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Instructional Focus Document
English III
TITLE : Unit 05B: Reading and Writing for College and Career SUGGESTED DURATION : 11 days

Unit Overview

This unit bundles student expectations that address word study, reading and writing of expository and procedural texts, with a focus on college and career connections. The goal of this unit is to provide students the skills to analyze and use information in procedural and expository text by making inferences and drawing complex conclusions about ideas presented. Analysis of informational texts facilitates the understanding and use of unique structures and organizational patterns in reading and writing. Various forms of informational texts continue to provide the avenue for the practice of making inferences, summarizing, synthesizing, and providing textual evidence during reading. Students read fictional text independently to deepen understanding of theme, genre, structure, and elements.  

In Unit 05A, students made connections within and across genres. In this unit, students read and write college and work-related documents such as instructions, emails, correspondences, memos and project plans. Students continue the examination of informational texts in order to explain the controlling ideas and specific purposes of expository texts. Students make connections to self, the real world, and the community by analyzing and reflecting on informational texts. Students analyze and reflect upon fictional texts read independently. Word study is supported in the context of reading and writing. In Unit 06, students formulate research to address a current world issue of personal interest and follow a plan to compile data from reliable, valid, and accurate sources in order to make judgments about what is relevant and credible.


Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

Authors gather information from different sources to represent multiple perspectives on a topic.

Perspective – Personal

Interpretation – Information

Form – Expository, Pamphlet

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.

Authors use a repertoire of strategies that enable them to vary form, style, and structure, in order to write for different purposes, audiences and contexts.

Purpose/Audience – To inform

Form – Resume

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.

Readers infer meaning about a variety of texts using textual evidence to support ideas.

Interpretation – Connections, Understanding

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

MISCONCEPTIONS:

  • Students may not realize the importance of using a professional tone and academic language in common informational documents like emails, correspondences, memos, and digital presentations. Some people assume that once a resume is created, it will suit all purposes when looking for any job. On the contrary, resumes need to be tailored to the specific organization and position an individual is pursuing by including applicable information on education, background, and skills that are most relevant to the selected position.

UNDERDEVELOPED CONCEPTS:

  • Reading to obtain information and writing to inform are basic requirements of daily life for most adults. Advanced levels of reading informational text require continual instruction and scaffolding.

Unit Vocabulary

  • Resume – a document that contains a summary or listing of relevant job experience and education
  • Accessible language – language that is used so that readers who are unfamiliar with the subject can comprehend the text or discussion with ease
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.

  • None identified

This chart provides an organizational structure for the TEKS included in this unit. Ongoing TEKS may be reviewed during whole group and small group instruction or applied by students through meaningful practice.

Instructional Components Chart (*ELAR / SLAR Only')

Instructional Components TEKS Ongoing TEKS Formative Assessment Examples

Word Study

Ongoing TEKS
Vocabulary Development: E3.1A, E3.1B, E3.1C, E3.1D, E3.1E

Observation Data

Teacher - Student Conference

Checklist

Rubric

Reader’s Notebook

Writer’s Notebook

Vocabulary Notebook

Oral Quiz

Written Quiz

Portfolio

Reading

TEKS
Culture and History: E3.8A
Expository Text: E3.9A, E3.9C
Procedural Texts: E3.11A, E3.11B
Gathering Sources: E3.21B
Teamwork: E3.26A
Ongoing TEKS
Vocabulary Development: E3.1B, E3.1E
Theme and Genre: E3.2A
Fiction: E3.5A, E3.5B, E3.5C, E3.5D
Sensory Language: E3.7A
Expository Text: E3.9D, E3.15C.i
Gathering Sources: E3.21C
Listening: E3.24A
Comprehension Skills: E3.Fig19A, E3.Fig19B

Writing

TEKS
Expository and Procedural Texts: E3.15B.i, E3.15B.ii, E3.15B.iii, E3.15B.iv, E3.15B.v
Teamwork: E3.26A
Ongoing TEKS
Vocabulary Development: E3.1E
Writing Process: E3.13A, E3.13B, E3.13C, E3.13D, E3.13E
Conventions: E3.17A, E3.17B
Handwriting, Capitalization, and Punctuation: E3.18A
Spelling: E3.19A
Listening: E3.24A
The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in English Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills.
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.
  • Student Expectations (TEKS) are labeled Readiness as identified by TEA of the assessed curriculum.
  • Student Expectations (TEKS) are labeled Supporting as identified by TEA of the assessed curriculum.
  • 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.
  • Definitions from Standards for Ensuring Success from Kindergarten to College and Career Spring 2012 Update, 2012 Texas Education Agency / University of Texas System are in bolded, blue text.
  • Unit-specific clarifications are in italicized, blue text.
  • Information from Texas Education Agency (TEA) 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
E3.8 Reading/Comprehension of Informational Text/Culture and History.

Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

Analyze, Make inferences, Draw conclusions

ABOUT THE AUTHOR’S PURPOSE IN CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS

Including, but not limited to:

  • Determine the purpose of an entire informational text
  • Determine the purpose of a section(s) of an informational text
  • Determine the purpose of a specific sentence from an informational text
  • Make inferences and draw conclusions within cultural and historical contexts

Possible verbs to describe purpose:

  • To inform, explain,  demonstrate, reveal, teach, communicate, establish, document
  • To illustrate, show, describe, indicate, clarify
  • To compare, contrast
  • To provide, give information/examples
  • To persuade, express an opinion, prove, encourage, argue, establish, convince, promote
  • To reinforce (an idea), emphasize, call attention to
  • To suggest, imply
  • To celebrate, recognize
  • To question, criticize, analyze

Provide

EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING

STAAR Note: 
This Knowledge and Skills Statement may be assessed with Figure 19B.

TxCCRS E/LAS.II.C - English/Language Arts/Reading. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods.
E3.8A Analyze how the style, tone, and diction of a text advance the author's purpose and perspective or stance.
Readiness Standard

Analyze

HOW THE STYLE, TONE, AND DICTION OF A TEXT ADVANCE THE AUTHOR’S PURPOSE AND PERSPECTIVE OR STANCE

Style – the way something is written, in contrast to its content. (e.g., Hemingway’s writing style is terse, blunt, and conversational.)

Tone – the author’s particular attitude, either stated or implied in the writing (e.g., serious, humorous, logical, emotional)

Diction – choice of words in speaking or writing for clear and effective expression

Perspective – stance or viewpoint

Including, but not limited to:

Steps in analysis:

  • Identify the author’s purpose
  • Identify the author’s perspective
  • Identify style, tone and diction
  • Explain how style, tone, and diction support and present the author’s purpose and perspective
E3.9 Reading/Comprehension of Informational Text/Expository Text.

Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

Analyze, Make inferences, Draw conclusions

ABOUT EXPOSITORY TEXT

Including, but not limited to:

  • Make inferences related to the whole text including the thesis/controlling idea and other key ideas
  • Make inferences related to a section of the text
  • Make inferences related to particular sentences, ideas, or details

Provide

EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING

Including, but not limited to:

  • Identify text evidence that supports inferences in expository texts

 

STAAR Note: 
This Knowledge and Skills Statement may be assessed with Figure 19B.

TxCCRS E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths.
E3.9A Summarize a text in a manner that captures the author's viewpoint, its main ideas, and its elements without taking a position or expressing an opinion.
Readiness Standard

Summarize

A TEXT IN A MANNER THAT CAPTURES THE AUTHOR’S VIEWPOINT, ITS MAIN IDEAS, AND ITS ELEMENTS WITHOUT TAKING A POSITION OR EXPRESSING AN OPINION

Summarize – to reduce large sections of text to their essential points and main ideas. Note: It is still important to attribute summarized ideas to the original source.

Viewpoint – a position from which something is observed or considered

TxCCRS Note:
II. Reading – A3 – Identify explicit and implicit textual information including main ideas an author’s purpose.

II. Reading – A9 – Identify and analyze the audience, purpose, and message of an informational or persuasive text.

E3.9C Make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns.
Readiness Standard

Make, Defend

SUBTLE INFERENCES AND COMPLEX CONCLUSIONS ABOUT THE IDEAS IN TEXT AND THEIR ORGANIZATIONAL PATTERNS

Subtle inference – readers make inferences by drawing conclusions, making generalizations, and making predictions. A subtle inference is one in which the bits of information are not as easily connected.

Drawing conclusions – a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information.

Organizational pattern – the pattern an author constructs as he or she organizes his or her ideas and provides supporting details. Examples of commonly used patterns are cause and effect, problem and solution, description, and order of importance.

Including, but not limited to:

  • Defend with textual evidence, credible sources, and/or background knowledge and experience

Note:
Organizational patterns can be found in sections of text (single or multiple paragraphs) or throughout an entire text

Refer to E1.Fig19B for related comprehension skills 

TxCCRS Note:
II. Reading – A4 – Draw and support complex inferences from text to summarize, draw conclusions, and distinguish facts from simple assertions and opinions.

