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Instructional Focus Document
Environmental Systems
TITLE : Unit 06: Environmental Ethics, Research, and Law SUGGESTED DURATION : 20 days

Unit Overview

During this Unit

This unit bundles student expectations that focus on environmental ethics, research, and legislation. Students gain an understanding of processes in place to address or respond to environmental issues. Many environmental issues can be controversial and / or complicated. Students are challenged to use information from this course to evaluate opposing views and analyze advantages and disadvantages of past and current solutions to environmental problems. They investigate an environmental issue in order to develop a plan for a community awareness campaign regarding a specific local issue.


 
Prior Content Connections

  • Grade 6
    • 6.3D – Relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.
    • 6.7B – Design a logical plan to manage energy resources in the home, school, or community.
  • Grade 7
    • 7.3D – Relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.
    • 7.8C – Model the effects of human activity on groundwater and surface water in a watershed.
  • Grade 8
    • 8.3D – Relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.
    • 8.11D – Recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems.
  • United States Government
    • G.8D – Identify the purpose of selected independent executive agencies, including the National Aeronautics and Space Administration (NASA), and regulatory commissions, including the Environmental Protection Agency (EPA), Occupational Safety and Health Administration (OSHA), Food and Drug Administration (FDA), and Federal Communications Commission (FCC).
  • United States History
    • US.14B – Identify the roles of governmental entities and private citizens in managing the environment such as the establishment of the National Park System, the Environmental Protection Agency (EPA), and the Endangered Species Act.

 

After this Unit

Students will use their understanding of environmental systems to make informed decisions and potentially seek a career in environmental sciences.

 

According to Research

“By the end of the 12th grade, students should know that:

  • To various degrees, governments try to bring about social change or impede it through policies, laws, incentives, or direct coercion. Sometimes such efforts achieve their intended results and sometimes they do not.
  • Benefits and costs of proposed choices include consequences that are long-term as well as short-term, and indirect as well as direct. The more remote the consequences of a personal or social decision, the harder it usually is to take them into account in considering alternatives. But benefits and costs may be difficult to estimate.
  • In deciding among alternatives, a major question is who will receive the benefits and who (not necessarily the same people) will bear the costs.”

American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved from http://www.project2061.org/publications/bsl/online/index.php.


Earth’s environmental system is a network of relationships among components and systems that interact with and influence one another.

  • In what ways is an understanding of environmental systems an integral part of everyday life?

 

A system is a collection of interactive, interrelated, or interdependent processes.

  • How are the components and parameters of a system defined?
  • How are systems affected by change(s)?
  • How can one system be considered a component of another system?

 

Scientific decision-making is a way of answering questions about systems within the natural world.

  • Who should be scientifically literate and why?
  • What does it mean to be scientifically literate?
  • How does scientific decision-making affect the quality of our lives?
  • What distinguishes decision-making in science from decision-making in other areas of study?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

Human beliefs and priorities influence the personal and political actions that impact our environment.

  • In what ways to ethical beliefs influence scientific practices that impact the environment?
  • What are the advantages and disadvantages of the scientific practices that we choose?
  • What events have led to the political changes made through legislation and treaties?

Systems

  • Environment

 

Change

  • Systems

 

Associated Scientific Investigation and Reasoning Processes

  • Collect data
  • Record data
  • Organize data
  • Communicate data
  • Communicate conclusions and / or make predictions
  • Analyze and interpret / evaluate
  • Think critically
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.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

  • None Identified

Unit Vocabulary

Key Content Vocabulary:

  • Conservation – actions taken to prolong the existence of material or objects
  • Preservation – actions taken to maintain material or an object in its existing condition, minimize the rate of change, and slow down further deterioration and / or prevent damage
  • Regulation – a rule or directive made and maintained by an authority
  • Restoration – actions taken to modify existing material and structure of an object in order to return the object to a known earlier condition

 

Related Vocabulary:

  • Aquaculture
  • Genetically modified organisms (GMOs)
  • Hydroponics
  • Organic
  • Sustainable
  • Xeriscaping
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 Center if your district has granted access to that tool.

