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Instructional Focus Document
Kindergarten Mathematics
TITLE : Unit 10: Data Analysis with Numbers 10 – 20 SUGGESTED DURATION : 6 days

Unit Overview

Introduction
This unit bundles student expectations that address collecting, sorting, and organizing data to create real-object and picture graphs to draw conclusions. According to the Texas Education Agency, mathematical process standards including application, a problem-solving model, tools and techniques, communication, representations, relationships, and justifications should be integrated (when applicable) with content knowledge and skills so that students are prepared to use mathematics in everyday life, society, and the workplace.

Prior to this Unit
In Unit 05, students began to investigate data analysis situations involving numbers from 0 – 10.

During this Unit
Students extend their knowledge about counting and comparing numbers from 0 – 20 using graphing situations where numbers represent categorical data, meaning data that represents the attributes of a group of people, events, or objects. Data may be collected from posing a question and taking a survey or based on the attributes of a collection of objects or pictures. Students sort and organize the data into two or three categories. The organized data is used to create real-object and picture graphs, and these graphs are examined to understand the components of graphing (e.g., title, labels of categories, what each cell or picture represents, etc.). Both real-object and picture graphs should be constructed side-by-side with horizontal and vertical orientations so that students are provided opportunities to compare and contrast both graphs, discussing their similarities and differences. Students use the data within the graphs to compare categories up to 20 and describe the data using comparative language. Students draw conclusions to answer questions and summarize the data represented in real-object and picture graphs.

After this Unit
In Unit 15, students will revisit the foundations of numbers from 0 – 20 and contextual sums and minuends to 10 as well as incorporating data analysis in real-world problem situations.

Additional Notes
In Kindergarten, collecting, sorting, and organizing data to create real-object and picture graphs to draw conclusions is subsumed under the Kindergarten Texas Response to Curriculum Focal Points (TxRCFP): Grade Level Connections. This unit is supporting the development of the Texas College and Career Readiness Standards (TxCCRS): IX. Communication and Representation and X. Connections.

Research
According to Copley (2010), “Teachers can introduce children to a variety of data collection methods and model and discuss questions appropriately. They can and should provide many data collection experiences involving children’s own questions” (p. 145). Students should also be actively involved in the construction of graphs. Van De Walle ( 2006) states, “The value of having students actually construct their own graphs is not so much that they learn the techniques but that they are personally involved in the data and that they learn how a graph conveys information. Once a graph is constructed, the most important activity is discussing what it tells the people who see it, especially those who were not involved in making the graph” (p. 318).

 

Copley, J. (2010). The young child and mathematics. Washington, DC: National Association for the Education of Young Children
Texas Education Agency & Texas Higher Education Coordinating Board. (2009). Texas college and career readiness standards. Retrieved from http://www.thecb.state.tx.us/index.cfm?objectid=E21AB9B0-2633-11E8-BC500050560100A9
Texas Education Agency. (2013). Texas response to curriculum focal points for kindergarten through grade 8 mathematics. Retrieved from https://www.texasgateway.org/resource/txrcfp-texas-response-curriculum-focal-points-k-8-mathematics-revised-2013
Van de Walle, J., & Lovin, L. (2006). Teaching student-centered mathematics grades k – 3. Boston, MA: Pearson Education, Inc.


  • Statistical displays often reveal patterns within data that can be analyzed to interpret information, inform understanding, make predictions, influence decisions, and solve problems in everyday life with degrees of confidence.
    • How does society use or make sense of the enormous amount of data in our world available at our fingertips?
    • How can data and data displays be purposeful and powerful?
    • Why is it important to be aware of factors that may influence conclusions, predictions, and/or decisions derived from data?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)
  • Data can be collected in response to a question and can be sorted and organized to represent the intent of the question.
    • How does the purpose of the question aid in determining a reasonable way to …
      • collect the data?
      • sort the data?
      • organize the data?
  • Data representations display the counts (frequencies) or measures of data values in an organized, visual format so that the data can be interpreted efficiently (comparison of data values up to 20; addition or subtraction of data values within 10).
    • What are the parts of a …
      • real-object graph?
      • picture graph?
    • How do the title and category labels describe the data being represented in a …
      • real-object graph?
      • picture graph?
    • What is the relationship between the data counts and the …
      • objects in a real-object graph?
      • pictures in a picture graph?
    • How are numbers and counting used when …
      • constructing graphs?
      • drawing conclusions?
      • answering questions?
    • What types of …
      • conclusions can be drawn
      • questions can be answered
      … using data in a graph?
    • What is the purpose of an organized, visual format and how does it aid in the ability to efficiently draw conclusions and answer questions?
  • Different data displays of the same data may appear different because of their unique display characteristics but the representations are equivalent in counts (frequencies) or measures of data values.
    • How are real-object graphs and picture graphs …
      • alike?
      • different?
    • What characteristics aid in determining if data representations show representations with equivalent data sets?
    • Why is it important to be able to use different display representations if they are equivalent in counts or data values?
  • Data Analysis
    • Data
    • Data Collection
      • Sort
      • Organize
    • Interpretation
      • Conclusions
    • Statistical Representations
      • Real-object graphs
      • Picture graphs
  • Associated Mathematical Processes
    • Application
    • Problem Solving Model
    • Tools and Techniques
    • Communication
    • Representations
    • Relationships
    • Justification
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:

