ELP Level Reading and Writing Unit 2: Outcomes, Scaffolds, and Supports, Lecture notes of English

Download ELP Level Reading and Writing Unit 2: Outcomes, Scaffolds, and Supports and more Lecture notes English in PDF only on Docsity! Grade 1 ELA Curricular Frameworks with ELL Scaffolds Grade 1 Unit 2 Reading Literature and Reading Informational Unit 2: RL.1.1, RI.1.1, and WIDA Standards Reading Literature and WIDA Standards Reading Informational Text and WIDA Standards Critical Knowledge and Skills WIDA Criterion • RL.1.1. Ask and answer questions about key details in a text. • WIDA ELD 2 o Reading o Speaking o Listening • RI.1.1. Ask and answer questions about key details in a text. • WIDA ELD 3, 4 or 5 depending on context o Reading o Speaking o Listening • Understand what key details are. • Determine what key details are in a text. • Recall key details of text. • Ask and answer questions about key details. • Ask and prompt who, what where, when, why and how regarding details of a text. • Answer when prompted and use key details from the text. • Ask and answer questions about key details, with support. • VU: Details, text • LFC: Question words, verb phrases • LC: Varies by ELP levels Grade 1 Unit 2 Reading Literature and Reading Informational Unit 2: Outcomes, Scaffolds, and Supports by ELP Level (Standards RL.1.1 and RI.1.1) Outcomes, Scaffolds, and Supports ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 Outcomes and Scaffolds Orally answer yes/no or either/or questions with single words about details in an appropriately leveled story. Orally answer who, when, where questions in phrases or short sentences from an appropriately leveled text. Orally answer “Wh” questions in simple sentences using an appropriately leveled text. Orally answer questions in complete sentences using details from an adapted grade level text. Orally answer questions in complete sentences using grade level vocabulary about key details in a grade level story. Supports • Story Map • Word Wall • Visuals • Gestures • L1 support • Story Map • Word Wall • Visuals • Sentence Frames • L1 support • Story Map • Word Wall • Visuals • Story Map • Word Wall • Story Map Grade 1 Unit 2 Reading Literature and Reading Informational Unit 2: RI.1.4 and WIDA Standards Reading Literature and WIDA Standards Reading Informational Text and WIDA Standards Critical Knowledge and Skills WIDA Criterion • None • RI.1.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. • WIDA ELD 3, 4, 5 o Reading o Speaking o Listening • Identify words in text where the meaning is unclear or unknown. • Ask and answer questions to help understand what words and phrases mean in the text. • Provide a statement or other expression that shows understanding of unknown words in a literary or informational text, using story content. • Use strategies when faced with an unknown word. • VU: Strategy, words from text • LFC: Ask and answer questions about vocabulary words • LC: Varies by ELP levels Grade 1 Unit 2 Reading Literature and Reading Informational Unit 2: Outcomes, Scaffolds, and Supports by ELP Level (Standard R.I.4) Outcomes, Scaffolds, and Supports ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 Outcomes and Scaffolds Ask questions to help understand what words and phrases mean in the text using L1 and/or with single words. Ask questions to help understand what words and phrases mean in the text using phrases. Ask and answer questions to help understand what words and phrases mean in the text using simple sentences. Ask and answer questions to help understand what words and phrases mean in the text with clear details using complete sentences. Ask and answer questions to help understand what words and phrases mean in the text by using complex sentences. Supports • Illustrations/ Diagrams • Drawings • Word/picture wall • Partner • L1 support • Sentence frame • Illustrations/ Diagrams • Word/picture wall • Partner • L1 support • Sentence starter • Word/picture wall • Partner • L1 support • Sentence starter • Word wall • Partner • Partner Grade 1 Unit 2 Reading Literature and Reading Informational Unit 2: RI.1.6 and WIDA Standards Reading Literature and WIDA Standards Reading Informational Text and WIDA Standards Critical Knowledge and Skills WIDA Criterion • None • RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. • WIDA ELD 3, 4, 5 o Reading o Speaking o Listening • Determine the difference between information gained by examining pictures and information gained from the words in the text. • Identify the difference between what pictures show and what the words in the text say. • VU: Pictures, difference • LFC: Compare and contrast sentences; different, same • LC: Varies by ELP levels Grade 1 Unit 2 