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

State:

Texas Education Agency – Texas Safety Standards

http://www.tea.state.tx.us/index2.aspx?id=5483 (look under Documents)


TAUGHT DIRECTLY TEKS

TEKS intended to be explicitly taught in this unit.

TEKS/SE Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Specificity Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
  • Unit-specific clarifications are in italicized, blue text.
  • Information from Texas Education Agency (TEA), Texas College and Career Readiness Standards (TxCCRS), and American Association for the Advancement of Science (AAAS) Project 2061 is labeled.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
TEKS# SE# TEKS SPECIFICITY
E.2 Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to:
E.2A

Know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section.

Know

THE DEFINITION OF SCIENCE

Including, but not limited to:

  • Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process".

Understand

SCIENCE HAS LIMITATIONS

Including, but not limited to:

  • “...some questions are outside the realm of science because they deal with phenomena that are not scientifically testable.”
  • Scientific inquiry may be limited by current technology
E.2B

Know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories.

Know

THAT SCIENTIFIC HYPOTHESES ARE TENTATIVE AND TESTABLE STATEMENTS THAT MUST BE CAPABLE OF BEING SUPPORTED OR NOT SUPPORTED BY OBSERVATIONAL EVIDENCE

Including, but not limited to:

  • Determine if statements represent testable hypotheses
  • Analyze data to determine whether the data support or do not support hypotheses
  • Widely tested hypotheses
    • Can have durable explanatory power
    • May be incorporated into theories

Note(s):

  • TxCCRS Note:
    • I. Nature of Science – A3 – Formulate appropriate questions to test understanding of natural phenomena. 
E.2C

Know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed.

Know

SCIENTIFIC THEORIES

Including, but not limited to:

  • Scientific theories are based on natural and physical phenomena
  • Scientific theories are capable of being tested by multiple independent researchers
  • Unlike, hypotheses, scientific theories are well-established and highly reliable explanations
  • Scientific theories may be subject to change as new areas of science and new technologies are developed
    • A scientific theory may be subject to change when new evidence is inconsistent with or cannot be explained by current theory
  • Examine various scientific theories from the field of biology and the evidence that supports them
    • Possible examples of related scientific theories may include:
      • Laws of thermodynamics
      • Theory of natural selection
      • Theory of evolution
      • Gene theory (Mendel)
      • Germ theory of disease

Note(s):

  • TxCCRS Note:
    • I. Nature of Science – A2 – Use creativity and insight to recognize and describe patterns in natural phenomena.
    • I. Nature of Science – A4 – Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
E.2G

Demonstrate the use of course apparatuses, equipment, techniques, and procedures, including meter sticks, rulers, pipettes, graduated cylinders, triple beam balances, timing devices, pH meters or probes, thermometers, calculators, computers, Internet access, turbidity testing devices, hand magnifiers, work and disposable gloves, compasses, first aid kits, binoculars, field guides, water quality test kits or probes, soil test kits or probes, 100-foot appraiser's tapes, tarps, shovels, trowels, screens, buckets, and rock and mineral samples.

Demonstrate

THE USE OF COURSE APPARATUSES, EQUIPMENT, TECHNIQUES, AND PROCEDURES

Including, but not limited to:

  • Appropriate use of equipment
    • Computers with Internet access
E.2H

Use a wide variety of additional course apparatuses, equipment, techniques, materials, and procedures as appropriate such as air quality testing devices, cameras, flow meters, Global Positioning System (GPS) units, Geographic Information System (GIS) software, computer models, densiometers, clinometers, and field journals.

Use

A WIDE VARIETY OF ADDITIONAL COURSE APPARATUSES, EQUIPMENT, TECHNIQUES, MATERIALS, AND PROCEDURES

Including, but not limited to:

  • Additional equipment (as needed)
    • Computer models
    • Field journals
E.2K

Communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports.

