Supporting English Language Learners in Grades 1 to 8

Specific expectations
Social Studies
Knowledge and understanding
••
Identify some scientific and technological advances made
by two or more early civilizations (e.g., written language,
calendar, time-keeping methods, invention of the
wheel, medicine, sculpture, irrigation, building methods,
architecture, embalming, aqueducts, metal work).
Inquiry/research and communication skills
••
Use primary and secondary sources to locate information
about early civilizations (e.g., primary sources: artefacts,
field trips; secondary sources: atlases, encyclopedias
and other print materials, illustrations, videos, CD-ROMs,
Internet sites).
Application
••
Make connections between some elements of modern
life and similar elements from early civilizations (e.g.,
the Olympic ideal, democracy, money as a medium of
exchange, citizenship, philosophy, mythology, trade,
social structures, legal systems, theatre, architecture).
Unit overview
Specific expectations (Modifications)
Benjime: Using a visual representation, such as a timeline
or a poster board, show how a scientific or technological
advance of an early civilization has changed over time and
has eventually influenced modern civilization (e.g., invention
of the wheel, sculpture, building methods, architecture,
metal work).
Min-su and Olesya: Modifications are not necessary.
Accommodations outlined in this unit will support their
learning.
Benjime: Use teacher-selected sources/materials to locate
information about an early innovation.
Min-su and Olesy: Modifications are not necessary.
Accommodations outlined in this unit will support their
learning.
Benjime: Match some elements of modern life to similar
elements from an early civilization (e.g., cemetery and
pyramid, hieroglyphs and writing, paper and papyrus).
••
Report on the relevance to modern society of selected
scientific and technological discoveries made by early
civilizations (e.g., written language, astronomy, irrigation,
mathematics, navigational instruments, medicine,
architecture, the mining and smelting of metals).
Language
Oral communication
2.3
Communicate orally in a clear, coherent manner, presenting
ideas, opinions, and information in a readily understandable
form (e.g., present an argument that has a clearly stated
purpose, point-by-point development, and relevant
supporting details).
2.7
Use a variety of appropriate visual aids (e.g., posters, charts,
maps, globes, computer-generated organizers) to support
or enhance oral presentations (e.g., use ministry-licensed
software to create a Venn diagram to compare two different
biographies).
Writing
1.3
Gather information to support ideas for writing, using a
variety of strategies and a range of print and electronic
resources (e.g., interview people with knowledge of the
topic; identify and use graphic and multimedia sources;
keep a record of sources used and information gathered).
Min-su and Olesya: Modifications are not necessary.
Accommodations outlined in this unit will support their
learning.
Benjime: Identify some discoveries of early civilizations to
show how they are still used today.
Min-su and Olesya: Modifications are not necessary.
Accommodations outlined in this unit will support their
learning.
2.3
Benjime: Communicate orally using short, rehearsed words
and phrases (e.g., make a short presentation about a chosen
topic).
Min-su and Olesya: Modifications are not necessary.
Accommodations outlined in this unit will support their
learning.
2.7
No modification of this expectation is necessary for these
ELLs since visual aids are essential for their comprehension
of the concepts in this unit. The number and complexity of
the visual aids may need to be adjusted for Benjime.
1.3
Benjime: With scaffolding, copy words and phrases to
record information on a graphic organizer, or glue strips
of prepared words and simple phrases in the appropriate
places on the graphic organizer.
Min-su: Modification is not necessary. He will be supported
through scaffolding such as teacher-selected resources that
are at an appropriate level and include strong visuals.
Olesya: Modifications are not necessary. Accommodations
outlined in this unit will support her learning.
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Supporting English Language Learners in Grades 1 to 8