Reading Literature and Reading Informational Unit 2: Outcomes, Scaffolds, and Supports by ELP Level (Standard R.I.7) Outcomes, Scaffolds, and Supports ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 Outcomes and Scaffolds Read a leveled text and identify the picture in L1 and/or read single words and match the pictures. Read a leveled text and identify the picture in L1 and/or match the picture using phrases and short sentences. Read a leveled text and identify the details from picture using simple related sentences with repetitive structures. Read leveled text and identify the details of a picture that describes the text using complete sentences. Read a grade level reading selection and identify the details of a picture that describes the text using multiple, complex sentences. Supports • Picture • Illustrations • Drawings • Word/picture wall • Partner • L1 support • Leveled text • Picture • Illustrations • Word/picture wall • Partner • L1 support • Leveled text • Picture & Illustrations • Partner • Word/picture wall • Leveled text • Illustrations • Word wall • Leveled text • Illustrations Grade 1 Unit 2 Reading Literature and Reading Informational Unit 2: RL.1.10, RI.1.10 and WIDA Standards Reading Literature and WIDA Standards Reading Informational Text and WIDA Standards Critical Knowledge and Skills WIDA Criterion • RL.1.10. With prompting and support, read and comprehend stories and poetry at grade level complexity or above. • WIDA ELD 2 o Reading o Speaking o Listening • RL.1.10. With prompting and support, read informational texts at grade level complexity or above. • WIDA ELD 3, 4, 5 o Reading o Speaking o Listening • Participate in reading activities, either in a group or independently. • Articulate the purpose of the reading activities. • Model and develop engaging reading habits that lead to reading increasingly complex texts independently. • VU: Purpose • LFC: Explanatory phrases, quotation marks • LC: Varies by ELP levels Grade 1 Unit 2 Reading Literature and Reading Informational Unit 2: Outcomes, Scaffolds, and Supports by ELP Level (Standards RL.1.10 and R.I.1.10) Outcomes, Scaffolds, and Supports ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 Outcomes and Scaffolds Read grade-level prose, poetry and informational text in L1 and/or single words of leveled prose and poetry in English. Read grade-level prose, poetry and informational text in L1 and/or phrases of leveled prose and poetry in English. Read short sentences of leveled prose, poetry and informational text Read complete sentences of leveled and grade level prose, poetry and informational text. Read grade-level prose, poetry and informational text. Supports • Leveled prose, poetry and informational texts • Mentor texts • L1 support • Partner • Leveled prose, poetry and informational texts • Mentor texts • L1 support • Partner • Leveled prose, poetry and informational texts • Mentor texts • Partner • Leveled prose, poetry and informational texts • Mentor texts • None Grade 1 Unit 2 Reading Foundation Unit 2: RF.1.2, RF.1.2.A, RF.1.2.B, RF.1.2.C and WIDA Standards Reading Foundation and WIDA Standards Critical Knowledge and Skills WIDA Criterion • RF.1.2. Demonstrate mastery of spoken words, syllables, and sounds (phonemes) by using knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. o RF.1.2.A. Distinguish long from short vowel sounds in spoken single-syllable words. o RF.1.2.B. Orally produce single- syllable words by blending sounds (phonemes), including consonant blends. o RF.1.2.C. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. • WIDA ELD 2 o Reading o Speaking o Listening • Identify the long and short vowel sounds in words. • Explain the difference between the long and short vowel sounds. • Produce the sound for each letter and blend to make a word. • Discern letter sounds at the beginning, middle, and end of words. • Take apart a word by sounds. • Pronounce letter sounds at the beginning, middle, and end of a word, including the vowel sound in C-V-C words. • VU: Long and short vowels, CVC • LFC: Explanatory phrases • LC: Varies by ELP levels Grade 1 Unit 2 Reading Foundation Unit 2: Outcomes, Scaffolds, and Supports by ELP Level (Standards RF.1.2, RF.1.2.A, RF.1.2.B and RF.1.2.C) Outcomes, Scaffolds, and Supports ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 Outcomes and Scaffolds Distinguish between long and short vowel sounds with common known words (cat, rain). Distinguish between long and short vowel sounds with familiar words. Distinguish between long and short vowel using general words chosen from appropriate text. Distinguish between long and short using technical vocabulary chosen from the text Distinguish between long and short using