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Instructional Focus Document
Grade 7 Mathematics
TITLE : Unit 05: Similarity SUGGESTED DURATION : 12 days

Unit Overview

Introduction
This unit bundles student expectations that address similarity, similar shapes, and scale drawings. 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. The introduction to the grade level standards state, “While the use of all types of technology is important, the emphasis on algebra readiness skills necessitates the implementation of graphing technology.”

Prior to this Unit
In Grade 6, students used scale factors involving ratios and rates to solve problems. In Grade 7 Unit 03, students used proportional reasoning with ratios and rates to solve problems involving ratios, rates, and percents.

During this Unit
Students extend concepts of proportionality to two-dimensional figures as they solve mathematical and real-world problems involving similar shapes and scale drawings. Students generalize the critical attributes of similarity, which include examining the multiplicative relationship within and between similar shapes.

After this Unit
In Grade 8, students will generalize the ratio of corresponding sides of similar shapes are proportional, compare and contrast the attributes of a shape and its dilations on a coordinate plane, and use algebraic representations to explain the effect of a given scale factor applied to two-dimensional figures on a coordinate plane with the origin as the center of the dilation.

Additional Notes
In Grade 7, solving mathematical and real-world problems involving similar shape and scale drawings is identified as STAAR Readiness Standard 7.5C, and generalizing the critical attributes of similarity, including ratios within and between similar shapes is identified as STAAR Supporting Standard 7.5A. These two standards are listed under the Grade 7 STAAR Reporting Category: Geometry and Measurement and part of the Grade 7 Texas Response to Curriculum Focal Points (TxRCFP): Representing and applying proportional relationships. This unit is supporting the development of the Texas College and Career Readiness Standards (TxCCRS): I. Numeric Reasoning, III.C Geometric Reasoning – Connections between geometry and other mathematical content strands, IV. Measurement Reasoning, VIII. Problem Solving and Reasoning, IX. Communication and Representation, and X. Connections

Research
According to the National Council of Teachers of Mathematics (NCTM), Navigating through Measurement in Grades 6 – 8 (2005), “The middle school years are a good time to introduce students to the use of proportional relationships to measure unusually large or small attributes…investigating relationships among measurements offers students excellent opportunities to practice multiplicative reasoning, which is necessary for solving problems related to the scaling of similar shapes in one, two, and three dimensions” (p. 45). Prior to the development of the concept of similarity, students must have had qualitative and quantitative experiences with ratios. “Similarity in the mathematical sense is a very complex idea and it takes some time for children to understand it…similarity is an elusive concept if the student has not learned to see quantitative relationships that are not explicit” (Lamon, 2006, p. 214)

 

Lamon, S. J. (2006). Teaching fractions and ratios for understanding: Essential content knowledge and instructional strategies for teachers. (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates Inc.
National Council of Teachers of Mathematics. (2005). Navigating through measurement in 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


  • Quantitative relationships model problem situations efficiently and can be used to make generalizations, predictions, and critical judgements in everyday life.
    • What patterns exist within different types of quantitative relationships and where are they found in everyday life?
    • Why is the ability to model quantitative relationships in a variety of ways essential to solving problems in everyday life?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)
  • Understanding how two quantities vary together (covariation) and can be reasoned up and down in situations involving invariant (constant) relationships builds flexible proportional reasoning in order to make predictions and critical judgements about the relationship.
    • Analyzing geometric relationships in models aids in representing the attributes and quantifiable measures to generalize proportional geometric relationships and solve problems.
      • What are the critical attributes of similarity?
      • How can ratios be used to generalize the attributes of similarity?
      • How is the between ratio of similar shapes different than the within ratio of similar shapes?
      • What is the relationship between corresponding side lengths of similar shapes and proportionality?
      • How does the scale factor affect the size of two similar shapes?
      • What is the relationship between the scale factor and linear measures of similar shapes?
      • What is the process for solving problems involving similar shapes and scale drawings?
  • Proportionality
    • Ratios and Rates
      • Scale factors
    • Relationships and Generalizations
      • Proportional
      • Geometric similarity
      • Scale drawings
    • Representations
  • 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 any scale factor applied to a similar shape will result in an enlargement or reduction rather than realizing that a scale factor of 1 produces a congruent shape.
  • Some students may not use the name of the shape to help correctly match corresponding sides and angles of two similar shapes.
  • Some students may not associate that sequence of vertices when naming similar shapes also names the corresponding sides and angles of the two shapes (e.g., If figure ABCD is similar to figure QRST, then  corresponds to  and ∠A corresponds to ∠Q, etc.)
  • Some students may not be able to identify the original figure and its image, especially when dealing with similar shapes and drawings that transform from a larger figure to a smaller figure.
  • Some students may not understand that a scale factor must be applied to all dimensions of a shape to maintain similarity.
  • Some students may not interpret prime notation correctly when referring to similar shapes.
  • Some students may think that all similar shapes are drawn to scale rather than using given measurements of the shapes.
  • Students may think that the scale factor also applies to the angle measure rather than understanding that corresponding angles are congruent in similar shapes.

