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Instructional Focus Document
Environmental Systems
TITLE : Unit 03: Managing Resources SUGGESTED DURATION : 25 days

Unit Overview

During this Unit

This unit bundles student expectations that focus on interrelationships among resources within the local environmental system. Students focus on land use and management and the impact of these practices on the quality and sustainability of renewable and non-renewable natural resources. Students gain knowledge and experiences necessary to thoughtfully evaluate the relationship between human consumption of resources and the ability of the Earth to sustain mankind in the future. Students identify source, use, quality, management, and conservation of water; document the use and conservation of both renewable and non-renewable resources as they pertain to sustainability; and identify renewable and non-renewable resources that must come from outside an ecosystem. Furthermore, students describe and compare renewable and non-renewable energy derived from natural and alternative sources. Students also evaluate the impact of waste management methods such as reduction, reuse, recycling, and composting on resource availability. Additionally, students evaluate the effect of human activities on the environment and evaluate cost-benefit trade-offs of commercial activities.

 

Prior Content Connections

  • Grade 6
    • 6.7A – Research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources.
    • 6.7B – Design a logical plan to manage energy resources in the home, school, or community.
  • Grade 7
    • 7.5B – Demonstrate and explain the cycling of matter within living systems such as in the decay of biomass in a compost bin.
    • 7.8C – Model the effects of human activity on groundwater and surface water in a watershed.
    • 7.10B – Describe how biodiversity contributes to the sustainability of an ecosystem.
  • Grade 8
    • 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.

 

After this Unit

Students will explore population dynamics and the impact populations have on resources within ecosystems.

 

According to Research

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

  • the development of new materials and the increased use of existing materials by a growing human population have led to the removal of resources from the environment much more rapidly than they can be replaced by natural processes. Disposal of waste materials has also become a problem. Solving these problems requires systematic efforts involving both social and technological innovations.
  • the earth has many natural resources of great importance to human life. Some are readily renewable, some are renewable only at great cost, and some are not renewable at all.”

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.

  • How do living and non-living components interact within environmental systems?
  • 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 cycles, structures, and / or processes.

  • How are the components and parameters of a system defined?
  • How are the functions of the components in a system related to the cycles, structures, and / or processes of the system?
  • How are systems affected by change(s)?

 

Physical or conceptual models can be used to describe, investigate, and make predictions about a system in terms of its components and how they relate to each other, to the whole, and to the external environment.

  • In what ways are models used to help us interpret systems?
  • To what extent do limitations of models affect their reliability, validity, and usefulness?

Patterns of constancy and change in systems can be observed, measured, and / or modeled.

  • Why is it important to observe, measure and / or model patterns of a system?
  • What information do patterns provide about a system(s)?

A system can be described by its basic properties and analyzed in terms of interactions.

  • How are interactions within a system analyzed?
  • In what ways do interactions affect the basic properties of a system?

Scientific processes are used to explore and understand a system.

  • In what ways can a system be scientifically examined?
  • Which scientific processes are most appropriate when studying a system and why?
  • What significant conclusions can be drawn from investigating a 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)

Land use and management practices have a major impact on the availability of natural resources.

  • In what ways do the choices we make individually and as a society impact the sustainability of resources in our local ecosystem?

 

The value of energy sources vary based on cost, efficiency, availability, and environmental impact.

  • What are the pros and cons of each energy source that we use?

System

  • Ecosystem / environment
  • Interdependence

 

Properties

  • Energy

Patterns

  • Properties

Models

  • Systems

 

Change

  • Energy

 

Associated Scientific Investigation and Reasoning Processes

  • Measure with precision and accuracy
  • Make observations
  • Collect data using tools and equipment
  • Communicate conclusions and / or make predictions
  • Analyze, interpret, and evaluate
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 think that all human activities, including habitat restoration projects and species preservation efforts, have only a positive impact on the environment, rather than understanding that some human activities could have unintended consequences that negatively impact the environment.

