in a text. WIDA ELD 2o Readingo Speakingo ListeningReading Informational Textand WIDA Standards RI.2.1. Ask and answer suchquestions as who, what,where, when, why, andhow to demonstrateunderstanding of keydetails in a text. WIDA ELD 3, 4 or 5depending on contexto Readingo Speakingo ListeningCritical Knowledge and SkillsWIDA Criterion Create questions about an VU: Question words (who,important idea within thewhat, when, where, why,text (using who, what,how)where when, why, and/or LFC: Verb and verb phraseshow).(Do/does; is/are), Respond to questions askedinterrogative andto demonstratedeclarative sentenceunderstanding of keystructuredetails. LC: Varies by ELP levels Utilize textual evidence tosupport thinking whenasking and answeringgeneral questions.Page 1 of 42
Grade 2 Unit 2 Reading Literature and Reading InformationalUnit 2: Outcomes, Scaffolds, and Supports by ELP Level (Standards RL.2.1 and affoldsSupportsELP Level 1ELP Level 2ELP Level 3ELP Level 4ELP Level 5Orally ask and answer“Wh-“ questionsabout the text in L1Orally ask and answer“WH-” questionsabout the text usingsimple phrases andsimple sentences withgeneral languagerelated to topic orcontent areas.Orally ask and answer“Wh-“ questions insimple sentences withgeneral and some keycontent basedvocabulary.Orally ask and answer“Wh-“ questions incomplete sentencesusing specific andsome content basedvocabulary. Use avariety of sentencelengths.Orally ask and answer“Wh-“ questions usingcomplex sentenceswith specific andcontent basedvocabulary. Use avariety of sentencelengths withembedded clauses. Story Map Word Wall Template (teachermodel) Partner Work L1 support Gestures Pictures/Photographs Story Map Word Wall Template (teachermodel) Partner Work L1 support Sentence Frames Pictures/Photographs Story Map Word Wall Template (teachermodel) Partner Work Story Map Partner Work Story Map Partner Workand/or answer “yes/no”or either/or questionsor in single words thatrepresent ideas usingphrase patterns andgeneral, content-relatedvocabulary.Page 2 of 42
Grade 2 Unit 2 Reading LiteratureUnit 2: RL.2.3 and WIDA StandardsReading Literature and WIDAStandards RL.2.3. Describe howcharacters in a storyrespond to major eventsand challenges using keydetails WIDA ELD 2o Readingo Speakingo ListeningReading Informational Textand WIDA Standards NoneCritical Knowledge and Skills Identify the characters inthe story Identify key details in thestory Consider how charactersare involved in a story Analyze their reactions tostory events Identify how the characterssolve the problemPage 3 of 42WIDA Criterion VU: Characters, event,challenge LFC: Adjectives/noun,adverbs/verb placement LC: Varies by ELP levels
Grade 2 Unit 2 Reading LiteratureUnit 2: Outcomes, Scaffolds, and Supports by ELP Level (Standard affoldsSupportsELP Level 1ELP Level 2ELP Level 3ELP Level 4ELP Level 5Orally describe howcharacters respond tomajor events andchallenges in a storyin L1 and/or byconnecting charactersand main events withkey content basedsingle words, gesturesor answering yes/noor either/orquestions.Orally describe howcharacters respond tomajor events andchallenges in a story inL1 and/or in phraseswith sentence frames.Orally describe howcharacters respond tomajor events andchallenges in a storyusing simplesentences, generaland key content basedvocabulary.Orally describe howcharacters respond tomajor events andchallenges in a storyusing completesentences, specializedand some contentbased vocabulary.Describe howcharacters respond tomajor events andchallenges in a storyusing complexsentences withcontent basedlanguage Story Map Word Wall Pictures/Photographs L1 support Gestures Choice Questions Story Map Word Wall Pictures/Photographs Partner Work L1 support Sentence Frames Story Map Pictures/Photographs Word Wall Story Map Story MapPage 4 of 42
Grade 2 Unit 2 Reading Literature and Reading InformationalUnit 2: RL.2.4, RI.2.4, and WIDA StandardsReading Literature and WIDAStandards RL.2.4. Describe how wordsand phrases (e.g., regularbeats, alliteration, rhymes,repeated lines) supplyrhythm and meaning in astory, poem, or song. WIDA ELD 2o Readingo Speakingo ListeningReading Informational Textand WIDA Standards RI.2.4. Determine themeaning of words andphrases in a text relevant toa grade 2 topic or subjectarea. WIDA ELD 3, 4 or 5depending on contexto Readingo Speakingo ListeningCritical Knowledge and SkillsWIDA Criterion Analyze how words and VU: Rhythm, poemphrases provide meaning to LFC: Poetic “sentences”a poem, story, or song. LC: Varies by ELP levels Identify the parts of thepoem that rhyme. Identify the parts of thepoem that show the beat. Determine which partshows alliteration. Define words and phrasesspecific to grade 2.Page 5 of 42
