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 Instructional Focus DocumentMathematical Models with Applications
 TITLE : Unit 12: Data Collection and Research Project SUGGESTED DURATION : 11 days

Unit Overview

This is a project-based unit where students apply bundled student expectations that address formulating a meaningful hypothesis or question, collecting data by an appropriate method, analyzing the data, drawing reasonable conclusions, and presenting results. Concepts are incorporated into both mathematical and real-world problem situations. According to the Texas Education Agency, mathematical process standards including application, tools and techniques, communication, representations, relationships, and justifications should be integrated (when applicable) with content knowledge and skills so that students are prepared to use mathematics in everyday life, society, and the workplace.

Prior to this unit, in Grade 2, bar graphs were introduced and were revisited throughout elementary and middle school math. In Grades 3 – 7, students used dot plots to organize and analyze data. In Grade 5, students were introduced to scatterplots. In Grade 6, students were introduced to box plots, histograms, and stem-and-leaf plots. In Grade 7, students were introduced to circle graphs. In middle school students were introduced to mean, median, mode and variance, and applying these to various problem situations. Absolute mean was addressed in Grade 8. In Math Models with Applications Unit 11, students were introduced to the study of research methods, population mean and population proportion, and analysis of marketing and media.

During this project-based unit, students determine a meaningful hypothesis or question for which data can be collected and analyzed. Students determine the type of data best used to analyze the hypothesis or question and the appropriate method to collect the data. Students represent and analyze data using tables and appropriate graphs. Students calculate numerical measures of central tendency and measures of variability and distribution as appropriate for the collected data. Students draw conclusions from the graphical and numerical analysis in terms of the hypothesis or question. Students organize results in a written report that includes a description of the type data and collection methods, data tables, appropriate graphical representations, numerical calculations, and conclusions in terms of the hypothesis or question. Students present a summarization of the hypothesis/question that includes visual displays, graphical and numerical analysis, and conclusions through an oral and/or multimedia presentation.

After this unit, students will connect the concepts and extend their analysis skills in subsequent mathematics courses as well as business, economics, or other courses they may take in high school or college.

This unit is supporting the development of the Texas College and Career Readiness Standards (TxCCRS): VI. Statistical Reasoning C3, C4; VIII. Problem Solving and Reasoning; IX. Communication and Representation; X. Connections.

According to the Connections Standard for Grades 9-12 from the National Council of Teachers of Mathematics (NCTM), “Instructional programs from pre-kindergarten through grade 12 should enable students to:

• recognize and use connections among mathematical ideas;
• understand how mathematical ideas interconnect and build on one another to produce a coherent whole;
• recognize and apply mathematics in contexts outside of mathematics.

When students can see the connections across different mathematical content areas, they develop a view of mathematics as an integrated whole. As they build on their previous mathematical understandings while learning new concepts, students become increasingly aware of the connections among various mathematical topics. As students' knowledge of mathematics, their ability to use a wide range of mathematical representations, and their access to sophisticated technology and software increase, the connections they make with other academic disciplines, especially the sciences and social sciences, give them greater mathematical power” (NCTM, 2000, p. 354).

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics: Connections standard for grades 9-12. Reston, VA: National Council of Teachers of Mathematics, Inc.
Education Policy Improvement Center (2009), Texas College and Career Standards, Austin, TX, University of Texas Printing.
Texas Education Agency & Texas Higher Education Coordinating Board. (2009). Texas college and career readiness standards. Retrieved from http://www.thecb.state.tx.us/collegereadiness/crs.pdf

OVERARCHING UNDERSTANDINGS and QUESTIONS

Statistical data are collected, analyzed graphically and numerically, and interpreted to determine the reliability of the data, make predictions, and draw conclusions.

• What is the purpose of analyzing statistical data?
• Why is it important to understand the analysis and interpretation of statistical data?
• How does the type of data determine the type of graphical analysis?
• How does the type of data determine the type of numerical analysis?
Performance Assessment(s) Overarching Concepts
Unit Concepts
Unit Understandings
 Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

Statistical Reasoning

• Conclusions/Predictions
• Data
• Research Methods
• Statistical Representations
• Summary Statistics

Associated Mathematical Processes

• Application
• Tools and Techniques
• Problem Solving Model
• Communication
• Representations
• Relationships
• Justification

Univariate data involves one variable or one type of data and represents the simplest form of data to be analyzed.

• What is meant by univariate data?
• What are two types of univariate data?
• What are some examples of categorical, univariate data?
• What are some examples of numerical, univariate data?

Bivariate data involves two numerical variables and the primary purpose of bivariate data is to determine the relationship between the variables.

