Hello, Guest!

Instructional Focus Document
Grade 4 Mathematics
TITLE : Unit 07: Data Representations SUGGESTED DURATION : 7 days

Unit Overview

Introduction
This unit bundles student expectations that address multiple methods for representing data as well as analyzing data to solve problems. 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 3, students summarized a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals. They used categorical data represented with frequency tables, dot plots, pictographs, or bar graphs with scaled intervals to solve one- and two-step problems. In Grade 4, students have previously used numbers in whole number, decimal, or fraction form to solve problems involving all operations.

During this Unit
Students represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions. Students examine the characteristics of each data representation, as well as compare the similarities and differences between them. Adequate understandings of these data representations allow students to solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot.

After this Unit
In Grade 5, students will represent categorical data with bar graphs or frequency tables, and represent numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots. Students will also solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot.

Additional Notes
In Grade 4, representing data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractionsis identified as STAAR Readiness Standard 4.9A, and solving one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot is STAAR Supporting Standard 4.9B. These standards are included in the Grade 4 STAAR Reporting Category 4: Data Analysis and Personal Financial Literacy. Both standards are named in the following categories of the Grade 4 Texas Response to Curriculum Focal Points (TxRCFP): Developing fluency with efficient use of the four arithmetic operations on whole numbers and using this knowledge to solve problems; Understanding decimals and addition and subtraction of decimals; and Building foundations for addition and subtraction of fractions. This unit is supporting the development of the Texas College and Career Readiness Standards (TxCCRS): I. Numeric Reasoning B1; II. Algebraic Reasoning D1, D2; V. Statistical Reasoning A1, B2, B3, 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 & Lovin (2006) “a focus in grades 3 – 5 should be to add to and refine the various forms of data representations that students have likely been exposed to in the early grades. Students should see that the primary purpose of data, either in graphical form or in numeric form, is to answer questions about the population from which the data are drawn” (p. 320). The National Council of Teachers of Mathematics find that, “In the elementary grades, representations of the distribution of data are based on counts (frequencies) of individual data values. Using carefully designed questioning practices, elementary teachers must guide students’ construction of these representations and their interpretation of results so that students are prepared to learn statistics in the middle grades” (p. 82).

 

National Council of Teachers of Mathematics. (2011). Developing essential understanding of statistics grades 6 – 8. Reston, VA: National Council of Teachers of Mathematics, Inc.
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 3 – 5. 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 representations display the counts (frequencies) or measures of data values in an organized, visual format so that the data can be interpreted efficiently.
    • What are the characteristics of a …
      • frequency table
      • dot plot
      • stem-and-leaf plot
      … and how can it be used to organize data?
    • How does the density of …
      • dots in a dot plot
      • leaves in a stem-and-leaf plot
      … relate to the frequency and variability of the distribution of the data?
    • What is the purpose of an organized, visual format and how does it aid in the ability to efficiently answer questions and solve problems?
  • 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 frequency tables, dot plots, and stem-and-leaf plots …
      • alike?
      • different?
    • What characteristics aid in determining if data representations show representations with equivalent data sets?
    • Which representation is easier to interpret? Why?
    • Why is it important to be able to use different display representations if they are equivalent in counts or data values?
  • Data Analysis
    • Data
    • Interpretation
      • Conclusions
      • Predictions
    • Statistical Representations
      • Frequency tables
      • Dot plots
      • Stem-and-leaf plots
  • 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 that categorical and numerical data can always be displayed by the same representations rather than realizing that the appropriate representation for a set of data depends on the type of question being asked about the data.
  • Some students may confuse numerical data with a count or measure of the data.
  • Some students may try to represent numerical data in a stem-and-leaf plot without first arranging the leaves for each stem in order.

Underdeveloped Concepts:

  • Some students may not recognize that the dots on a dot plot may represent more than one piece of data, as do the symbols in a pictograph.
  • Although some students may be proficient at displaying data using different representations, they may lack the experience to solve problems by analyzing the data.

Unit Vocabulary

  • Categorical data – data that represents the attributes of a group of people, events, or objects
  • Data – information that is collected about people, events, or objects
  • Dot plot – a graphical representation to organize small sets of data that uses dots (or Xs) and an axis to show the frequency (number of times) that each category or number occurs
  • Frequency table – a table to organize data that lists categories and the frequency (number of times) that each category occurs
  • Graph – a visual representation of the relationships between data collected
  • Numerical data – data that represents values or observations that can be measured and placed in ascending or descending order
  • Stem-and-leaf plot – a graphical representation used to analyze and compare groups or clusters of numerical data by separating the digits in numerical values based on place value. The left digit(s) of the data form the stems and the remaining digit(s) or fraction form the leaves that correspond with each stem, as designated by a key.