Unit Vocabulary

Key Content Vocabulary:

  • Composting – the process of decomposing and recycling  organic matter as a fertilizer to enrich soils.
  • Conservation – using natural areas and wildlife in ways that sustain them for current and future generations of humans and other forms of life.
  • Cost-benefit – a process that assesses the relationship between the cost of a project and the value of the resulting benefits.
  • Deforestation – the cutting down, or in some way destroying, all the trees in an area.
  • Desertification – a process where once fertile land becomes a desert as a result of drought, deforestation, or other inappropriate land management practices.
  • Land cover – the physical material at the surface of the Earth; includes grass, trees, concrete and water.
  • Land use – land use involves the management and modification of natural environment or wilderness into built environment such as fields, pastures, and settlements; land use is considered to be sustainable when it is both socially and environmentally compatible, desired by the society, technically viable and economically feasible.
  • Preservation – setting aside or protecting undisturbed natural areas from human activities.
  • Restoration – the act of returning an ecological area back to its former condition.
  • Sustainable living – taking no more potentially renewable resources from the natural world than can be replenished naturally, and not overloading the capacity of the environment to cleanse and renew itself through natural processes.
  • Urban sprawl – an uncontrolled expansion of urban areas.
  • Waste management – the collection, transportation, disposal, processing, managing and monitoring of waste materials; generally done to reduce the effects of waste of the health of organisms or the environment.


Related Vocabulary:

  • Coal
  • Geothermal
  • Hydroelectric
  • Natural gas
  • Non-renewable energy
  • Nuclear
  • Oil
  • Renewable energy
  • Solar
  • Wind
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.

General:

Texas Parks and Wildlife Educator Resources:

http://www.tpwd.state.tx.us/learning/


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.1 Scientific processes. The student, for at least 40% of instructional time, conducts hands-on laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:
E.1A

Demonstrate safe practices during laboratory and field investigations, including appropriate first aid responses to accidents that could occur in the field such as insect stings, animal bites, overheating, sprains, and breaks.

Demonstrate

SAFE PRACTICES DURING FIELD AND LABORATORY INVESTIGATIONS

Including, but not limited to:

  • Wear appropriate safety equipment, such as goggles, aprons, and gloves
  • Know the location and use of safety equipment, such as first aid kits, safety shower, and eye wash
  • Follow classroom safety guidelines, as outlined in the Texas Education Agency Texas Safety Standards, 2nd Edition
  • Use lab equipment appropriately
E.1B

Demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.

Demonstrate

AN UNDERSTANDING OF THE USE AND CONSERVATION OF RESOURCES AND THE DISPOSAL OR RECYCLING OF MATERIALS

Including, but not limited to:

  • Use and conservation of resources
    • Reducing pollution
    • Being a wise consumer
    • Use of energy efficient materials or fuels
    • Preserving habitats
  • Proper disposal or recycling of materials
    • Disposal
      • Solid and liquid chemical waste
      • Broken glassware
    • Spill cleanup
    • Recycling
      • Paper products
      • Plastics
      • Glass
      • Metals
E.2 Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to:
E.2F

Collect data individually or collaboratively, make measurements with precision and accuracy, record values using appropriate units, and calculate statistically relevant quantities to describe data, including mean, median, and range.

Collect

DATA

Including, but not limited to:

  • Qualitative and / or quantitative
  • On an individual or collaborative basis
  • Record values using appropriate units
  • Demonstrate use of appropriate equipment to collect data

Make 

MEASUREMENTS WITH PRECISION AND ACCURACY

Including, but not limited to:

  • Data collecting probes for pH, water quality, soil quality, etc.
  • Glassware for volume (e.g., graduated cylinders, pipettes, burettes)
  • Electronic balances for mass
  • Meter sticks and rulers for length or distance
  • Stopwatches for time

Calculate

STATISTICALLY RELEVANT QUANTITIES TO DESCRIBE DATA

Including, but not limited to:

  • Mean
  • Median
  • Range
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
    • Meter sticks
    • Rulers
    • Pipettes
    • Graduated cylinders
    • Triple beam balances
    • pH meters or probes
    • Thermometers
    • Calculators
    • Computers with Internet access
    • Turbidity testing devices
    • Hand magnifiers
    • Work and disposable gloves
    • First aid kits
    • Binoculars
    • Field guides
    • Water quality test kits or probes
    • Soil test kits or probes
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)
    • Cameras
    • Flow meters
    • Global positions system (GPS) units
    • Geographic information system (GIS) software
    • Computer models
    • Field journals
E.2I

Organize, analyze, evaluate, build models, make inferences, and predict trends from data.