  • Some students may think the sorting rule can be changed within the set rather than consistently applying the sorting rule.
  • Some students may think data can only be sorted based on the presence or absence of one attribute (e.g., it’s either blue or not blue) rather than recognizing that each sorted group can possess a common attribute (e.g., a group of blue, a group of red, a group of green).
  • Some students may think data can only be sorted one way rather than recognizing how someone else may have sorted the data.
  • Some students may think the data collected and sorted is different from the data represented in the real-object or picture graph.
  • Some students may think they can compare the length of the rows/columns of pictures in a picture graph rather than comparing the number of pictures in each row/column, not realizing that the size of the pictures will affect the length of the row/column.
  • Some students may think data in a real-object or picture graph can be arranged from the top to bottom, not realizing that the cells on a real-graph or pictures in a picture graph are arranged from bottom to top.
  • Some students may think data in a real-object or picture graph can be arranged from right to left, not realizing that the cells on a real-object graph or pictures in a picture graph are arranged from left to right.
  • Some students may think data can only be used in one type of graph rather than realizing the same data can be represented using either a real-object or picture graph.
  • Some students may think if the orientation of the graph changes, then the data itself changes, not realizing that the data being represented remains the same.

Unit Vocabulary

  • Data – information that is collected about people, events, or objects
  • Graph – a visual representation of the relationships between data collected
  • Picture graph – a graphical representation to organize data that uses pictures or symbols evenly spaced or placed in individual cells, where each picture or symbol represents one unit of data, to show the frequency (number of times) that each category occurs
  • Real-object graph – a graphical representation to organize data that uses concrete or real objects evenly spaced or placed in individual cells, where each object represents one unit of data, to show the frequency (number of times) that each category occurs
  • Survey – to ask a group of people a question in order to collect information about their opinions or answers

Related Vocabulary:

  • Attribute
  • Category
  • Cell
  • Classify
  • Collect
  • Compare
  • Conclusion
  • Equal to/same as
  • Estimate
  • Greater than/more than
  • Horizontal
  • Interpret
  • Label
  • Less than/fewer than
  • One-to-one correspondence
  • Organize
  • Quantity
  • Relationship
  • Represent
  • Sort
  • Summarize
  • Symbol
  • Tally marks
  • T-chart
  • Title
  • Total
  • Vertical
System Resources Other Resources

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

Texas Higher Education Coordinating Board – Texas College and Career Readiness Standards

 

Texas Education Agency – Texas Response to Curriculum Focal Points for K-8 Mathematics Revised 2013

 

Texas Education Agency – Mathematics Curriculum

 

Texas Education Agency – STAAR Mathematics Resources

 

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

 

Texas Education Agency Texas Gateway – Mathematics TEKS: Supporting Information

 

Texas Education Agency Texas Gateway – Interactive Mathematics Glossary

 

Texas Education Agency Texas Gateway – Resources Aligned to Kindergarten Mathematics TEKS


TEKS# SE# Unit Level Taught Directly TEKS Unit Level Specificity
 

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.

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), Texas Response to Curriculum Focal Points (TxRCFP) is labeled.
K.1 Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
K.1A Apply mathematics to problems arising in everyday life, society, and the workplace.

Apply

MATHEMATICS TO PROBLEMS ARISING IN EVERYDAY LIFE, SOCIETY, AND THE WORKPLACE

Including, but not limited to:

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

Note(s):

  • The mathematical process standards may be applied to all content standards as appropriate.
  • TxRCFP:
    • Developing an understanding of whole numbers
    • Developing an understanding of addition and subtraction
    • Identifying and using attributes of two-dimensional shapes and three-dimensional solids
  • TxCCRS:
    • X. Connections
K.1B Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.

