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Instructional Focus Document
Grade 1 Mathematics
TITLE : Unit 12: Fractions and Time to the Half Hour SUGGESTED DURATION : 10 days

Unit Overview

Introduction
This unit bundles student expectations that address partitioning two-dimensional figures into halves and fourths, identifying examples and non-examples of halves and fourths, and telling time to the hour and half hour. 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 03, students were introduced to the measurement attribute of time and used both analog and digital clocks to determine time to the hour. According to the Kindergarten standards, students have had no experience with partitioning figures or naming fractional parts.

During this Unit
Students extend their exploration of two-dimensional figures and utilize spatial visualization skills (mental representations of shapes) as they partition shapes into two or four parts and describe the resulting parts using words rather than fraction notation. Students identify shapes partitioned into two or four equal parts as examples of halves and fourths and figures partitioned into two or four unequal parts as non-examples of halves and fourths. In this unit, students tell time to the half hour by making connections between one-half of a circle and one-half of the face of an analog clock. Students study digital clocks, learning that the number(s) to the left of the colon represents the hour and the numbers to the right of the colon represents the minutes. Students begin to associate the relationship of half of 60 on a number line to half of an hour on a digital clock. Students relate the fractional language of time such as “one-thirty is half past one” as they become proficient with telling time to the half hour on both analog and digital clocks. Students read and state time as o’clock and read and write time numerically as :00.

After this Unit
In Grade 2, students will further their understanding of fractions to include partitioning objects into two, four, or eight parts. Students will explain the relationship between the number of fractional parts used to make a whole and the size of the parts. Using concrete models, students will recognize how many parts it takes to equal one whole, and use this understanding to count fractional parts beyond one whole. Also in Grade 2, students will read and write time to the nearest one-minute increment and distinguish between a.m. and p.m.

Additional Notes
In Grade 1, partitioning two-dimensional figures into equal parts and describing the parts is a foundational building block to the conceptual understanding of the Grade 1 Texas Response to Curriculum Focal Points (TxRCFP): Analyzing attributes of two-dimensional shapes and three-dimensional solids and identifying examples and non-examples of halves and fourths as well as telling time to the half hour are included as Grade 1 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): I. Numeric Reasoning B1, C1; II. Algebraic Reasoning D1, D2; III. Geometric and Spatial Reasoning A1; V. Statistical Reasoning A1, C2; VII. Problem Solving and Reasoning A1, A2, A3, A4, A5, B1, C1, D1, D2; VIII. Communication and Representation A1, A2, A3, B1, B2, C1, C2, C3; IX. Connections A1, A2, B1, B2, B3.

Research
According to Van de Walle (2006), “If approached in a developmental manner, students in the primary grades can be helped to construct a firm foundation for fraction concepts, preparing them for the skills that are later built on these ideas” (p. 251). Empson and Levi (2011) discuss the importance of beginning the instruction of fractions by building meaning and not by introducing the symbol alone (p. 78).

 

Empson, S., & Levi, L. (2011) Extending children’s mathematics: Fractions and decimals. Portsmouth, NH: Heinemann.
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. A. (2006). Teaching student-centered mathematics grades k – 3. (Vol. 1). Boston: Pearson Education, Inc.


  • Geometric, spatial, and measurement reasoning are foundational to visualizing, analyzing, and applying relationships within and between scale, shapes, quantities, and spatial relations in everyday life.
    • Why is developing geometric, spatial, and measurement reasoning essential?
    • How does geometric, spatial, and measurement reasoning affect how one sees and works in the world?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)
  • Illustrating and analyzing geometric relationships in models and diagrams aid in representing and describing the attributes of geometric figures in order to generalize geometric relationships and solve problem situations.
    • How can a two-dimensional shape be decomposed in more than one way?
    • How can the resulting parts of a decomposed two-dimensional figure be described?
    • What strategies can be used to determine …
      • if the resulting parts of a decomposed two-dimensional shape are equal?
      • examples of halves and fourths?
      • non-examples of halves and fourths?
  • Objects and events have unique measurable attributes that can be defined and described in order to make sense of their relationship to other objects and events in the world (time to the half hour).
    • How can time be described as a measurement?
    • Why is it important to be able to tell time?
    • In what situations might someone need to tell time?
  • Attributes of objects and events can be measured using tools, and their measures can be described using units, in order to quantify a measurable attribute of the object or event (time to the half hour).
    • What tools can be used to measure time?
    • What is the role of the …
      • hour hand
      • minute hand
      … on an analog clock?
    • What units of measure are used to describe time?
    • What relationships exist between …
      • 30 minutes and half an hour?
      • 30 minutes and an hour?
      • the numerals, hour hand, minute hand, and second hand on an analog clock?
      • the numerals and symbols on a digital clock?
      • the markings on an analog clock and a number line?
    • How does a(n) …
      • analog clock
      • digital clock
      … show when a(n) …
      • hour
      • half hour
      … has passed?
    • How are an analog clock and a digital clock …
      • similar?
      • different?
    • In what ways can time to the …
      • hour
      • half hour
      … be described orally?
    • What strategies aid in estimating time of day?
    • What tasks might last …
      • more than one hour?
      • less than one hour?
      • more than a half hour?
      • less than a half hour?
  • Geometry
    • Decomposition of Figures
      • Fractions
    • Geometric Representations
      • Two-dimensional figures
  • Measurement
    • Measureable Attributes
      • Time
    • Measure
      • Measurement tools
      • Units of measure
  • 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 all fractional parts named “one-half” must be equal rather than understanding that the size of the half depends on the size of the whole.
  • Some students may think partitioning a shape into any 2 parts means that these parts are halves rather than understanding that parts of a shape must be two equal parts in order to be halves.
  • Some students may think fractions can only be represented using commercial manipulatives rather than applying the concept of fractions to other models (e.g., a students may be familiar with a red trapezoid representing one-half of a hexagon using pattern blocks but may struggle identifying one-half of a rectangle, circle, or clock face).
  • Some students may think the numeral closest to the hour hand names the hour rather than the numeral that the hour hand has passed.
  • Some students may think the numeral 1 should be at the top of the clock rather than the numeral 12.
  • Some students may think since half an hour is half-way around the clock, then half of an hour is half of 12, 6 minutes, rather than 30 minutes.

