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Instructional Focus Document
Grade 2 Mathematics
TITLE : Unit 12: Personal Financial Literacy SUGGESTED DURATION : 5 days

Unit Overview

Introduction
This unit bundles student expectations that address explaining savings as an alternative to spending, distinguishing between a deposit and a withdrawal, calculating savings over time, considering borrowing and lending decisions, differentiating between producers and consumers, and calculating the cost to produce a simple item. 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 Grade 1, students defined money earned as income and identified income as a means of obtaining goods and services, often deciding between wants and needs. Students distinguished between spending and saving and considered charitable giving.

During this Unit
Students explore the connection between the concepts of responsible spending and money management in meaningful mathematics situations. Students explore accumulating money through saving, deposits and withdrawals, and examples of responsible lending and borrowing. Students differentiate between producers and consumers and then apply these roles to real-world situations as they calculate the cost to produce a simple item. Although the student expectations related to Personal Financial Literacy in Mathematics are similar to the student expectations related to Economics in Social Studies, they do not replace each other, rather they complement each other.

After this Unit
In Grade 3, students will explain the connection between human capital/labor and income. Students will identify and consider decisions involving income, spending, saving, credit, and charitable giving. Students will also explore how scarcity or availability of resources may impact cost.

Additional Notes
In Grade 2, explaining savings as an alternative to spending, distinguishing between a deposit and a withdrawal, calculating savings over time, considering borrowing and lending decisions, differentiating between producers and consumers, and calculating the cost to produce a simple item are identified in the Grade 2 Texas Response to Curriculum Focal Points (TxRCFP): Personal Financial Literacy. This unit is supporting the development of the Texas College and Career Readiness Standards (TxCCRS): I. Numeric Reasoning A2, B1; II. Algebraic Reasoning D1, D2; 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
In 2008, President George W. Bush created a President’s Advisory Council on Financial Literacy. That council, in their report to the president, recommended improving financial literacy in Grades Pre-school through 12 by mandating financial education in all schools for all students. The council defined financial literacy as "the ability to use knowledge and skills to manage financial resources effectively for a lifetime of financial well-being" (p. 9). In 2013, the President’s Advisory Council on Financial Capability concluded, “Financial education in schools has been shown by research to be the second most important influencer of good financial management practices in young people, after parents” (p. 8). “Young people continuously absorb financial intelligence and put it into practice as soon as they decide how to spend their first coins” (p. 5). “[L]essons for children should be enlivened with relevant topics, role playing, games, experiential learning techniques, peer discussion and technology-based information delivery to make the greatest impact” (p. 8).

 

President’s Advisory Council on Financial Literacy (2008). President Bush announces President's Advisory Council on financial literacy. Retrieved from http://georgewbush-whitehouse.archives.gov/news/releases/2008/01/20080122-7.html
President’s Advisory Council on Financial Capability (2013). Final report: President's Advisory Council on financial capability. Retrieved from http://www.treasury.gov/resource-center/financial-education/Documents/PACFC%20final%20report%20revised%2022513%20%288%29_R.pdf
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


  • Financial and economic knowledge leads to informed and rational decisions allowing for effective management of financial resources when planning for a lifetime of financial security. 
    • Why is financial stability important in everyday life?
    • What economic and financial knowledge is critical for planning for a lifetime of financial security?
    • How can mapping one’s financial future lead to significant short and long-term benefits?
    • How can current financial and economic factors in everyday life impact daily decisions and future opportunities?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)
  • Understanding spending, saving, borrowing, and lending aids in making informed financial management decisions, which promotes a more secured financial future.
    • What are some examples of …
      • borrowing?
      • lending?
    • How can a person be both a borrower and a lender?
    • What decisions and choices should be considered …
      • when deciding whether to spend or save money?
      • to distinguish between responsible and irresponsible borrowing?
      • when evaluating the benefits and costs of lending decisions?
    • What is the difference between a deposit and a withdrawal?
  • Personal Financial Literacy
    • Borrowing and Lending
    • Cost
    • Deposits and Withdrawals
    • Saving
    • Spending
  • Associated Mathematical Processes
    • Application
    • Problem Solving Model
    • 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.

