ELD Standard 2: Language for Language Arts Multilingual learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.

ELD-LA.6-8.Narrate.Interpretive Interpret language arts narratives by:

● Identifying a theme or central idea that develops over the course of a text

● Analyzing how character attributes and actions develop in relation to events or dialogue

● Evaluating impact of specific word choices about meaning and tone

Language Expectation

ELD-SC.2-3.Explain.Expressive Construct scientific explanations that:

● Describe observations and/or data about a phenomenon

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Skills

In the Classroom

Clarification: Students describe data from observations about a phenomenon.

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Unpacked Language Functions:

● Define terms: observations, data, phenomenon

● Describe observations about a phenomenon

● Describe data about a phenomenon

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Students explore sound with a partner by taking turns and charting

whether a vocal sound is high or low (pitch) and loud or soft (volume).

Students then use “sound” vocabulary to explain to the partner that

sound waves are collected by the outer ear, vibrate in the eardrum,

cause the tiny bones in the middle ear to vibrate, and then move through

the bones in the inner ear where sounds are understood by the brain.

Students may draw a labeled diagram of the ear as well.

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Sample Language Objective: Students will be able to describe data from

observations about a phenomenon by charting pitch and volume of vocal

sounds, drawing a labeled diagram of the ear, as well as explaining to

their partners how the sound moves through the ear and is understood

by the brain.

Language Expectation

ELD-SS.1.Argue.Interpretive Interpret social studies arguments by:

● Identifying topic

Skills

In the Classroom

Clarification: Students identify the topic of a social studies argument.

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Unpacked Language Functions:

● Define terms: topics

● Identify topic of a social studies argument

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The teacher shows students a picture of cars in long lines waiting for a

turn to pump gasoline. Using the picture and guided by the teacher,

students follow a See, Think, Wonder routine. Students name things

they see, as the teacher scribes on chart paper. Small groups then think

about how that shows the topic of limited resources and the demand for

that resource. Students then generate possible titles for a social studies

argument related to limited resources and scarcity e.g., How Panic

Buying Creates Scarcity). The teacher records the students’ responses

on the chart paper. After the discussion, the class votes on a topic title

for the argument regarding limited resources and scarcity. Students add

to the Wonder column in a subsequent activity.

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Sample Language Objective: Students will be able to identify the topic of

a social studies argument, writing a title with generalized nouns in small

groups and supported by a picture and See, Think, Wonder routine.

Language Expectation

ELD-SS.4-5.Explain.Interpretive Interpret social studies explanations by:

● Determining different opinions in sources for answering compelling and supporting questions about phenomena or events

Skills

In the Classroom

Clarification: Students identify various opinions expressed in a variety of sources for answering compelling and supporting questions about phenomena or events.

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Unpacked Language Functions:

• Define terms: opinions, compelling questions, supporting questions, phenomena
• Determine different opinions in sources for answering compelling questions about phenomena or events
• Determine different opinions in sources for answering

supporting questions about phenomena or events

Students listen to a read aloud of three different sources regarding the decline of the furniture industry in North Carolina: 1) A newspaper article on furniture plant closings 2) A letter to the editor from an

unemployed furniture worker 3) An online interview with a legislator serving the area with closed-down furniture plants. Students listen in order to answer the compelling question: What factors led to the decline of the furniture industry in North Carolina? The teacher guides the class in identifying the opinion in the newspaper article, using the document camera and highlighting while thinking-aloud. Students form small groups and identify opinions in either the letter to the editor or the online interview, highlighting sentences that support opinions, and referring to the anchor chart as needed.

Language Expectation

ELD-SS.4-5.Explain.Interpretive Interpret social studies explanations by:

● Determining different opinions in sources for answering compelling and supporting questions about phenomena or events

Skills

In the Classroom

Clarification: Students identify various opinions expressed in a variety of sources for answering compelling and supporting questions about phenomena or events.

​

Unpacked Language Functions:

• Define terms: opinions, compelling questions, supporting questions, phenomena
• Determine different opinions in sources for answering compelling questions about phenomena or events
• Determine different opinions in sources for answering

supporting questions about phenomena or events

Students listen to a read aloud of three different sources regarding the decline of the furniture industry in North Carolina: 1) A newspaper article on furniture plant closings 2) A letter to the editor from an

unemployed furniture worker 3) An online interview with a legislator serving the area with closed-down furniture plants. Students listen in order to answer the compelling question: What factors led to the decline of the furniture industry in North Carolina? The teacher guides the class in identifying the opinion in the newspaper article, using the document camera and highlighting while thinking-aloud. Students form small groups and identify opinions in either the letter to the editor or the online interview, highlighting sentences that support opinions, and referring to the anchor chart as needed.

Language Expectation

ELD-SI.4-12.Argue

● Generate questions about different perspectives

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Skills

In the Classroom

Clarification: Students identify various opinions expressed in a variety of sources for answering compelling and supporting questions about phenomena or events.

​

Unpacked Language Functions:

• Define terms: opinions, compelling questions, supporting questions, phenomena
• Determine different opinions in sources for answering compelling questions about phenomena or events
• Determine different opinions in sources for answering supporting questions about phenomena or events

​

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Students brainstorm a class list of different perspectives on a particular

topic. After brainstorming, students choose two of these perspectives to

explore, developing questions about them. Students develop questions

like: “I understand the perspective of _____, have we considered...?;”

“How is _____ different from...?”; “What would it look like if...”; “How

did ____ decide...?”

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ELD Standard 4: Language for Science Multilingual learners communicate information, ideas, and concepts necessary for academic success in the content area of Science.

ELD-SC.K.Inform.Interpretive Interpret scientific informational texts by:

● Determining what text is about

● Defining or classifying a concept or entity

ELD-SC.K.Inform.Expressive Construct scientific informational texts that:

● Introduce others to a topic or entity

● Provide details about an entity

ELD-SC.K.Explain.Interpretive Interpret scientific explanations by:

● Defining investigable questions or simple design problems based on observations and data about a phenomenon

● Using information from observations to find patterns and to explain how or why a phenomenon occurs

ELD-SC.K.Explain.Expressive Construct scientific explanations that:

● Describe information from observations about a phenomenon

● Relate how a series of events causes something to happen

● Compare multiple solutions to a problem

Interpretive

Expressive

ELD-LA.4-5.Argue.Interpretive Interpret language arts arguments by:

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• Identifying main ideas
• Analyzing points of view about the same event or topic
• Evaluating how details, reasons, and evidence support particular points in a text

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ELD-LA.4-5.Argue.Expressive Construct language arts arguments that:

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• Introduce and develop a topic clearly; state an opinion
• Support opinions with reasons and information
• Use a formal style
• Logically connect opinions to appropriate evidence, facts, and details; offer a concluding statement or section

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Interpretive

Expressive

ELD-MA.6-8.Explain.Interpretive Interpret mathematical explanations by:

• Identifying concept or entity
• Analyzing possible ways to represent and solve a problem
• Evaluating model and rationale for underlying relationships in selected problem-solving approach

ELD-MA.6-8.Explain.Expressive Construct mathematical explanations that:

• Introduce concept or entity
• Share solution with others
• Describe data and/or problem-solving strategy
• State reasoning used to generate solution