nonsense words and technical vocabulary chosen from the text Identify and pronounce the initial, medial vowel, and final sounds of single- syllable, known, familiar words. Identify and pronounce the initial, medial vowel, and final sounds given in simple sentences of single-syllable, known, grade-level words. Identify and pronounce the initial, medial vowel, and final sounds given in expanded sentences of single-syllable, content-based, grade- level words. Identify and pronounce the initial, medial vowel, and final sounds of single- syllable, content- based, grade-level words. Identify and pronounce the initial, medial vowel, and final sounds of single- syllable, nonsense and content-based, grade- level words. Supports • Consonant and vowel charts • Gestures • Letter tiles • Pictures • L1 support • Teacher modeling • Consonant and vowel charts • Gestures • Letter tiles • Pictures • L1 support • Teacher modeling • Consonant and vowel charts • Pictures • Gestures • Letter tiles • Partner • Consonant and vowel charts • Gestures • Word wall • Consonant and vowel charts • Gestures Grade 1 Unit 2 Reading Foundation Unit 2: RF.1.3, RF.1.3.A, RF.1.3.B, RF.1.3.C and WIDA Standards Reading Foundation and WIDA Standards Critical Knowledge and Skills WIDA Criterion • RF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words. o RF.1.3.A. Know the spelling-sound correspondences for common consonant digraphs. o RF.1.3.B. Decode regularly spelled one-syllable words. o RF.1.3.C. Know final -e and common vowel team conventions for representing long vowel sounds. • WIDA ELD 2 o Reading o Speaking o Listening • Identify digraphs in orally produced words. • Produce the letters that make the sounds in words with digraphs. • Use specific strategies to decode words with digraphs. • Produce the letter sounds to make a one-syllable word. • Identify irregularly spelled words when reading. • Understand that vowel patterns and knowledge of final -e contribute to spelling and decoding. • VU: Digraphs, words in text • LFC: Decoding phonemes • LC: Varies by ELP levels Grade 1 Unit 2 Reading Foundation Unit 2: Outcomes, Scaffolds, and Supports by ELP Level (Standards RF.1.4, RF.1.4.A and RF.1.4.B ) Outcomes, Scaffolds, and Supports ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 Outcomes and Scaffolds Identify purpose of story by referring to pictures and prior knowledge and use appropriate expression and inflection when reading single words, high frequency vocabulary. Identify purpose of story about a story by referring to pictures and prior knowledge and use appropriate expression and inflection when reading phrases or short sentences and common vocabulary. Identify purpose of story by referring to pictures and prior knowledge and use appropriate expression and inflection when reading simple sentences and general vocabulary. Identify purpose of story by referring to pictures and prior knowledge and use appropriate expression and inflection when reading complete sentences and content based vocabulary. Identify purpose of story by referring to pictures and prior knowledge and use appropriate expression and inflection when reading complex, detailed sentences and content based vocabulary. Supports • Word Wall • Pictures/ Photographs • L1 support • Partner work • Cloze sentences • Word Wall • Pictures/ Photographs • L1 support • Partner work • Sentence Frames • Word Wall • Pictures/ Photographs • Partner work • Word Wall • Pictures/Photograp hs • None Grade 1 Unit 2 Writing Unit 2: W.1.2 and WIDA Standards Writing and WIDA Standards Critical Knowledge and Skills WIDA Criterion • W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. • WIDA ELD 2, 3, 4, 5 o Writing • Discern fact from opinion. • Introduce a topic that is well known. • Include some facts about a topic. • Write a closing statement. • VU: Fact, opinion • LFC: Simple related sentences • LC: Varies by ELP levels Grade 1 Unit 2 Writing Unit 2: Outcomes, Scaffolds, and Supports by ELP Level (Standard W.1.2) Outcomes, Scaffolds, and Supports ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 Outcomes and Scaffolds Write an informational text adding details in L1, and/or write or draw single words in English, incorporating high-frequency vocabulary. Write an informational text adding details in L1, and/or write or draw short phrases in English, incorporating general vocabulary. Write an informational text with details using simple sentences incorporating general and content-based vocabulary. Write an informational text in complete sentences adding details incorporating key, content-based vocabulary. Write an informational text in multiple, complex sentences in order to add details about a topic incorporating content-based