Related Vocabulary:

  • Horizontal
  • Interval
  • Key
  • Label
  • Number line
  • Range
  • Scale
  • Tally marks
  • Title
  • Value
  • Vertical
Unit Assessment Items System Resources Other Resources

Show this message:

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 4 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.
  • Student Expectations (TEKS) are labeled Readiness as identified by TEA of the assessed curriculum.
  • Student Expectations (TEKS) are labeled Supporting as identified by TEA of the assessed curriculum.
  • Student Expectations (TEKS) are labeled Process standards as identified by TEA of the assessed curriculum.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Specificity Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
  • 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
4.1 Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
4.1A Apply mathematics to problems arising in everyday life, society, and the workplace.
Process Standard

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 fluency with efficient use of the four arithmetic operations on whole numbers and using this knowledge to solve problems
    • Measuring angles
    • Understanding decimals and addition and subtraction of decimals
    • Building foundations for addition and subtraction of fractions
  • TxCCRS:
    • X. Connections
4.1B 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.
Process Standard

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 fluency with efficient use of the four arithmetic operations on whole numbers and using this knowledge to solve problems
    • Measuring angles
    • Understanding decimals and addition and subtraction of decimals
    • Building foundations for addition and subtraction of fractions
  • TxCCRS:
    • VIII. Problem Solving and Reasoning
4.1C 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.
Process Standard

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 fluency with efficient use of the four arithmetic operations on whole numbers and using this knowledge to solve problems
    • Measuring angles
    • Understanding decimals and addition and subtraction of decimals
    • Building foundations for addition and subtraction of fractions
  • TxCCRS:
    • VIII. Problem Solving and Reasoning
4.1D Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.
Process Standard

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 fluency with efficient use of the four arithmetic operations on whole numbers and using this knowledge to solve problems
    • Measuring angles
    • Understanding decimals and addition and subtraction of decimals
    • Building foundations for addition and subtraction of fractions
  • TxCCRS:
    • IX. Communication and Representation
4.1E Create and use representations to organize, record, and communicate mathematical ideas.
Process Standard

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 fluency with efficient use of the four arithmetic operations on whole numbers and using this knowledge to solve problems
    • Measuring angles
    • Understanding decimals and addition and subtraction of decimals
    • Building foundations for addition and subtraction of fractions
  • TxCCRS:
    • IX. Communication and Representation
4.1F Analyze mathematical relationships to connect and communicate mathematical ideas.
Process Standard

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 fluency with efficient use of the four arithmetic operations on whole numbers and using this knowledge to solve problems
    • Measuring angles
    • Understanding decimals and addition and subtraction of decimals
    • Building foundations for addition and subtraction of fractions
  • TxCCRS:
    • X. Connections
4.1G Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
Process Standard

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 fluency with efficient use of the four arithmetic operations on whole numbers and using this knowledge to solve problems
    • Measuring angles
    • Understanding decimals and addition and subtraction of decimals
    • Building foundations for addition and subtraction of fractions
  • TxCCRS:
    • IX. Communication and Representation
4.9 Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to:
4.9A Represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions.
Readiness Standard