Use

A PROBLEM-SOLVING MODEL THAT INCORPORATES ANALYZING GIVEN INFORMATION, FORMULATING A PLAN OR STRATEGY, DETERMINING A SOLUTION, JUSTIFYING THE SOLUTION, AND EVALUATING THE PROBLEM-SOLVING PROCESS AND THE REASONABLENESS OF THE SOLUTION

Including, but not limited to:

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

Note(s):    

  • The mathematical process standards may be applied to all content standards as appropriate.
  • TxRCFP:
    • Developing an understanding of whole numbers
    • Developing an understanding of addition and subtraction
    • Identifying and using attributes of two-dimensional shapes and three-dimensional solids
  • TxCCRS:
    • VIII. Problem Solving and Reasoning
K.1C Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.

Select

TOOLS, INCLUDING REAL OBJECTS, MANIPULATIVES, PAPER AND PENCIL, AND TECHNOLOGY AS APPROPRIATE, AND TECHNIQUES, INCLUDING MENTAL MATH, ESTIMATION, AND NUMBER SENSE AS APPROPRIATE, TO SOLVE PROBLEMS

Including, but not limited to:

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

Note(s):    

  • The mathematical process standards may be applied to all content standards as appropriate.
  • TxRCFP:
    • Developing an understanding of whole numbers
    • Developing an understanding of addition and subtraction
    • Identifying and using attributes of two-dimensional shapes and three-dimensional solids
  • TxCCRS:
    • VIII. Problem Solving and Reasoning
K.1D Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.

Communicate

MATHEMATICAL IDEAS, REASONING, AND THEIR IMPLICATIONS USING MULTIPLE REPRESENTATIONS, INCLUDING SYMBOLS, DIAGRAMS, GRAPHS, AND LANGUAGE AS APPROPRIATE

Including, but not limited to:

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

Note(s):    

  • The mathematical process standards may be applied to all content standards as appropriate.
  • TxRCFP:
    • Developing an understanding of whole numbers
    • Developing an understanding of addition and subtraction
    • Identifying and using attributes of two-dimensional shapes and three-dimensional solids
  • TxCCRS:
    • IX. Communication and Representation
K.1E Create and use representations to organize, record, and communicate mathematical ideas.

Create, Use

REPRESENTATIONS TO ORGANIZE, RECORD, AND COMMUNICATE MATHEMATICAL IDEAS

Including, but not limited to:

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

Note(s):    

  • The mathematical process standards may be applied to all content standards as appropriate.
  • TxRCFP:
    • Developing an understanding of whole numbers
    • Developing an understanding of addition and subtraction
    • Identifying and using attributes of two-dimensional shapes and three-dimensional solids
  • TxCCRS:
    • IX. Communication and Representation
K.1F Analyze mathematical relationships to connect and communicate mathematical ideas.

Analyze

MATHEMATICAL RELATIONSHIPS TO CONNECT AND COMMUNICATE MATHEMATICAL IDEAS

Including, but not limited to:

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

Note(s):    

  • The mathematical process standards may be applied to all content standards as appropriate.
  • TxRCFP:
    • Developing an understanding of whole numbers
    • Developing an understanding of addition and subtraction
    • Identifying and using attributes of two-dimensional shapes and three-dimensional solids
  • TxCCRS:
    • X. Connections
K.1G Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Display, Explain, Justify

MATHEMATICAL IDEAS AND ARGUMENTS USING PRECISE MATHEMATICAL LANGUAGE IN WRITTEN OR ORAL COMMUNICATION

Including, but not limited to:

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

Note(s):    

  • The mathematical process standards may be applied to all content standards as appropriate.
  • TxRCFP:
    • Developing an understanding of whole numbers
    • Developing an understanding of addition and subtraction
    • Identifying and using attributes of two-dimensional shapes and three-dimensional solids
  • TxCCRS:
    • IX. Communication and Representation
K.8 Data analysis. The student applies mathematical process standards to collect and organize data to make it useful for interpreting information. The student is expected to:
K.8A Collect, sort, and organize data into two or three categories.