vocabulary. Supports • Word Wall • Teacher Support • Visuals • Graphic Organizers • L1 support • Word Wall • Teacher Support • Visuals • Graphic Organizers • L1 support • Word Wall • Visuals • Graphic Organizers • Word Wall • Graphic Organizers • Graphic Organizers Grade 1 Unit 2 Writing Unit 2: W.1.5 and WIDA Standards Writing and WIDA Standards Critical Knowledge and Skills WIDA Criterion • W.1.5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and self-reflection, and add details to strengthen writing and ideas as needed. • WIDA ELD 2 o Writing o Speaking • Explain what was written when questions are asked by adults and peers. • Reflect on writing and make changes. • Add descriptive words and details. • Attempt to recognize and correct spelling, grammar and punctuation errors. • VU: Reflect, edit, revise • LFC: Descriptive words, edit spelling, grammar, punctuation • LC: Varies by ELP levels Grade 1 Unit 2 Writing Unit 2: Outcomes, Scaffolds, and Supports by ELP Level (Standard W.1.5) Outcomes, Scaffolds, and Supports ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 Outcomes and Scaffolds Exchange ideas about a topic by responding in L1 and/or to wh – questions in English and add one-word or picture details to writing. Exchange ideas about a topic by responding in L1 and/or in short phrases to add one or two word details to writing incorporating general vocabulary. Exchange ideas by speaking in simple sentences in order to add simple sentence length details about a topic incorporating general and content- based vocabulary. Exchange ideas by speaking in complete sentences in order to add sentence length and details about a topic incorporating content-based vocabulary. Exchange ideas by speaking in complex sentences in order to add complex sentence length details about a topic incorporating content- based vocabulary. Supports • Word wall • Teacher support • L1 support • Visuals • Graphic organizer • Word wall • Teacher support • L1 support • Visuals • Graphic organizer • Word wall • Peer support • Graphic organizer • Word wall • Word wall Grade 1 Unit 2 Speaking and Listening Unit 2: SL.1.1, SL.1.1.A, SL.1.1.B and WIDA Standards Speaking, Listening and WIDA Standards Critical Knowledge and Skills WIDA Criterion • SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. o SL.1.1.A. Follow agreed-upon norms for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). o SL.1.1.B. Build on others' talk in conversations by responding to the comments of others through multiple exchanges. • WIDA ELD 2 o Listening o Speaking • Participate in variety of rich structured conversations about grade appropriate topics and text. • Follow agreed upon rules for listening to others and taking turns speaking about topics and text. • Develop skills in active listening and group discussion (taking turns, listening to the speaker, responding to the speaker). • Use strategies to respond to the comments of others to build the conversation. • VU: Take turns, eye contact, build on, agree • LFC: Use strategies to extend conversation • LC: Varies by ELP levels Grade 1 Unit 2 Speaking and Listening Unit 2: Outcomes, Scaffolds, and Supports by ELP Level (Standards SL.1.2) Outcomes, Scaffolds, and Supports ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 Outcomes and Scaffolds Actively listen to and answer questions about a text read aloud or information presented through other media in L1 and/or using single words. Actively listen to and ask and answer questions about a text read aloud or information presented through other media using phrases. Actively listen to and ask and answer questions about a text read aloud or information presented through other media using simple sentences. Actively listen to and ask and answer questions about a text read aloud or information presented through other media using complete sentences. Actively listen to and ask and answer questions about a text read aloud or information presented through other media using complex sentences in extended discourse. Supports • Cue Cards • Word Wall • Pictures/ Photographs • L1 support • Choice questions • Partner work • Cue Cards • Word Wall • Pictures/ Photographs • L1 support • Partner work • Sentence Frames • Cue Cards • Word Wall • Template • Partner work • Cue cards • Word wall • Partner • Cue cards Grade 1 Unit 2 Speaking and Listening Unit 2: SL.1.2 and WIDA Standards Speaking, Listening and WIDA Standards Critical Knowledge and Skills WIDA Criterion • SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. • WIDA ELD 2 o Listening o Speaking • Ask and answer questions about a text read aloud or information through other media to better student understanding. • Practice asking questions for