Underdeveloped Concepts:

  • Some students may confuse the hour hand and the minute hand.
  • Some students may struggle recording “o’clock” numerically as :00 on a digital display (e.g., twelve o’clock may be recorded as :12, 1:2, 12:, etc.).

Unit Vocabulary

  • Fourths – four equal parts of a partitioned figure
  • Halves – two equal parts of a partitioned figure
  • Partition figures – to separate a geometric figure into two or more smaller geometric figures
  • Two-dimensional figure – a flat figure

Related Vocabulary:

  • Analog clock
  • Clock face
  • Clock hands
  • Clockwise
  • Colon
  • Digital clock
  • Equal parts
  • Fair shares
  • Fraction
  • Hour
  • Increment
  • Measurement attribute
  • Minute
  • O’clock
  • Quarter
  • Rotation
  • Skip counting
  • Time
  • Unequal parts
  • Whole
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 Grade 1 Mathematics TEKS

 


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), Texas Response to Curriculum Focal Points (TxRCFP) 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
1.1 Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
1.1A 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 place value
    • Solving problems involving addition and subtraction
    • Analyzing attributes of two-dimensional shapes and three-dimensional solids
    • Developing the understanding of length
  • TxCCRS:
    • X. Connections
1.1B 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 place value
    • Solving problems involving addition and subtraction
    • Analyzing attributes of two-dimensional shapes and three-dimensional solids
    • Developing the understanding of length
  • TxCCRS:
    • VIII. Problem Solving and Reasoning
1.1C

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 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
      • Number sense

Note(s):    

  • The mathematical process standards may be applied to all content standards as appropriate.
  • TxRCFP:
    • Developing an understanding of place value
    • Solving problems involving addition and subtraction
    • Analyzing attributes of two-dimensional shapes and three-dimensional solids
    • Developing the understanding of length
  • TxCCRS:
    • VIII. Problem Solving and Reasoning
1.1D 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 place value
    • Solving problems involving addition and subtraction
    • Analyzing attributes of two-dimensional shapes and three-dimensional solids
    • Developing the understanding of length
  • TxCCRS:
    • IX. Communication and Representation
1.1E 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 place value
    • Solving problems involving addition and subtraction
    • Analyzing attributes of two-dimensional shapes and three-dimensional solids
    • Developing the understanding of length
  • TxCCRS:
    • IX. Communication and Representation
1.1F 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 place value
    • Solving problems involving addition and subtraction
    • Analyzing attributes of two-dimensional shapes and three-dimensional solids
    • Developing the understanding of length
  • TxCCRS:
    • X. Connections
1.1G 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 place value
    • Solving problems involving addition and subtraction
    • Analyzing attributes of two-dimensional shapes and three-dimensional solids
    • Developing the understanding of length
  • TxCCRS:
    • IX. Communication and Representation
1.6 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to:
1.6G Partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words.