Underdeveloped Concepts:

  • Some students may think proportionality is an additive relationship instead of a multiplicative relationship.

Unit Vocabulary

  • Congruent – of equal measure, having exactly the same size and same shape
  • Positive rational numbers – the set of numbers that can be expressed as a fraction A over B.png, where a and b are counting (natural) numbers
  • Similar shapes – shapes whose angles are congruent and side lengths are proportional (equal scale factor)

Related Vocabulary:

  • Between ratio
  • Corresponding
  • Enlargement
  • Prime notation
  • Proportional
  • Ratio
  • Reduction
  • Scale drawing
  • Scale factor
  • Within ratio
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 7 Mathematics TEKS

 

Texas Instruments – Graphing Calculator Tutorials


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.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
TEKS# SE# TEKS SPECIFICITY
7.1 Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
7.1A 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 rational numbers and operations to solve problems in a variety of contexts
    • Representing and applying proportional relationships
    • Using expressions and equations to describe relationships in a variety of contexts, including geometric problems
    • Comparing sets of data
  • TxCCRS:
    • X. Connections
7.1B 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 rational numbers and operations to solve problems in a variety of contexts
    • Representing and applying proportional relationships
    • Using expressions and equations to describe relationships in a variety of contexts, including geometric problems
    • Comparing sets of data
  • TxCCRS:
    • VIII. Problem Solving and Reasoning
7.1C

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 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
      • 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 rational numbers and operations to solve problems in a variety of contexts
    • Representing and applying proportional relationships
    • Using expressions and equations to describe relationships in a variety of contexts, including geometric problems
    • Comparing sets of data
  • TxCCRS:
    • VIII. Problem Solving and Reasoning
7.1D

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, AND LANGUAGE AS APPROPRIATE

Including, but not limited to:

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

Note(s):    

  • The mathematical process standards may be applied to all content standards as appropriate.
  • TxRCFP:
    • Developing fluency with rational numbers and operations to solve problems in a variety of contexts
    • Representing and applying proportional relationships
    • Using expressions and equations to describe relationships in a variety of contexts, including geometric problems
    • Comparing sets of data
  • TxCCRS:
    • IX. Communication and Representation
7.1E 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 rational numbers and operations to solve problems in a variety of contexts
    • Representing and applying proportional relationships
    • Using expressions and equations to describe relationships in a variety of contexts, including geometric problems
    • Comparing sets of data
  • TxCCRS:
    • IX. Communication and Representation
7.1F 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 rational numbers and operations to solve problems in a variety of contexts
    • Representing and applying proportional relationships
    • Using expressions and equations to describe relationships in a variety of contexts, including geometric problems
    • Comparing sets of data
  • TxCCRS:
    • X. Connections
7.1G 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 rational numbers and operations to solve problems in a variety of contexts
    • Representing and applying proportional relationships
    • Using expressions and equations to describe relationships in a variety of contexts, including geometric problems
    • Comparing sets of data
  • TxCCRS:
    • IX. Communication and Representation
7.5 Proportionality. The student applies mathematical process standards to use geometry to describe or solve problems involving proportional relationships. The student is expected to:
7.5A Generalize the critical attributes of similarity, including ratios within and between similar shapes.
Supporting Standard