Collect, Sort, Organize

DATA INTO TWO OR THREE CATEGORIES

Including, but not limited to:

  • Data – information that is collected about people, events, or objects
    • Categorical data – data that represents the attributes of a group of people, events, or objects
      • May include numbers or ranges of numbers
  • Limitations
    • Two to three categories
    • Data values limited to whole numbers up to 20
  • Data collected in the form of responses to a question
    • Survey – to ask a group of people a question in order to collect information about their opinions or answers
    • Common characteristics in a collection of objects
  • Data sorted in a variety of ways
  • Data organized and represented in a variety of ways
    • Data organized using T-charts, sorting mats, etc.
    • Data represented by real-world objects, pictures, drawings, or tally marks
      • One unit of data represented by each object, picture, drawing, or tally mark

Note(s):

  • Grade Level(s):
    • Grade 1 will collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts. 
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Grade Level Connections (reinforces previous learning and/or provides development for future learning)
  • TxCCRS:
    • IX. Communication and Representation
    • X. Connections
K.8B Use data to create real-object and picture graphs.

Use

DATA

To Create

REAL-OBJECT AND PICTURE GRAPHS

Including, but not limited to:

  • Graph – a visual representation of the relationships between data collected
    • Organization of data used to interpret data, draw conclusions, and make comparisons
  • Data – information that is collected about people, events, or objects
    • Categorical data – data that represents the attributes of a group of people, events, or objects
      • May include numbers or ranges of numbers
  • Data collected in the form of responses to a question
    • Survey – to ask a group of people a question in order to collect information about their opinions or answers
    • Common characteristics in a collection of objects
  • Limitations
    • Two to three categories
    • Data values limited to whole numbers up to 20
  • Data representations
    • Real-object graph – a graphical representation to organize data that uses concrete or real objects evenly spaced or placed in individual cells, where each object represents one unit of data, to show the frequency (number of times) that each category occurs
    • Picture graph – a graphical representation to organize data that uses pictures or symbols evenly spaced or placed in individual cells, where each picture or symbol represents one unit of data, to show the frequency (number of times) that each category occurs
    • Characteristics of real-object and picture graphs
      • Titles, subtitles, and labels
        • Title represents the purpose of collected data
        • Subtitle clarifies the meaning of categories
        • Labels identify each category below the line
      • Representation of categorical data
        • Objects or pictures
          • Placed in a horizontal or vertical linear arrangement
            • Vertical graph beginning at the bottom and progressing up above the line
            • Horizontal graph beginning at the left and progressing to the right of the line
          • Spaced approximately equal distances apart or placed in individual cells within each category
          • Different object or picture used to represent each category
      • Every piece of data represented using a one-to-one correspondence
        • One unit of data represented by each object or picture
      • Value of the data represented by the objects or pictures
        • Determined by the total number of objects or pictures in that category
        • Represents the frequency of each category
  • Connection between graphs representing the same data
    • Real-object graph to picture graph
    • Picture graph to real-object graph
    • Same data represented using a picture graph and a bar-type graph

Note(s):

  • Grade Level(s):
    • Grade 1 will use data to create picture and bar-type graphs.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Grade Level Connections (reinforces previous learning and/or provides development for future learning)
  • TxCCRS:
    • IX. Communication and Representation
    • X. Connections
K.8C Draw conclusions from real-object and picture graphs.

Draw

CONCLUSIONS FROM REAL-OBJECT AND PICTURE GRAPHS

Including, but not limited to:

  • Graph – a visual representation of the relationships between data collected
    • Organization of data used to interpret data, draw conclusions, and make comparisons
  • Data – information that is collected about people, events, or objects
    • Categorical data – data that represents the attributes of a group of people, events, or objects
  • Limitations
    • Two to three categories
    • Data values limited to whole numbers up to 20
  • Data representations
    • Real-object graph – a graphical representation to organize data that uses concrete or real objects evenly spaced or placed in individual cells, where each object represents one unit of data, to show the frequency (number of times) that each category occurs
      • One unit of data represented by each object or picture
    • Picture graph – a graphical representation to organize data that uses pictures or symbols evenly spaced or placed in individual cells, where each picture or symbol represents one unit of data, to show the frequency (number of times) that each category occurs
      • One unit of data represented by each object or picture
  • Description of data represented
    • Identification of title and category labels
    • Explanation of what the graph represents
  • Conclusions related to the question that led to the data collection
    • Numerical conclusions in the data
      • Quantities represented by the data
        • Number in each category
          • Number in a category(s) may be zero
    • Comparisons of data represented
      • Comparative language used without numbers (e.g., more than, less than, fewer than, the most, the least, the same as, equal to, etc.)
  • Changes in orientation do not affect data values

Note(s):

  • Grade Level(s):
    • Grade 1 will draw conclusions and generate and answer questions using information from picture and bar-type graphs.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Grade Level Connections (reinforces previous learning and/or provides development for future learning)
  • TxCCRS:
    • IX. Communication and Representation
    • X. Connections
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 08/01/2018
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