  • Financial and economic knowledge leads to informed and rational decisions allowing for effective management of financial resources when planning for a lifetime of financial security. 
    • Why is financial stability important in everyday life?
    • What economic and financial knowledge is critical for planning for a lifetime of financial security?
    • How can mapping one’s financial future lead to significant short and long-term benefits?
    • How can current financial and economic factors in everyday life impact daily decisions and future opportunities?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)
  • Understanding saving aids in making informed financial management decisions, which promotes a more secured financial future.
    • What are some examples of saving money?
    • What is the benefit of saving money over time?
    • How does money saved grow to a larger amount over time?
  • Personal Financial Literacy
    • Money
    • Saving
  • 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.

  • Financial and economic knowledge leads to informed and rational decisions allowing for effective management of financial resources when planning for a lifetime of financial security. 
    • Why is financial stability important in everyday life?
    • What economic and financial knowledge is critical for planning for a lifetime of financial security?
    • How can mapping one’s financial future lead to significant short and long-term benefits?
    • How can current financial and economic factors in everyday life impact daily decisions and future opportunities?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)
  • Understanding producers, consumers, and production costs aids in making informed financial management decisions, which promotes a more secured financial future.
    • What is a …
      • producer?
      • consumer?
    • How can a person be both a producer and a consumer?
    • How is the cost to produce an item determined?
    • How does understanding how the cost to produce an item affect decisions about selling and buying?
  • Personal Financial Literacy
    • Cost
    • Producers and Consumers
  • 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 an individual can only be a producer or a consumer rather than recognizing an individual may be a consumer prior to producing a product (e.g., an individual is a consumer when they purchase the material needed to produce clothing to sell).

Unit Vocabulary

  • Balance – the amount of money that is in a bank account after a deposit or withdrawal
  • Borrowing – receiving money or goods now that will be returned or paid for in the future
  • Consumers – people who buy goods and services
  • Deposit – money put into an account
  • Lending – providing others with money or goods now that will be returned or paid back in the future
  • Produce – to manufacture or create goods or provide services
  • Producers – people who make goods or provide services
  • Saving – setting aside money earned or received for future use
  • Spending – purchasing goods and services to satisfy wants and needs
  • Withdrawal – money taken out of an account

Related Vocabulary:

  • Bank account
  • Benefits
  • Charitable giving
  • Cost
  • Decrease
  • Goods
  • Income
  • Increase
  • Labor
  • Materials
  • Need
  • Property
  • Repay
  • Responsible
  • Risk
  • Services
  • Want
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.