• What is meant by bivariate data?
• How is bivariate data different than univariate data?
• What are some examples of bivariate data?
• How can a scatterplot be used to determine the relationship between bivariate data?
• How can the strength of the relationship between bivariate data be determined?

Data can be organized and represented using different graphical representations to emphasize and interpret various aspects of the data.

• What graphical representations can be used to represent data?
• When representing data graphically, how is the best representation determined?
• What are the characteristics of the following types of graphs: line graphs, bar graphs, circle graphs, histograms, scatter plots, dot plots, stem-and-leaf plots, and box and whisker plots?
• What processes are used to construct the following graphs: line graphs, bar graphs, circle graphs, histograms, scatter plots, dot plots, stem-and-leaf plots, and box and whisker plots?
• What aspects of a data distribution can be emphasized with the following types of graphs: line graphs, bar graphs, circle graphs, histograms, scatter plots, dot plots, stem-and-leaf plots, and box and whisker plots?
• What type of conclusions can be drawn from the different representations and how are the conclusions used to make predictions?
• How can representations of data influence conclusions and/or predictions?
• How can graphical representations reveal strengths and weaknesses of a set of data?

The three measures of central tendency of numerical data (mean, median, and mode) reveal different information about relationships between and among the data within the data set.

• What is the mean, how is it determined, and what does it represent in the data set?
• When is the mean most helpful in drawing conclusions about a set of data?
• What is the median, how is it determined, and what does it represent in the data set?
• When is the median most helpful in drawing conclusions about a set of data?
• What is the mode, how is it determined, and what does it represent in the data set?
• Does every data set have a mode? Could there be more than one mode?
• How can the measures of central tendency be used to summarize data?

The measures of variability (range, interquartile range, and standard deviation) reveal how the data within the set of data is distributed.

• What is the range of the data set, how is it determined, and what does it represent in the data set?
• What conclusions might be drawn from the range?
• What is the interquartile range, how is it determined and what does it represent in the data set?
• What conclusions might be drawn from the Interquartile range?
• What is the standard deviation (population standard deviation and sample standard deviation), how is it determined, and what does it represent in the data set?
• What conclusions might be drawn from the standard deviation?
• How can the data with variability be summarized?
• What types of situations yield data with variability?
• How can data without variability be summarized?
• What types of situations yield data without variability?

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

• None identified

Unit Vocabulary

Related Vocabulary:

 Bar graph Bivariate data Box and whisker plot Circle graph Cluster sample Convenience sample Distribution and variability Dot plot Experiments Five number summary Histogram Independent measures Interquartile range Line graph Matched pairs Mean Median Mode Observations Qualitative data Quantitative data Population standard deviation Range Repeated measures Sample standard deviation Scatterplot Simple random sample Standard deviation Stratified sample Surveys Systematic sample Univariate data Voluntary response sample
Unit Assessment Items System Resources Other Resources

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Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Creator if your district has granted access to that tool.

System Resources may be accessed through Search All Components in the District Resources Tab.

Texas Higher Education Coordinating Board – Texas College and Career Readiness Standards (select CCRS from Standard Set dropdown menu)

Texas Education Agency – Mathematics Curriculum

Texas Education Agency – STAAR Mathematics Resources

Texas Education Agency Texas Gateway – Revised Mathematics TEKS: Vertical Alignment Charts

Texas Education Agency Texas Gateway – Mathematics TEKS: Supporting Information

Texas Education Agency Texas Gateway – Interactive Mathematics Glossary

Texas Education Agency Texas Gateway – Resources Aligned to Mathematical Models with Applications Mathematics TEKS

Texas Instruments – Graphing Calculator Tutorials

TEKS# SE# TEKS Unit Level Specificity

• Bold black text in italics: Knowledge and Skills Statement (TEKS)
• Bold black text: Student Expectation (TEKS)
• Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit(s)
• Blue text: Supporting information / Clarifications from TCMPC (Specificity)
• Blue text in italics: Unit-specific clarification
• Black text: Texas Education Agency (TEA); Texas College and Career Readiness Standards (TxCCRS)
M.1 Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
M.1A Apply mathematics to problems arising in everyday life, society, and the workplace.

Apply

MATHEMATICS TO PROBLEMS ARISING IN EVERYDAY LIFE, SOCIETY, AND THE WORKPLACE
Including, but not limited to:

• Mathematical problem situations within and between disciplines
• Everyday life
• Society
• Workplace

Note(s):

• The mathematical process standards may be applied to all content standards as appropriate.
• TxCCRS:
• X. Connections
M.1B Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.