Communicate

VALID CONCLUSIONS SUPPORTED BY DATA

Including, but not limited to:

  • Communicate conclusions in oral, written, and graphic forms
  • Use essential vocabulary of the discipline to communicate conclusions
  • Use appropriate writing practices consistent with scientific writing
  • Present scientific information in appropriate formats for various audiences
  • Methods for communicating conclusions
    • Labeled drawings
    • Diagrams
    • Graphic organizers (including charts and tables)
    • Journals (science notebooks)
    • Summaries
    • Oral reports
    • Technology-based reports
    • Possible additional methods for communicating conclusions:
      • Graphs

Note(s):

  • TxCCRS:
    • IV. Nature of Science: Scientific Ways of Learning and Thinking – E1 – Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
E.3 Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:
E.3A

In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

Analyze, Evaluate, Critique

SCIENTIFIC EXPLANATIONS, IN ALL FIELDS OF SCIENCE, SO AS TO ENCOURAGE CRITICAL THINKING BY THE STUDENT

Including, but not limited to:

  • Use
    • Empirical evidence
    • Logical reasoning
    • Experimental and observational testing
  • Examine
    • All sides of scientific evidence of those explanations

Note(s):

  • Project 2061: By the end of the 8th grade, students should know that:
    • Scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new way. 1A/M2
    • Some scientific knowledge is very old and yet is still applicable today. 1A/M3
    • Scientific investigations usually involve the collection of relevant data, the use of logical reasoning, and the application of imagination in devising hypotheses and explanations to make sense of the collected data. 1B/M1b*
    • If more than one variable changes at the same time in an experiment, the outcome of the experiment may not be clearly attributable to any one variable. It may not always be possible to prevent outside variables from influencing an investigation (or even to identify all of the variables). 1B/M2ab
  • TxCCRS:
    • I. Nature of Science – A1 – Utilize skepticism, logic, and professional ethics in science.
    • I. Nature of Science – A4 – Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
E.3B

Communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials.

Communicate, Apply

SCIENTIFIC INFORMATION

Including, but not limited to:

  • Review scientific information from a variety of sources
  • Summarize and communicate scientific information from a variety of sources
  • Evaluate the quality and accuracy of information from research sources
    • Current events
    • News reports
    • Published journal articles
    • Marketing materials
    • Possible additional sources may include:
      • Books
      • Interviews, conference papers
      • Science notebooks
      • Search engines, databases, and other media or online tools
E.3C

Draw inferences based on data related to promotional materials for products and services.

Draw

INFERENCES BASED ON DATA

Including, but not limited to:

  • Examine data from promotional materials described in print, on television, and on the Internet
  • Evaluate data from promotional materials for quality and accuracy
  • Evaluate completeness and reliability of information from sources
E.3D

Evaluate the impact of research on scientific thought, society, and the environment.

Evaluate

IMPACT OF RESEARCH

Including, but not limited to:

  • Read scientific articles to gain understanding of the impact of research
  • Evaluate the impact of research on society, everyday life, and the environment
  • Recognize how scientific discoveries are connected to technological innovations
  • Understand how scientific research and technology have an impact on ethical and legal practices
  • Understand how commonly held ethical beliefs impact scientific research
  • Understand how scientific discoveries have impacted / changed commonly held beliefs
E.3E

Describe the connection between environmental science and future careers.

Describe

CONNECTIONS BETWEEN ENVIRONMENTAL SCIENCE AND FUTURE CAREERS

Including, but not limited to:

  • Environmental science careers
    • Possible examples may include:
      • Careers in environmental law and policy
      • Careers in ecology
      • Careers in conservation
      • Careers in environmental management
      • Careers in energy and air pollution control
      • Environmental engineer
      • Environmental educator
      • Restoration ecologist
      • Marine biologist
      • Sustainable farmer
      • Renewable energy researcher
      • Forest ranger
E.3F

Research and describe the history of environmental science and contributions of scientists.