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 2 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.
TEKS# SE# TEKS SPECIFICITY
2.1 Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
2.1A 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 proficiency in the use of place value within the base-10 numeration system
    • Using place value and properties of operations to solve problems involving addition and subtraction of whole numbers within 1,000
    • Measuring length
    • Applying knowledge of two-dimensional shapes and three-dimensional solids, including exploration of early fraction concepts
  • TxCCRS:
    • X. Connections
2.1B 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 proficiency in the use of place value within the base-10 numeration system
    • Using place value and properties of operations to solve problems involving addition and subtraction of whole numbers within 1,000
    • Measuring length
    • Applying knowledge of two-dimensional shapes and three-dimensional solids, including exploration of early fraction concepts
  • TxCCRS:
    • VIII. Problem Solving and Reasoning
2.1C 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 proficiency in the use of place value within the base-10 numeration system
    • Using place value and properties of operations to solve problems involving addition and subtraction of whole numbers within 1,000
    • Measuring length
    • Applying knowledge of two-dimensional shapes and three-dimensional solids, including exploration of early fraction concepts
  • TxCCRS:
    • VIII. Problem Solving and Reasoning
2.1D 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 proficiency in the use of place value within the base-10 numeration system
    • Using place value and properties of operations to solve problems involving addition and subtraction of whole numbers within 1,000
    • Measuring length
    • Applying knowledge of two-dimensional shapes and three-dimensional solids, including exploration of early fraction concepts
  • TxCCRS:
    • IX. Communication and Representation
2.1E 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 proficiency in the use of place value within the base-10 numeration system
    • Using place value and properties of operations to solve problems involving addition and subtraction of whole numbers within 1,000
    • Measuring length
    • Applying knowledge of two-dimensional shapes and three-dimensional solids, including exploration of early fraction concepts
  • TxCCRS:
    • IX. Communication and Representation
2.1F 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 proficiency in the use of place value within the base-10 numeration system
    • Using place value and properties of operations to solve problems involving addition and subtraction of whole numbers within 1,000
    • Measuring length
    • Applying knowledge of two-dimensional shapes and three-dimensional solids, including exploration of early fraction concepts
  • TxCCRS:
    • X. Connections
2.1G 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 proficiency in the use of place value within the base-10 numeration system
    • Using place value and properties of operations to solve problems involving addition and subtraction of whole numbers within 1,000
    • Measuring length
    • Applying knowledge of two-dimensional shapes and three-dimensional solids, including exploration of early fraction concepts
  • TxCCRS:
    • IX. Communication and Representation
2.11 Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to:
2.11A Calculate how money saved can accumulate into a larger amount over time.

Calculate

HOW MONEY SAVED CAN ACCUMULATE INTO A LARGER AMOUNT OVER TIME

Including, but not limited to:

  • Saving – setting aside money earned or received for future use
  • Saving can result in an increase of money over time.
    • Money may be saved in a bank account, piggy bank, etc.
  • Calculate money saved over time.
    • Relationship between saving money and addition
      • Saving money is equivalent to adding money to a bank account, piggy bank, etc.
        • Adding money to a bank account or piggy bank will result in a larger amount of money.

Note(s):

  • Grade Level(s):
    • Grade 1 distinguished between spending and saving.
    • Grade 3 will list reasons to save and explain the benefit of a savings plan, including for college.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Financial Literacy
  • TxCCRS:
    • I. Numeric Reasoning
    • VIII. Problem Solving and Reasoning
    • IX. Communication and Representation
    • X. Connections
2.11B Explain that saving is an alternative to spending.

Explain

THAT SAVING IS AN ALTERNATIVE TO SPENDING

Including, but not limited to:

  • Money earned may be spent or saved.
    • Spending – purchasing goods and services to satisfy wants and needs
      • Spending results in a decrease in the amount of money you have.
    • Saving – setting aside money earned or received for future use
      • Saving results in no decrease in the amount of money you have.
      • Saving may result in an increase in the amount of money you have.
      • Money may be saved in a bank account, piggy bank, etc.
  • Reasons for spending money earned
    • Meet current wants or needs
    • Charitable giving
  • Reasons for saving
    • Meet future wants or needs
    • Earn additional money through interest
    • Possibility of future income decreasing

Note(s):

  • Grade Level(s):
    • Grade 1 distinguished between spending and saving.
    • Grade 3 will identify the costs and benefits of planned and unplanned spending decisions.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Financial Literacy
  • TxCCRS:
    • IX. Communication and Representation
    • X. Connections
2.11C Distinguish between a deposit and a withdrawal.

Distinguish

BETWEEN A DEPOSIT AND A WITHDRAWAL

Including, but not limited to:

  • Money may be stored in a bank account.
    • Checking account usually used for frequent transactions
    • Savings account usually used for less frequent transactions or for earning interest
  • Terminology for bank transactions
    • Deposit – money put into an account
      • Add to previous balance
    • Withdrawal – money taken out of an account
      • Subtract from previous balance
    • Balance – the amount of money that is in a bank account after a deposit or withdrawal
      • New total after adding or subtracting
  • Distinguish between a deposit and a withdrawal in mathematical and real-world problem situations.