Use

A PROBLEM-SOLVING MODEL THAT INCORPORATES ANALYZING GIVEN INFORMATION, FORMULATING A PLAN OR STRATEGY, DETERMINING A SOLUTION, JUSTIFYING THE SOLUTION, AND EVALUATING THE PROBLEM-SOLVING PROCESS AND THE REASONABLENESS OF THE SOLUTION
Including, but not limited to:

• Problem-solving model
• Analyze given information
• Formulate a plan or strategy
• Determine a solution
• Justify the solution
• Evaluate the problem-solving process and the reasonableness of the solution

Note(s):

• The mathematical process standards may be applied to all content standards as appropriate.
• TxCCRS:
• VIII. Problem Solving and Reasoning
M.1C Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.

Select

TOOLS, INCLUDING REAL OBJECTS, MANIPULATIVES, PAPER AND PENCIL, AND TECHNOLOGY AS APPROPRIATE, AND TECHNIQUES, INCLUDING MENTAL MATH, ESTIMATION, AND NUMBER SENSE AS APPROPRIATE, TO SOLVE PROBLEMS
Including, but not limited to:

• Appropriate selection of tool(s) and techniques to apply in order to solve problems
• Tools
• Real objects
• Manipulatives
• Paper and pencil
• Technology
• Techniques
• Mental math
• Estimation
• Number sense

Note(s):

• The mathematical process standards may be applied to all content standards as appropriate.
• TxCCRS:
• VIII. Problem Solving and Reasoning
M.1D Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.

Communicate

MATHEMATICAL IDEAS, REASONING, AND THEIR IMPLICATIONS USING MULTIPLE REPRESENTATIONS, INCLUDING SYMBOLS, DIAGRAMS, GRAPHS, AND LANGUAGE AS APPROPRIATE
Including, but not limited to:

• Mathematical ideas, reasoning, and their implications
• Multiple representations, as appropriate
• Symbols
• Diagrams
• Graphs
• Language

Note(s):

• The mathematical process standards may be applied to all content standards as appropriate.
• TxCCRS:
• IX. Communication and Representation
M.1E Create and use representations to organize, record, and communicate mathematical ideas.

Create, Use

REPRESENTATIONS TO ORGANIZE, RECORD, AND COMMUNICATE MATHEMATICAL IDEAS
Including, but not limited to:

• Representations of mathematical ideas
• Organize
• Record
• Communicate
• Evaluation of the effectiveness of representations to ensure clarity of mathematical ideas being communicated
• Appropriate mathematical vocabulary and phrasing when communicating mathematical ideas

Note(s):

• The mathematical process standards may be applied to all content standards as appropriate.
• TxCCRS:
• IX. Communication and Representation
M.1F Analyze mathematical relationships to connect and communicate mathematical ideas.

Analyze

MATHEMATICAL RELATIONSHIPS TO CONNECT AND COMMUNICATE MATHEMATICAL IDEAS
Including, but not limited to:

• Mathematical relationships
• Connect and communicate mathematical ideas
• Conjectures and generalizations from sets of examples and non-examples, patterns, etc.
• Current knowledge to new learning

Note(s):

• The mathematical process standards may be applied to all content standards as appropriate.
• TxCCRS:
• X. Connections
M.1G Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Display, Explain, Justify

MATHEMATICAL IDEAS AND ARGUMENTS USING PRECISE MATHEMATICAL LANGUAGE IN WRITTEN OR ORAL COMMUNICATION
Including, but not limited to:

• Mathematical ideas and arguments
• Validation of conclusions
• Displays to make work visible to others
• Diagrams, visual aids, written work, etc.
• Explanations and justifications
• Precise mathematical language in written or oral communication

Note(s):

• The mathematical process standards may be applied to all content standards as appropriate.
• TxCCRS:
• IX. Communication and Representation
M.10 Mathematical modeling in social sciences. The student applies mathematical processes to design a study and use graphical, numerical, and analytical techniques to communicate the results of the study. The student is expected to:
M.10A Formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions.

Formulate

A MEANINGFUL QUESTION

Including, but not limited to:

• Design a study
• Questions about society and social issues
• Within local community, including within the school or class, where data can be collected personally
• Outside local community, where data can be collected online or with other research methods
• Questions about science
• Data collected through experiments
• Data collected through observations
• Data collected through studies and research

Determine

THE DATA NEEDED TO ANSWER THE QUESTION

Including, but not limited to:

• Types of data
• Categorical or numerical
• Univariate or bivariate
• Amount of data needed for reasonable analysis
• Methods for data collection
• Surveys
• Experiments
• Observations

Gather

THE APPROPRIATE DATA

Including, but not limited to:

• Types of data
• Qualitative data
• Quantitative data
• Univariate or bivariate
• Categorical or numerical
• Data collection methods
• Conducting surveys
• Simple random sample
• Stratified sample
• Systematic sample
• Cluster sample
• Convenience sample
• Voluntary response sample
• Conducting experiments
• Independent measures
• Repeated measures
• Matched pairs
• Conducting observations
• Direct observation
• Unobtrusive observation
• Conducting online research

Analyze

THE DATA

Including, but not limited to:

• Representations of data
• Tabular
• Graphical
• Numerical analysis of data
• Measures of central tendency
• Mean
• Median
• Mode
• Distribution and variability
• Range
• Interquartile range
• Five number summary
• Standard deviation
• Interpretation and analysis of relationships among data

Draw

REASONABLE CONCLUSIONS

Including, but not limited to:

• Identification trends
• Verification reasonableness of conclusions
• Predictions beyond data collected and analyzed

Note(s):

• Grade Level(s)
• Mathematical Models with Applications requires research on their own.
• Various mathematical process standards will be applied to this student expectation as appropriate.
• TxCCRS
• VI. Statistical Reasoning
• C3 – Analyze relationships between paired data using spreadsheets, graphing calculators, or statistical software.
• C4 – Recognize reliability of statistical results.
• VIII. Problem Solving and Reasoning
• IX. Communication and Representation
• X. Connections
M.10B Communicate methods used, analyses conducted, and conclusions drawn for a data-analysis project through the use of one or more of the following: a written report, a visual display, an oral report, or a multi-media presentation.

Communicate

METHODS USED, ANALYSES CONDUCTED, AND CONCLUSIONS DRAWN FOR A DATA-ANALYSIS PROJECT THROUGH THE USE OF ONE OR MORE OF THE FOLLOWING: A WRITTEN REPORT, A VISUAL DISPLAY, AN ORAL REPORT, OR A MULTI-MEDIA PRESENTATION

Including, but not limited to:

• Written report
• Language arts format
• Story format
• Art format
• Scientific experiment/report
• Visual display
• Poster
• Artistic/graphic arts picture
• Print advertisement
• Oral report
• New report format
• Poetic presentation
• Musical presentation
• Character presentation
• Multi-media presentation
• PowerPoint presentation
• Video presentation
• Prezi presentation
• Combination of any of the above
• All presentations should include:
• Question to be answered
• Method of data collection
• Problems or inconsistencies encountered
• Report of actual data
• Graphical representation of data
• Numerical analysis of data
• Conclusions or predictions that follow from the data analysis

Note(s):

• Grade Level(s)
• Mathematical Models with Applications requires communication by presentation.
• Various mathematical process standards will be applied to this student expectation as appropriate.
• TxCCRS
• VI. Statistical Reasoning
• C3 – Analyze relationships between paired data using spreadsheets, graphing calculators, or statistical software.
• C4 – Recognize reliability of statistical results.
• VIII. Problem Solving and Reasoning
• IX. Communication and Representation
• X. Connections
ELPS# Subsection C: Cross-curricular second language acquisition essential knowledge and skills. The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. Choose appropriate ELPS to support instruction. Click here to collapse or expand this section. ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: ELPS.c.1A use prior knowledge and experiences to understand meanings in English ELPS.c.1B monitor oral and written language production and employ self-corrective techniques or other resources ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary ELPS.c.1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known) ELPS.c.1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment ELPS.c.1F use accessible language and learn new and essential language in the process ELPS.c.1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations ELPS.c.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations. ELPS.c.2 The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: ELPS.c.2A distinguish sounds and intonation patterns of English with increasing ease ELPS.c.2B recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters ELPS.c.2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions ELPS.c.2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed ELPS.c.2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language ELPS.c.2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment ELPS.c.2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar ELPS.c.2H understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations ELPS.c.2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: ELPS.c.3A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible ELPS.c.3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired ELPS.c.3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency ELPS.c.3E share information in cooperative learning interactions ELPS.c.3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments ELPS.c.3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics ELPS.c.3H narrate, describe, and explain with increasing specificity and detail as more English is acquired ELPS.c.3I adapt spoken language appropriately for formal and informal purposes ELPS.c.3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment. ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to: ELPS.c.4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words ELPS.c.4B recognize directionality of English reading such as left to right and top to bottom ELPS.c.4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials ELPS.c.4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text ELPS.c.4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned ELPS.c.4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language ELPS.c.4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs ELPS.c.4H read silently with increasing ease and comprehension for longer periods ELPS.c.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs ELPS.c.4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs ELPS.c.4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs. ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: ELPS.c.5A learn relationships between sounds and letters of the English language to represent sounds when writing in English ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary ELPS.c.5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired ELPS.c.5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as: ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired ELPS.c.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 09/01/2016

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