clarification of key details. • Actively listen to presented information to answer questions. • VU: Clarification questions • LFC: Ask and answer questions • LC: Varies by ELP levels Grade 1 Unit 2 Speaking and Listening Unit 2: Outcomes, Scaffolds, and Supports by ELP Level (Standards SL.1.2) Outcomes, Scaffolds, and Supports ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 Outcomes and Scaffolds Actively listen to and answer questions about a text read aloud or information presented through other media in L1 and/or using single words. Actively listen to and ask and answer questions about a text read aloud or information presented through other media using phrases. Actively listen to and ask and answer questions about a text read aloud or information presented through other media using simple sentences. Actively listen to and ask and answer questions about a text read aloud or information presented through other media using complete sentences. Actively listen to and ask and answer questions about a text read aloud or information presented through other media using complex sentences in extended discourse. Supports • Cue Cards • Word Wall • Pictures/ Photographs • L1 support • Choice questions • Partner work • Cue Cards • Word Wall • Pictures/ Photographs • L1 support • Partner work • Sentence Frames • Cue Cards • Word Wall • Template • Partner work • Cue cards • Word wall • Partner • Cue cards Grade 1 Unit 2 Speaking and Listening Unit 2: SL.1.4 and WIDA Standards Speaking, Listening and WIDA Standards Critical Knowledge and Skills WIDA Criterion • SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. • WIDA ELD 2, 3, 4, 5 o Speaking o Listening • Describe familiar people. • Tell about familiar places. • Describe memorable events. • Explain familiar events. • Report facts and details about experiences feelings and emotions. • VU: Emotions, describe traits and places • LFC: Syntax (adjective/noun) • LC: Varies by ELP levels Grade 1 Unit 2 Speaking and Listening Unit 2: Outcomes, Scaffolds, and Supports by ELP Level (Standard SL.1.4) Outcomes, Scaffolds, and Supports ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 Outcomes and Scaffolds Orally describe people, places and events in L1 and/or use illustrations, pictures and key, single words or phrases. Orally describe people, places and events in L1 and/or use pictures and key phrases and short sentences. Orally describe people, places and events using key vocabulary in a series of simple, related sentences. Orally describe people, places and events using key vocabulary in expanded and some complex sentences. Orally describe people, places and events text using precise vocabulary in multiple, complex sentences. Supports • Native language support • Native language texts • Word/Picture Wall • Sentence frames • Native language support • Native language texts • Word/Picture Wall • Sentence starters • Word Wall • Sentence starter • Word Wall • None Grade 1 Unit 2 Speaking and Listening Unit 2: SL.1.5 and WIDA Standards Speaking, Listening and WIDA Standards Critical Knowledge and Skills WIDA Criterion • SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. • WIDA ELD 2, 3, 4, 5 o Speaking o Listening • Add visuals in order to present detailed information to others. • Construct drawings or gather other visual media when describing. • Present information to others using appropriate visual displays to clearly express ideas. • VU: Reference words • LFC: These pictures show… • LC: Varies by ELP levels Grade 1 Unit 1 Speaking and Listening Unit 1: Outcomes, Scaffolds, and Supports by ELP Level (Standard SL.1.6) Outcomes, Scaffolds, and Supports ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 Outcomes and Scaffolds Choose the correct subject or verb tense when choosing single words. Use the correct subject and verb tense when speaking in phrases and short sentences. Use the correct subject and verb tense when speaking in a series of simple sentences. Use the correct subject and verb tense when speaking in expanded and some complex sentences. Use the correct subject and verb tense when speaking in multiple, complex sentences. Supports • Language Reference Sheet • Word/Picture Wall • L1 support • Language Reference Sheet • Word/Picture Wall • L1 support • Language Reference Sheet • Word Wall • Language Reference Sheet • None Grade 1 Unit 2 Language Unit 2: L.1.1, L.1.1.A, L.1.1.B, L.1.1.C, L.1.1.D, L.1.1.E and WIDA Standards Language and WIDA Standards Critical Knowledge and Skills WIDA Criterion • L1.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. o L.1.1.A. Print all upper- and lowercase letters. o L.1.1.B. Use common, proper, and possessive nouns. o L.1.1.C. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). o L.1.1.D. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). o L.1.1.E. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). • WIDA ELD 2, 3, 4, 5 o Speaking o Writing • Formation of upper and lowercase letters. • Understand the difference between common, proper, and possessive nouns (as demonstrated in interactive writing and reading). • Demonstrates knowledge of singular and plural nouns with matching verbs when writing or speaking. • Demonstrate knowledge of personal, possessive and indefinite pronouns when writing or speaking. • Identify different tenses of verbs in reading. • Explain how verbs can express past, present, and future. • Use verb tense to express past, present, and future in writing. • VU: Upper and lowercase letters, nouns, possessive, singular, plural, verbs • LFC: Proper and common nouns, possessive nouns, verb tense and subject-verb agreement • LC: Varies by ELP levels Grade 1 Unit 2 Language Unit 2: Outcomes, Scaffolds, and Supports by ELP Level (Standards L.1.1, L.1.1.A, L.1.1.B, L.1.1.C, L.1.1.D, L.1.1.E) Outcomes, Scaffolds, and Supports ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 Outcomes and Scaffolds Apply correct usage of upper and lower case letters in writing single words. Apply correct usage of upper and lower case letters in writing phrases. Apply correct usage of upper and lower case letters in writing simple sentences. Apply correct usage of upper and lower case letters in writing on complete sentences on near grade level tasks. Apply correct usage of upper and lower case letters in writing on grade level tasks. Use the correct noun type and verb tense when writing or speaking in L1 and/or using Pictures and selected, high- frequency phrases. Use the correct noun type and verb type when writing or speaking in L1 and/or in common phrases and short sentences. Use the correct noun type and verb tense when writing or speaking in a series of simple, related sentences. Use the correct noun type and verb tense when writing or speaking in expanded and some complex sentences. Use the correct noun type and verb tense when writing or speaking in multiple, complex sentences. Supports • Word/Picture Wall • Language Reference Sheet • L1 support • Alphabet Chart • Word/Picture Wall • Language Reference Sheet • L1 support • Alphabet Chart • Word/Picture Wall • Language Reference Sheet • Alphabet Chart • Language Reference Sheet • Alphabet Chart • Language Reference Sheet • Alphabet Chart Grade 1 Unit 2 Language Unit 2: L.1.5, L.1.5.A, L.1.5.B and WIDA Standards Language and WIDA Standards Critical Knowledge and Skills WIDA Criterion • L.1.5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. o L.1.5.A. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. o L.1.5.B. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). • WIDA ELD 1, 2, 3, 4, 5 o Writing o Speaking • Group words into categories that logically fit together. • Explain why the words belong in a group. • Identify attributes of words put into categories. • Use the attribute to extend the definition of categorized words. • VU: Attributes, color, size, shape • LFC: These are the same because….. • LC: Varies by ELP levels Grade 1 Unit 2 Language Unit 2: Outcomes, Scaffolds, and Supports by ELP Level (Standards L.1.5, L.1.5.A, L.1.5.B) Outcomes, Scaffolds, and Supports ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 Outcomes and Scaffolds Orally explain in L1 and/or dramatize or illustrate the differences why words/pictures are the same. Orally explain in L1 and/or dramatize why words are in the same group using simple phrases. Orally explain in simple sentences why certain words belong together. Orally explain in expanded and some complex sentences why words are categorized in the same group Orally explain in multiple, complex sentences why words are categorized together. Supports • Pictures and Photographs • Role Play • L1 support • Word/picture cards • Graphic organizer • Pictures and Photographs • Role Play • L1 support • Word/picture cards • Graphic organizer • Word/picture cards • Graphic organizer • Role play • Word/picture cards • Role Play • Word/picture cards Grade 1 Unit 2 Language Unit 2: L.1.6 and WIDA Standards Language and WIDA Standards Critical Knowledge and Skills WIDA Criterion • L.1.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). • WIDA ELD 2, 3, 4, 5 o Writing o Speaking o Reading • Use vocabulary accurately in speaking and writing • Demonstrate using conjunctions in speaking and writing • Listen, share and read a variety of texts • Use new words and phrases when writing, reading and responding to texts • VU: Because, but, and • LFC: Sentences with transitional phrases • LC: Varies by ELP levels