Note(s):

  • Grade Level(s):
    • Grade 2 introduces distinguishing between a deposit and a withdrawal.
    • Grade 6 will compare the features and costs of a checking account and a debit card by different local financial institutions.
    • Grade 6 will balance a check register that includes deposits, withdrawals, and transfers.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Financial Literacy
  • TxCCRS:
    • IX. Communication and Representation
    • X. Connections
2.11D Identify examples of borrowing and distinguish between responsible and irresponsible borrowing.

Identify

EXAMPLES OF BORROWING

Including, but not limited to:

  • Borrowing – receiving money or goods now that will be returned or paid for in the future
  • Examples of borrowing in mathematical and real-world problem situations (e.g., borrowing money, borrowing property or goods, etc.)

Distinguish

BETWEEN RESPONSIBLE AND IRRESPONSIBLE BORROWING

Including, but not limited to: 

  • Borrowing – receiving money or goods now that will be returned or paid for in the future
  • Responsible borrowing
    • Borrowing only the amount of money you will be able to repay in a given time period
    • Maintaining the care of borrowed goods until they are returned
  • Irresponsible borrowing
    • Borrowing more than you can pay back in a given time period
    • Not maintaining the care of borrowed goods until they are returned
  • Distinguish between responsible and irresponsible borrowing in mathematical and real-world problem situations.

Note(s):

  • Grade Level(s):
    • Grade 3 will explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower's responsibility to pay it back to the lender, usually with interest.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Financial Literacy
  • TxCCRS:
    • IX. Communication and Representation
    • X. Connections
2.11E Identify examples of lending and use concepts of benefits and costs to evaluate lending decisions.

Identify

EXAMPLES OF LENDING

Including, but not limited to:

  • Lending – providing others with money or goods now that will be returned or paid back in the future
  • Examples of lending in mathematical and real-world problem situations (e.g., lending money, lending property or goods, etc.)

Use

CONCEPTS OF BENEFITS AND COSTS TO EVALUATE LENDING DECISIONS

Including, but not limited to:

  • Lending – providing others with money or goods now that will be returned or paid back in the future
  • Benefits of lending
    • Helping others
    • Developing a new relationship
    • Possible interest earned
  • Costs or risks of lending
    • Borrower not paying the money back
    • Borrower damaging or losing goods loaned
    • Ruining a relationship
    • Not having enough money for your own future needs
  • Considerations prior to lending money or goods
    • Benefits vs. costs or risks
  • Evaluate real-world lending decisions.

Note(s):

  • Grade Level(s):
    • Grade 2 introduces identifying examples of lending and using concepts of benefits and costs to evaluate lending decisions.
    • Grade 3 will explain that credits is used when wants or needs exceed the ability to pay and that it is the borrower's responsibility to pay it back to the lender, usually with interest.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Financial Literacy
  • TxCCRS:
    • IX. Communication and Representation
    • X. Connections
2.11F Differentiate between producers and consumers and calculate the cost to produce a simple item.

Differentiate

BETWEEN PRODUCERS AND CONSUMERS

Including, but not limited to:

  • Producers – people who make goods or provide services
  • Consumers – people who buy goods and services
  • Differentiate between producers and consumers.
    • People can be both producers and consumers.

Calculate

THE COST TO PRODUCE A SIMPLE ITEM 

Including, but not limited to:

  • Produce – to manufacture or create goods or provide services
  • Costs of production
    • Materials
    • Labor
  • Calculate the cost to produce a simple item.
    • Add all costs of production.

Note(s):

  • Grade Level(s):
    • Grade 2 introduces differentiating between producers and consumers and calculating the cost to produce a simple item.
    • Grade 3 will describe the relationship between the availability or scarcity of resources and how that impacts cost.
    • Grade 3 will explain the connection between human/capital/labor and income.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Financial Literacy
  • 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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