Represent

DATA ON A FREQUENCY TABLE, DOT PLOT, OR STEM-AND-LEAF PLOT MARKED WITH WHOLE NUMBERS AND FRACTIONS

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
    • Numerical data – data that represents values or observations that can be measured and placed in ascending or descending order
      • Can be counted or measured.
  • Limitations
    • Whole numbers
    • Fractions (proper, improper, and mixed numbers)
  • Data representations
    • Frequency table – a table to organize data that lists categories and the frequency (number of times) that each category occurs
      • Characteristics of a frequency table
        • Titles and column headers
          • Title represents the purpose of collected data
          • Column headers clarify the meaning of the data represented in the table
        • Representation of categorical or numerical data
          • Table format
          • Each category label listed in a row of the table
          • Tally marks used to record the frequency of each category
          • Numbers used to represent the count of tally marks in each category
        • Every piece of data represented using a one-to-one correspondence
        • Value of the data in each category
          • Determined by the count of tally marks in that category
          • Represents the frequency for that category
    • Dot plot – a graphical representation to organize small sets of data that uses dots (or Xs) and an axis to show the frequency (number of times) that each category or number occurs
      • Characteristics of a dot plot
        • Titles, subtitles, and labels
          • Title represents the purpose of collected data
          • Subtitle clarifies the meaning of categories or number line
          • Labels identify each category or numerical increment below the line
        • Representation of categorical or numerical data
          • Dots (or Xs)
            • 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 within each category
          • Axis
            • Categorical data represented by a line segment labeled with categories
            • Numerical data represented by a number line labeled with proportional increments
        • Every piece of data represented using a one-to-one or scaled correspondence, as indicated by the key
          • Dots (or Xs) generally represent one count
            • May represent multiple counts if indicated with a key
        • Value of the data in each category
          • Determined by the number of dots (or Xs) or total value of dots (or Xs), as indicated by the key if given
          • Represents the frequency for that category
        • Density of the dots relates to the frequency distribution of the data
    • Stem-and-leaf plot – a graphical representation used to analyze and compare groups or clusters of numerical data by separating the digits in numerical values based on place value. The left digit(s) of the data form the stems and the remaining digit(s) or fraction form the leaves that correspond with each stem, as designated by a key.
      • Characteristics of a stem-and-leaf plot
        • Titles and column headers
          • Title represents the purpose of collected data
          • Column headers indicate stems and leaves
        • Representation of numerical data
          • Vertical line, such as in a T-chart, separates stems from their corresponding leaves
          • Stems listed to the left of the vertical line with their corresponding leaves listed in a row to the right of the vertical line
        • Determination of place value(s) that represents stems versus place value(s) that represents leaves is dependent upon how to best display the distribution of the entire data set and then indicated by a key
          • Left digit(s) of the data forms the stems and remaining digit(s) or fraction forms the leaves that correspond with each stem, as indicated by the key
        • Every piece of data represented using a one-to-one correspondence, including repeated values
          • Stem represents one or more pieces of data in the set
          • Leaf represents only one piece of data in the set
        • Leaves provide frequency counts for the range of numbers included in that row of the stem-and-leaf plot
        • Density of the leaves relates to the frequency distribution of the data
  • Connection between graphs representing the same data
    • Dot plot to stem-and-leaf plot
    • Stem-and-leaf plot to dot plot
    • Same data represented using a frequency table, dot plot, or stem-and-leaf plot

Note(s):

  • Grade Level(s):
    • Grade 1 represented data with picture and bar-type graphs.
    • Grade 2 represented data with pictographs and bar graphs with intervals of one.
    • Grade 3 summarized a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals.
    • Grade 4 introduces representing data on a stem-and-leaf plot.
    • Grade 5 will represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots.
    • Grade 6 will represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Developing fluency with efficient use of the four arithmetic operations on whole numbers and using this knowledge to solve problems
    • Understanding decimals and addition and subtraction of decimals
    • Building foundations for addition and subtraction of fractions
  • TxCCRS:
    • VI.B. Statistical Reasoning – Describe Data
    • VIII. Problem Solving and Reasoning
    • IX. Communication and Representation
4.9B Solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot.
Supporting Standard

Solve

ONE- AND TWO-STEP PROBLEMS USING DATA IN WHOLE NUMBER, DECIMAL, AND FRACTION FORM IN A FREQUENCY TABLE, DOT PLOT, OR STEM-AND-LEAF PLOT

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
    • Numerical data – data that represents values or observations that can be measured and placed in ascending or descending order
  • Limitations
    • One- or two-step problems
    • Addition
      • Sums of whole numbers
      • Sums of decimals up to the hundredths
      • Sums of fractions limited to equal denominators
    • Subtraction
      • Differences of whole numbers
      • Differences of decimals with values limited to the hundredths
      • Differences of fractions limited to equal denominators
    • Multiplication
      • Products of whole numbers up to two-digit factors by two-digit factors and up to four-digit factors by one-digit factors
    • Division
      • Quotients of whole numbers up to four-digit dividends by one-digit divisors
  • Data Representations
    • Frequency table – a table to organize data that lists categories and the frequency (number of times) that each category occurs
    • Dot plot – a graphical representation to organize small sets of data that uses dots (or Xs) and an axis to show the frequency (number of times) that each category or number occurs
    • Stem-and-leaf plot – a graphical representation used to analyze and compare groups or clusters of numerical data by separating the digits in numerical values based on place value. The left digit(s) of the data form the stems and the remaining digit(s) or fraction form the leaves that correspond with each stem, as designated by a key.
  • Solve problems using data represented in frequency tables, dot plots, or stem-and-leaf plots

Note(s):

  • Grade Level(s):
    • Grade 3 solved one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.
    • Grade 5 will solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Developing fluency with efficient use of the four arithmetic operations on whole numbers and using this knowledge to solve problems
    • Understanding decimals and addition and subtraction of decimals
    • Building foundations for addition and subtraction of fractions
  • TxCCRS:
    • I. Numeric Reasoning
    • VI.B. Statistical Reasoning – Describe Data
    • VIII. Problem Solving and Reasoning
    • IX. Communication and Representation
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
Loading
Data is Loading...