E3.11 Reading/Comprehension of Informational Text/Procedural Texts.

Students understand how to glean and use information in procedural texts and documents. Students are expected to:

Understand, Glean, Use

INFORMATION IN PROCEDURAL TEXTS AND DOCUMENTS

Including, but not limited to:

  • Determine the purpose of embedded procedural texts and graphics
  • Interpret information and details within procedural texts and graphics

STAAR Note: 
This Knowledge and Skills Statement may be assessed with Figure 19B.

TxCCRS E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths.
E3.11A Evaluate the logic of the sequence of information presented in text (e.g., product support material, contracts).
Supporting Standard

Evaluate

THE LOGIC OF THE SEQUENCE OF INFORMATION PRESENTED IN THE TEXT

Including, but not limited to:
Steps in evaluation

  • Determine the sequence of information
  • Consider the logic and clarity of the information presented
  • Explain how sequence contributes to the clarity

Procedural text – a type of informational text that is written with the intent to explain the steps in the procedure, as in a recipe. Procedural text could house data that requires reader interpretation.

Possible examples of procedural text:

  • Product-support materials
  • Contracts
E3.11B Translate (from text to graphic or from graphic to text) complex, factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.
Supporting Standard

Translate

(FROM TEXT TO GRAPHIC OR FROM GRAPHIC TO TEXT) COMPLEX FACTUAL, QUANTITATIVE, OR TECHNICAL INFORMATION PRESENTED

Including, but not limited to:

  • Maps
  • Charts
  • Illustrations
  • Graphs
  • Timelines
  • Tables

Other possible examples of graphic sources:

  • Schematics
  • Diagrams
E3.15 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
TxCCRS E/LAS.I.A - English/Language Arts/Writing. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language that advances the author's purpose.
TxCCRS CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across the curriculum
E3.15B Write procedural or work-related documents (e.g., résumés, proposals, college applications, operation manuals) that include:

Write

PROCEDURAL OR WORK-RELATED DOCUMENTS

Refer to the Performance Indicators for instructional considerations.

Including, but not limited to:

  • Resume
  • Proposals
  • College applications
  • Operation manuals
E3.15B.i a clearly stated purpose combined with a well-supported viewpoint on the topic
E3.15B.ii appropriate formatting structures (e.g., headings, graphics, white space)

Including, but not limited to:

  • Headings, subheadings
  • Graphics
  • White space
E3.15B.iii relevant questions that engage readers and consider their needs
E3.15B.iv accurate technical information in accessible language

Accessible language – language that is used so that readers who are unfamiliar with the subject can comprehend the text or discussion with ease

Including, but not limited to:

  • Simplifying technical vocabulary
E3.15B.v appropriate organizational structures supported by facts and details (documented if appropriate)
E3.21 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
TxCCRS

E/LAS.V.B1 - English/Language Arts/Research. Gather relevant sources.

TxCCRS

E/LAS.V.B4 - English/Language Arts/Research. Use source material ethically.

E3.21B Systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences.

Systematically organize

RELEVANT AND ACCURATE INFORMATION

To support

CENTRAL IDEAS, CONCEPTS, AND THEMES

Outline

IDEAS INTO CONCEPTUAL MAPS, TIMELINES, AND SEPARATE FACTUAL DATA FROM COMPLEX INFERENCES

E3.26 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to:
TxCCRS E/LAS.III.A - English/Language Arts/Speaking. Understand the elements of communication both in informal group discussions and formal presentations (e.g., accuracy, relevance, rhetorical features, and organization of information).
TxCCRS E/LAS.IV.A - English/Language Arts/Listening. Apply listening skills as an individual and as a member of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews).
TxCCRS CDS.I.E - Cross-Disciplinary Standards/Key Cognitive Skills. Work habits
E3.26A Participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria.

Participate

PRODUCTIVELY IN TEAMS

Offering

IDEAS OR JUDGMENTS THAT ARE PURPOSEFUL IN MOVING THE TEAM TOWARD GOALS

Asking

RELEVANT AND INSIGHTFUL QUESTIONS

Tolerating

A RANGE OF POSITIONS AND AMBIGUITY IN DECISION–MAKING

Evaluating

THE WORK OF THE GROUP BASED ON AGREED-UPON CRITERIA

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 03/31/2016
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