Generalize

THE CRITICAL ATTRIBUTES OF SIMILARITY, INCLUDING RATIOS WITHIN AND BETWEEN SIMILAR SHAPES

Including, but not limited to:

  • Congruent – of equal measure, having exactly the same size and same shape
  • Similar shapes – shapes whose angles are congruent and side lengths are proportional (equal scale factor)
  • Notation for similar shapes
    • Symbol for similarity (~) read as “similar to”
    • The order of the letters determines corresponding side lengths and angles
  • Attributes of similar shapes
    • Corresponding sides are proportional.
    • Corresponding angles are congruent.
  • Ratios within similar figures
    • Compares two lengths within one figure to the corresponding two lengths within a second figure
  • Ratios between similar figures
    • Compares two corresponding lengths between two similar figures
    • If the figures are similar, all ratios comparing two corresponding lengths between the two figures will be the same.
  • Generalizations of similarity
    • A scale factor greater than 0 but <1 decreases the linear dimensions of the shape.
    • A scale factor >1 increases the linear dimensions of the shape.
    • Ratios comparing corresponding lengths within each shape or between shapes will determine if the shapes are similar.
      • Equivalent ratios for all pairs of corresponding lengths within or between figures should be tested to prove similarity.
    • Shapes that are “the same shape, but a different size” are not always similar shapes.
    • Corresponding sides are proportional, while corresponding angles are congruent.
    • There is a multiplicative relationship between the lengths of corresponding sides.

Note(s):

  • Grade Level(s):
    • Grade 7 introduces generalizing the critical attributes of similarity, including ratios within and between similar shapes.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Representing and applying proportional relationships
  • TxCCRS:
    • III.C. Geometric Reasoning – Connections between geometry and other mathematical content strands
    • IV. Measurement Reasoning
    • VIII. Problem Solving and Reasoning
    • IX. Communication and Representation
    • X. Connections
7.5C Solve mathematical and real-world problems involving similar shape and scale drawings.
Readiness Standard

Solve

MATHEMATICAL AND REAL-WORLD PROBLEMS INVOLVING SIMILAR SHAPE AND SCALE DRAWINGS

Including, but not limited to:

  • Positive rational numbers – the set of numbers that can be expressed as a fraction , where a and b are counting (natural) numbers
  • Various forms of positive rational numbers
    • Counting (natural) numbers
    • Decimals
    • Fractions
    • Percents converted to equivalent decimals or fractions for multiplying or dividing
  • Mathematical and real-world problems
  • Similar shapes – shapes whose angles are congruent and side lengths are proportional (equal scale factor)
    • Similar shapes are proportional when a scale factor is applied to the linear measures, creating a dilated (enlarged or reduced) shape.
  • Scale drawings
    • Scale drawings are proportional when a scale factor is applied to the linear measures, creating a dilated (enlarged or reduced) scale drawing.

Note(s):

  • Grade Level(s):
    • Grade 6 represented mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions.
    • Grade 7 introduces solving mathematical and real-world problems involving similar shape and scale drawings.
    • Grade 8 will generalize that the ratio of corresponding sides of similar shapes are proportional, including a shape and its dilation.
    • Grade 8 will compare and contrast the attributes of a shape and its dilation(s) on a coordinate plane.
    • Grade 8 will use an algebraic representation to explain the effect of a given positive rational scale factor applied to two-dimensional figures on a coordinate plane with the origin as the center of dilation.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Representing and applying proportional relationships
  • TxCCRS:
    • I. Numeric Reasoning
    • III.C. Geometric Reasoning – Connections between geometry and other mathematical content strands
    • IV. Measurement Reasoning
    • VIII. Problem Solving and Reasoning
    • 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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