Partition

TWO-DIMENSIONAL FIGURES INTO TWO AND FOUR FAIR SHARES OR EQUAL PARTS

Including, but not limited to:

  • Two-dimensional figure – a flat figure
  • Spatial visualization – creation and manipulation of mental representations of shapes
  • Partition figures – to separate a geometric figure into two or more smaller geometric figures
  • Partition two-dimensional shapes using a variety of concrete models and materials.
  • Two-dimensional figures partitioned into two and four fair shares or equal parts
    • Resulting parts equal in size and shape

Describe

THE FAIR SHARES OR EQUAL PARTS OF TWO-DIMENSIONAL FIGURES USING WORDS

Including, but not limited to:

  • Appropriate oral and written mathematical language
  • Two equal parts or fair shares
    • Halves
    • Half of
    • One of two equal parts
  • Four equal parts or fair shares
    • Fourths
    • Fourth of
    • Quarters
    • Quarter of
    • One of four equal parts

Note(s):

  • Grade Level(s):
    • Grade 1 introduces partitioning two-dimensional figures into two and four fair shares or equal parts and describing the parts using words.
    • Grade 2 will partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words.
    • Grade 2 will introduce examples of fractional parts that have equal size in area and may or may not have the same shape.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Analyzing attributes of two-dimensional shapes and three-dimensional solids
  • TxCCRS:
    • III.A. Geometric Reasoning – Figures and their properties
    • IX. Communication and Representation
1.6H Identify examples and non-examples of halves and fourths.

Identify

EXAMPLES AND NON-EXAMPLES OF HALVES AND FOURTHS

Including, but not limited to:

  • Halves – two equal parts of a partitioned figure
    • Examples and non-examples of halves
  • Fourths – four equal parts of a partitioned figure
    • Examples and non-examples of fourths

Note(s):

  • Grade Level(s):
    • Grade 1 introduces identifying examples and non-examples of halves and fourths.
    • Grade 2 will identify examples and non-examples of halves, fourths, and eighths.
    • Grade 2 will introduce examples of fractional parts that have equal size in area and may or may not have the same shape.
    • 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:
    • III.A. Geometric Reasoning – Figures and their properties
    • IX. Communication and Representation
1.7 Geometry and measurement. The student applies mathematical process standards to select and use units to describe length and time. The student is expected to:
1.7E Tell time to the hour and half hour using analog and digital clocks.

Tell

TIME TO THE HOUR AND HALF HOUR USING ANALOG AND DIGITAL CLOCKS

Including, but not limited to:

  • Clocks used to describe the measurement attribute of time
  • Analog clock
    • A circular number line representing 12 one-hour increments, labeled 1 – 12
      • Numbers increase in a clockwise direction (from left to right when starting at the top) around the circle.
      • Each one-hour increment also represents 5 one-minute increments that are not labeled with numbers.
    • One full rotation of the face of the clock
      • One full rotation of the hour hand represents 12 hours.
      • One full rotation of the minute hand represents 60 minutes.
        • Skip counting by 5 from the 12 all the way around to the 12 equals 60 minutes.
    • Hour hand
      • Shorter than the minute hand
      • Moves slower than the minute hand
        • One full rotation of the minute hand moves the hour hand to the next labeled hour.
      • Hour is read as the labeled number when hour hand falls on a marked increment.
      • Hour is read as the labeled number just passed when hour hand falls between marked increments, regardless of which increment it is closest to.
    • Minute hand
      • Longer than the hour hand
      • Moves faster than the hour hand
        • One full rotation of the minute hand moves the hour hand to the next labeled hour.
    • Time to the hour
      • Minute hand on the 12
      • Hour hand names the hour
      • Read, written, and stated in words as o’clock
      • Read and written numerically as :00
    • Time to the half hour
      • Minute hand on the 6
      • Hour hand names the hour
      • Relationship between half of a circle and half of an hour on an analog clock
        • Skip counting by 5 from the 12 to the 6 equals 30 minutes and from the 6 to the 12 equals 30 minutes.
      • Time to the half hour approximated by the location of the minute hand
        • Minute hand between the 12 and 3, time is read as closer to a full hour or o’clock.
        • Minute hand between the 3 and 9, time is read as closer to a half hour or 30 minutes.
        • Minute hand between the 9 and 12, time is read as closer to the next full hour or o’clock.
  • Digital clock
    • Colon used to separate the hour from the minutes
    • Hour (1 – 12) displayed to the left of the colon
      • Hour increases by 1 for every 60 minutes
    • Minutes (00 – 59) displayed to the right of the colon
      • One minute after 59 displayed as :00
    • Time to the hour
      • 00 minutes displayed
      • Hour displayed names the hour
      • Read, written, and stated in words as o’clock
      • Read and written numerically as :00
    • Time to the half hour
      • 30 minutes displayed
      • Hour displayed names the hour
      • Relationship between half of 60 in a number line and half of an hour on an digital clock
  • Relationship between time on an analog clock and the same time on a digital clock

Note(s):

  • Grade Level(s):
    • Grade 1 introduces telling time to the hour and half hour using analog and digital clocks.
    • Grade 1 introduces partitioning two-dimensional figures into two equal parts and identifying examples and non-examples of halves.
    • Grade 2 will read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.
    • 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:
    • IV.A. Measurement Reasoning – Measurement involving physical and natural attributes
    • 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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