Research, Describe

HISTORY OF ENVIRONMENTAL SCIENCE AND CONTRIBUTIONS OF SCIENTISTS

Including, but not limited to:

  • Conduct research on significant events in the history of environmental science
    • Possible examples may include:
      • National Environmental Policy Act (1969)
      • Publication of Silent Spring (Rachel Carson)
      • Publication of An Essay on the Principle of Population (Thomas Malthus)
      • Creation of the Environmental Protection Agency
      • Discovery of CO2 accumulation in the atmosphere (1957)
      • Love Canal
      • Chernobyl (April 26, 1986)
      • Three Mile Island (1979)
      • Oil spills
        • California coast (Santa Barbara) (1969)
        • Alaska coast (March 24, 1989)
        • Gulf of Mexico (April, 2010)
  • Conduct research on contributions of various environmental scientists
    • Biodiversity
      • Possible examples may include:
        • Niles Eldredge
        • Charles Darwin
        • E.O. Wilson
        • Paul Ralph Ehrlich
    • Sustainability
      • Possible examples may include:
        • George Washington Carver
        • Thomas Malthus (author of An Essay on the Principle of Population)
        • Joshua Abbott
    • Stewardship
      • Possible examples may include:
        • Rachel Carson (author of Silent Spring)
        • John Wesley Powell
        • John Muir (conservationist)
        • James Hansen
E.9 Science concepts. The student knows the impact of human activities on the environment. The student is expected to:
E.9G

Analyze how ethical beliefs can be used to influence scientific practices such as methods for increasing food production.

Analyze

HOW ETHICAL BELIEFS CAN BE USED TO INFLUENCE SCIENTIFIC PRACTICES

Including, but not limited to:

  • Methods for increasing food production
    • Sustainable agriculture
    • Organic agriculture
    • Genetically modified organisms
    • Livestock practices
    • Aquaculture

Note(s):

  • TxCCRS Note:
    • X. Environmental Science – E3 – Know the different methods used to increase food production.
E.9I

Discuss the impact of research and technology on social ethics and legal practices in situations such as the design of new buildings, recycling, or emission standards.

Discuss

THE IMPACT OF RESEARCH AND TECHNOLOGY ON SOCIAL ETHICS AND LEGAL PRACTICES IN SITUATIONS

Including, but not limited to:

  • Design of new buildings
  • Recycling
  • Emission standards
E.9J

Research the advantages and disadvantages of "going green" such as organic gardening and farming, natural methods of pest control, hydroponics, xeriscaping, energy-efficient homes and appliances, and hybrid cars.

Research

THE ADVANTAGES AND DISADVANTAGES OF "GOING GREEN"

Including, but not limited to:

  • Organic gardening and farming
  • Natural methods of pest control
  • Hydroponics
  • Xeriscaping
  • Energy efficient homes and appliances
  • Hybrid cars
E.9K

Analyze past and present local, state, and national legislation, including Texas automobile emissions regulations, the National Park Service Act, the Clean Air Act, the Clean Water Act, the Soil and Water Resources Conservation Act, and the Endangered Species Act.

Analyze

PAST AND PRESENT LOCAL, STATE, AND NATIONAL LEGISLATION

Including, but not limited to:

  • Texas automobile emissions regulations
  • National Park Service Act
  • Clean Air Act
  • Clean Water Act
  • Soil and Water Resources Conservation Act
  • Endangered Species Act

Note(s):

  • TxCCRS Note:
    • X. Environmental Science – D1 – Name and describe major environmental policies and legislation.
    • X. Environmental Science – D2 – Understand the types, uses and regulations of the various natural resources. 
E.9L

Analyze past and present international treaties and protocols such as the environmental Antarctic Treaty System, Montreal Protocol, and Kyoto Protocol.

Analyze

PAST AND PRESENT INTERNATIONAL TREATIES AND PROTOCOLS

Including, but not limited to:

  • Antarctic Treaty System
  • Montreal Protocol
  • Kyoto Protocol
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.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 


Choose appropriate ELPS to support instruction.

ELPS# Subsection C: Cross-curricular second language acquisition essential knowledge and skills.
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 09/19/2019
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