Grade 2 Unit 2 Reading Literature and Reading InformationalUnit 2: Outcomes, Scaffolds, and Supports by ELP Level (Standards RL.2.4 and affoldsSupportsELP Level 1ELP Level 2ELP Level 3ELP Level 4ELP Level 5Identify examples ofpoetic features in L1and/or examples ofrhymes and rhythm insimple poems, songsor chants. Word Wall Pictures/Photographs L1 support Adapted TextIdentify examples ofpoetic features in L1and/or inappropriately leveledstories, poems orsongs. Word Wall Pictures/Photographs L1 support Adapted TextIdentify poeticfeatures inappropriately leveledstories, poems orsongs.Identify poeticfeatures inapproaching gradelevel stories, poems orsongs.Identify poeticfeatures in grade levelstories, poems orsongs. Word Wall Pictures/Photographs Story Map None NonePage 6 of 42
Grade 2 Unit 2 Reading Literature and Reading InformationalUnit 2: RL.2.5, RI.2.5 and WIDA StandardsReading Literature and WIDAStandards RL.2.5. Describe the overallstructure of a story,including describing how thebeginning introduces thestory and the endingconcludes the actionidentifying how eachsuccessive part builds onearlier sections. WIDA ELD 2o Readingo Speakingo ListeningReading Informational Textand WIDA Standards RI.2.5. Know and use varioustext features (e.g., captions,bold print, subheadings,glossaries, indexes,electronic menus, icons) tolocate key facts orinformation in a textefficiently. WIDA ELD 3, 4, or 5o Readingo Speakingo ListeningCritical Knowledge and SkillsWIDA CriterionRL.2.5: VU: Story elements:beginning, middle, end, Examine the story’sstructure, identifying thecharacters, setting, problem,introduction as thesolution, captions, graphsand chartsbeginning and theconclusion where action LFC: Transition words,ends.prepositional phrases Describe the parts of a story LC: Varies by ELP levels(beginning and end). Describe how the parts ofthe story build frombeginning to end.RI.2.5: Identify captions, glossaries,subheadings, bold print,electronic menus, icons, etc.to analyze text information. Identify which text featureshelp you find importantinformation about whatyou’re reading. Determine how text features(e.g., subheadings,glossaries, bold print, etc.)help you understand thetext.Page 7 of 42
Grade 2 Unit 2 Reading Literature and Reading InformationalUnit 2: Outcomes, Scaffolds, and Supports by ELP Level (Standards RL.2.5 and affoldsSupportsELP Level 1ELP Level 2ELP Level 3ELP Level 4ELP Level 5Orally describe thestructure of a story inL1 and/or in singlewords, gestures oranswering choicequestions pointing andgesturing.Answercomprehensionquestions in L1 byapplying informationgained from textfeatures and/or inEnglish using gesturesand single key wordsfrom text read aloud.Orally describe theoverall structure ofthe story in phrasesand short sentenceswith generalvocabulary.Answercomprehensionquestions in L1 byapplying informationgained from textfeatures and/or inEnglish using shortphrases and keycontent-basedvocabulary from textread aloud.Orally describe theoverall structure of astory in simplesentences with keycontent basedvocabulary.Answercomprehensionquestions in L1 byapplying informationgained from textfeatures and/or inEnglish using shortphrases and keycontent-basedvocabulary from textread aloud.Orally describe theoverall structure of astory in completesentences withcontent basedvocabulary.Answercomprehensionquestions by applyinginformation gainedfrom text features intexts within the grade1-2 complexity levelusing completesentences and somecontent-basedvocabulary.Orally describe theoverall structure of astory in complex,detailed sentenceswith grade levelvocabulary.Answercomprehensionquestions by applyinginformation gainedfrom text features ingrade level text usingdetailed sentences ofvarying length andcontent-basedvocabulary. Story Map Pictures/Photographs Word Wall Choice Questions Story Map Pictures/Photographs Word Wall L1 support Sentence Frames Story Map Pictures/Photographs Word Wall Story MapStory Map L1 text/support Graphs Adapted textPage 8 of 42 Graphs
Grade 2 Unit 2 Reading InformationUnit 2: RI.2.6 and WIDA StandardsReading Literature and WIDAStandards NoneReading Informational Textand WIDA Standards RI.2.6. Identify the mainpurpose of a text, includingwhat the author wants toanswer, explain, ordescribe. WIDA ELD 2, 3, 4, 5o Readingo Speakingo ListeningCritical Knowledge and Skills Determine the text’s mainpurpose according to whatthe author wants thereader to know.Page 9 of 42WIDA Criterion VU: Identify, purpose LFC: Subject-verbagreement LC: Varies by ELP levels