Organize, Analyze, Evaluate, Make inferences, Predict

TRENDS FROM DATA

Including, but not limited to:

  • Analyze data using different modes of expression (narrative, numerical, graphical)
  • Use appropriate mathematical calculations
    • Possible examples may include:
      • Averaging
      • Percent change
      • Probabilities and ratios
      • Rate of change
  • Use appropriate standard international (SI) units
  • Analyze and evaluate data (narrative, numerical, graphical) in order to make inferences and predict trends
    • Possible data format examples may include:
      • Data and fact tables
      • Graphs
      • Maps
      • Graphic organizers
      • Images (e.g., illustrations, sketches, photomicrographs)
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
    • Lab reports
    • 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.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.5 Science concepts. The student knows the interrelationships among the resources within the local environmental system. The student is expected to:
E.5A

Summarize methods of land use and management and describe its effects on land fertility.

Summarize, Describe

METHODS OF LAND USE AND MANAGEMENT, EFFECTS ON LAND FERTILITY

Including, but not limited to:

  • Land use and management
    • Agriculture
      • Intensive agriculture
        • Monoculture
        • Green revolution
        • Concentrated Animal Feedlot Operation (CAFO)
      • Sustainable agriculture
        • Polyculture
        • Pasture raised livestock
      • Organic farming
      • Conventional farming
    • Mining
      • Mountaintop removal
      • Strip mining
      • Subsurface mining
      • Fracking
      • Oil mining
    • Recreation
    • Water
      • Fishing
      • Aquatic, wetland, and riparian zone preservation
    • Forestry
      • Tree plantations
      • Timber (cedar) management
      • Fire management
    • Rangeland
      • Grazing practices
      • Conversion to grasslands
    • Urban land development
      • Transportation
      • Infrastructure
      • Public lands
      • Settlement
    • Wildlife preservation / conservation

Note(s):

  • TxCCRS Note:
    • X. Environmental Science – E1 – Describe the different uses for land (land management).
    • X. Environmental Science – E3 – Know the different methods used to increase food production.
    • X. Environmental Science – E4 – Understand land and water usage and management practices.
E.5B

Identify source, use, quality, management, and conservation of water.

Identify

SOURCE, USE, QUALITY, MANAGEMENT, AND CONSERVATION OF WATER

Including, but not limited to:

  • Interpret data on local water shed
    • Source of water
    • Use of water
      • Industrial vs. residential use
    • Determination of water quality
      • Abiotic and biotic factors
        • Macroinvertebrates
        • Chemical tests
  • Recognize management practices
    • Wastewater treatment
    • Recycled water planning
  • Conservation
    • Drip irrigation of crops
    • Watering restrictions
    • Recycled water planning
    • Rainwater collection

Note(s):

  • TxCCRS Note:
    • X. Environmental Science – E4 – Understand land and water usage and management practices.
E.5C

Document the use and conservation of both renewable and non-renewable resources as they pertain to sustainability.

Document

USE AND CONSERVATION OF RENEWABLE AND NON-RENEWABLE RESOURCES AS THEY PERTAIN TO SUSTAINABILITY

Including, but not limited to:

  • Uses of resources
    • Energy
    • Food
    • Shelter
  • Conservation methods
    • Reduced use
    • Recycling materials
    • Collection and storage
  • Renewable resources to include but not limited to
    • Water
    • Wind
    • Lumber
    • Soil
    • Agricultural products
    • Sunlight and heat
    • Geothermal heat
  • Non-renewable resources to include but not limited to
    • Fossil fuels
    • Aquifers
    • Nuclear energy
E.5D Identify renewable and non-renewable resources that must come from outside an ecosystem such as food, water, lumber, and energy.

Identify

RENEWABLE AND NON-RENEWABLE RESOURCES THAT MUST COME FROM OUTSIDE AN ECOSYSTEM

Including, but not limited to:

  • Identify resources used in the local environmental system
  • Identify resources not produced in the local environmental system
  • Examples of resources may include:
    • Food
    • Water
    • Lumber
    • Energy
E.5E

Analyze and evaluate the economic significance and interdependence of resources within the environmental system.

Analyze, Evaluate

Note: Students were introduced to the interdependence of resources within the environmental system during Units 01 and 02. The focus for this unit is the economic significance of these resources.

ECONOMIC SIGNIFICANCE OF RESOURCES WITHIN THE ENVIRONMENTAL SYSTEM

Including, but not limited to:

  • Economic significance of resources
    • Cost-benefit analysis
    • Non-market resource evaluation
      • Social
      • Health
      • Environmental quality
    • Possible examples of resources may include:
      • Lumber
      • Organic materials
      • Organisms
      • Water
      • Energy resources
E.5F

Evaluate the impact of waste management methods such as reduction, reuse, recycling, and composting on resource availability.

Evaluate

IMPACT OF WASTE MANAGEMENT METHODS ON RESOURCE AVAILABILITY

Including, but not limited to:

  • Waste management methods
    • Reduce
    • Reuse
    • Recycle
    • Composting
    • Landfills
    • Incineration of waste
    • Wastewater treatment
  • Impacts on availability
    • Land
      • Fertility
      • Use
    • Water
      • Quality
      • Aquatic viability
    • Air
      • Quality
    • Materials
      • Glass
      • Aluminum
      • Copper
    • Energy
      • Generation from waste
      • Use in waste management processes

Note(s):

  • TxCCRS Note:
    • X. Environmental Science – D2 – Understand the types, uses, and regulations of the various natural resources.
    • X. Environmental Science – E4 – Understand land and water usage and management practices.
E.6 Science concepts. The student knows the sources and flow of energy through an environmental system. The student is expected to:
E.6B

Describe and compare renewable and non-renewable energy derived from natural and alternative sources such as oil, natural gas, coal, nuclear, solar, geothermal, hydroelectric, and wind.

Describe, Compare

RENEWABLE AND NON-RENEWABLE ENERGY DERIVED FROM NATURAL AND ALTERNATIVE SOURCES

Including, but not limited to:

  • Renewable
    • Solar
    • Geothermal
    • Hydroelectric (water)
    • Wind
    • Biomass
  • Non-renewable
    • Nuclear
    • Petroleum (oil)
    • Natural gas
    • Coal
  • Possible comparisons of energy sources may include:
    • Costs
    • Environmental impact
    • Efficiency
  • Methods and practices of energy conservation (TxCCRS)

Note(s):

  • TxCCRS Note:
    • VI. Biology – G2 – Know patterns of energy flow and material cycling in Earth's ecosystems.
    • X. Environmental Science – B1 – Know the various sources of energy for humans and other biological systems.
E.9 Science concepts. The student knows the impact of human activities on the environment. The student is expected to:
E.9E

Evaluate the effect of human activities, including habitat restoration projects, species preservation efforts, nature conservancy groups, hunting, fishing, ecotourism, all terrain vehicles, and small personal watercraft, on the environment.

Evaluate

THE EFFECT OF HUMAN ACTIVITIES ON THE ENVIRONMENT

Including, but not limited to:

  • Nature conservancy groups
  • Habitat restoration projects
    • Replanting forests
    • Restoring of natural habitats
  • Species preservation efforts

Note(s):

  • TxCCRS Note:
    • X. Environmental Science – E5 – Understand how human practices affect air, water, and soil quality.
E.9F

Evaluate cost-benefit trade-offs of commercial activities such as municipal development, farming, deforestation, over-harvesting, and mining.

Evaluate

COST-BENEFIT TRADE-OFFS OF COMMERCIAL ACTIVITIES

Including, but not limited to:

  • Municipal development
  • Farming
  • Deforestation
  • Over-harvesting
    • Possible examples may include:
      • Fishing
      • Forests
  • Mining
    • Possible examples may include:
      • Mountaintop removal
      • Strip mining
      • Low impact mining

Note(s):

  • TxCCRS Note:
    • X. Environmental Science – E1 – Describe the different uses for land (land management).
    • X. Environmental Science – E5 – Understand how human practices affect air, water, and soil quality.
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
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 09/18/2019
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