Grade 2 Unit 2 Reading InformationUnit 2: Outcomes, Scaffolds, and Supports by ELP Level (Standard affoldsSupportsELP Level 1ELP Level 2ELP Level 3ELP Level 4ELP Level 5Identify whether theauthor’s purpose is toexplain or describeusing L1 and/or bypointing to picturesthat represent anexplanation ordescription.Identify whether theauthor’s purpose is toanswer, explain, ordescribe using L1and/or by matchingphrases and shortsentences withpictures and purpose.Identify whether theauthor’s purpose is toanswer, explain, ordescribe producingsimple sentencesusing repetitivestructures and key,content-basedvocabulary.Identify whether theauthor’s purpose is toanswer, explain, ordescribe usingmultiple, complexsentences with avariety of grammaticalstructures andprecise, contentbased vocabulary. L1 text and/orsupport Guiding questions Pictures Gestures Graphic organizer L1 text and/orsupport Guiding questions Illustrations Graphic organizer Graphic organizer Guiding questionsIdentify whether theauthor’s purpose is toanswer, explain, ordescribe producingexpanded and somecomplex sentenceswith a variety ofgrammaticalstructures andcontent-basedvocabulary. Guiding questionsPage 10 of 42 Guiding questions
Grade 2 Unit 1 Reading Literature and Reading InformationalUnit 2: RL.2.7, RI.2.7 and WIDA StandardsReading Literature and WIDAStandards RL.2.7. Use informationgained from theillustrations and words in aprint or digital text todemonstrateunderstanding of itscharacters, setting, or plot. WIDA ELD 2o Readingo Speakingo ListeningReading Informational Textand WIDA Standards RI.2.7. Explain how specificillustrations and images(e.g., a diagram showinghow a machine works)contribute to and clarify atext. WIDA 3, 4, 5o Readingo Speakingo ListeningCritical Knowledge and SkillsRL.2.7:WIDA Criterion VU: Character, setting, plot,describe, explain, image, Utilize information fromcontributeillustrations, pictures and LFC: Simple present orwords from print or digitalpresent progressive tense,text.adverbs, adjectives Explain how the illustration, LC: Varies by ELP levelspictures and words providea clearer understanding ofcharacter, setting, and plot.RI.2.7: Utilize information fromillustrations, diagrams orimages from informationaltext. Explain how illustrations,diagrams or images clarifythe text.Page 11 of 42
Grade 2 Unit 2 Reading Literature and Reading InformationalUnit 2: Outcomes, Scaffolds, and Supports by ELP Level (Standard RL.2.7 and affoldsSupportsELP Level 1ELP Level 2ELP Level 3ELP Level 4ELP Level 5Describe characters,setting, and plot in L1and/or throughillustrations.Describe and explainhow an imagecontributes to the textin L1 and/or repeatsingle words thatmatch a description ofthe image usinggeneral, contentrelated vocabulary. Story Map Word/picture Wall Teachermodel/template Partner Visuals L1 text/support Sentence FramesDescribe characters,setting, and plot in L1and or in shortphrases with keycontent basedvocabulary. Describeand explain how theimages contribute tothe text using L1and/or phrases andshort sentences informulaic sentencepatterns. Story Map Word/picture Wall Teachermodel/template L1 text/support Partner Visuals Sentence FramesDescribe characters,setting, and plot by insimple sentences withgeneral and keycontent basedvocabulary. Describeand explain how animage contributes tothe text producingsimple sentences andkey, content-basedvocabulary.Describe characters,setting, and plot incomplete sentenceswith some contentbased vocabulary.Describe and explainhow an imagecontributes to the textproducing expandedand some complexsentences withemerging complexity. Story Map Word Wall Teachermodel/template Partner Visuals Story Map Word wallDescribe characters,setting, and plot incomplex, detailedsentences with gradelevel content basedvocabulary. Describeand explain how animage contributes tothe text in clear andcoherent, complexsentences andpre
Grade 2 ELA Curricular Frameworks with ELL Scaffolds . Grade 2 Unit 2 Reading Literature and Reading Informational Unit 2: RL.2.1, RI.2.1, and WIDA Standards . Reading Literature and WIDA Standards Reading Informational Text and WIDA Standards Critical Knowledge and Skills WIDA Criterion RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate .
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
Grade 3 ELA Curricular Frameworks with ELL Scaffolds . Grade 3 Unit 1 Reading Literature and Reading Informational Unit 1: RL.3.1, RI.3.1, and WIDA Standards Reading Literature and WIDA Standards Reading Informational Text and WIDA Standards Critical Knowledge and Skills WI
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
Lisa Little, Joan Wagner, and Anne Sutherland Boal 216 13. Emergency Preparedness and Response Yvonne Harris 232 14. Nursing Leadership through Informatics Facilitating and Empowering Health Using Digital Technology Shauna Davies 249 15. Regulation, the Law, Labour Relations, and Negotiations Beverly Balaski 261 16. Emerging Nursing Leadership Issues Brendalynn Ens, Susan Bazylewski, and Judy .
