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Instructional Focus Document
Grade 6 Social Studies
TITLE : Unit 01: Thinking Like a Geographer: The World’s Geographic Patterns SUGGESTED DURATION : 10 days

Unit Overview

Introduction

This unit bundles the student expectations that provide a foundation for the World Cultures course. This unit is primarily a study of region and culture. Students begin a study of World Cultures by examining how maps are used by geographers and by gaining an understanding of the concept of culture. Maps are the language of geographers and in this unit students are introduced to the basics of that “language.” An understanding of maps is critical for examining the world’s spatial patterns. According to Kastens and Liben (2010), students are not developing adequate map skills; this then hinders their ability to develop spatial orientation, a problem that often follows them into adulthood. Continued development of spatial reasoning is necessary for student success in later social studies courses.

Prior to this Unit

Students were introduced to the basic map elements in Grade 2 and have been creating maps since Kindergarten. In Grade 4 students began examining sources as an initial introduction to the critical thinking skills of historical inquiry. In Grade 6 students build on this process by learning to craft compelling questions, locate sources, and synthesize information from sources to generate a conclusion. In Grade 6 students are also introduced to the use of proper citations.

During this Unit

In this unit students specifically learn about types of maps, elements of maps, and how to read maps. Additionally students study about how geography influences settlement patterns, about the defining characteristics of culture, about cultural celebrations, and about how geographers divide the world into culture regions. In order for students to continue to develop critical thinking skills, in this unit they will research the similarities and differences of cultural traditions, commemorations, celebrations, and religious holidays/observances from around the world.

After this Unit

The foundational content contained in this unit will be applied throughout the remainder of the course as students examine a variety of culture regions and continue to develop proficiency with the “language” of maps. Throughout the course students develop maps skills as they practice creating various types of maps as well as using maps to examine spatial patterns. In the next unit students study about the geography and culture of the United States and Canada.

Research

Kastens, A., & Liben, L. (2010).Children's strategies and difficulties while using a map to record locations in an outdoor environment. International Research in Geographical and Environmental Education, 19(4), 315-340.

Additional Notes

The academic standards adopted by the Texas State Board of Education require students to learn about various religious holidays; including Christmas, Easter, Yom Kippur, Rosh Hashanah, Ramadan, the annual hajj, Diwali, and Vaisakhi. The issues within this standard could be viewed as controversial, and teachers are encouraged to consider the values of their local community and consult locally-adopted instructional materials when developing their instruction for this subject. Content presented within the TEKS Resource System should not be interpreted as the sole source of information, as it is only a sample of information that may be beneficial as the teacher determines what material is applicable and appropriate for use in instruction. Again, teachers are ultimately responsible for the content they present and they are encouraged to consult locally-adopted resources and consider the values of the local community when crafting instruction.


Maps are used to navigate the spatial world analyze the spatial patterns.

  • How are maps used as a tool?

The world is characterized by a variety of regions, places, and cultures.

  • What makes a region, place, or culture unique?

Historians, geographers, and social scientists conduct research by creating compelling questions; evaluating sources; gathering, analyzing, and

synthesizing information; and communicating conclusions supported by evidence.

  • How do historians, geographers, and social scientists conduct credible research?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

Geographers use maps to illustrate and study spatial patterns including settlement patterns.

  • What types of maps are used by geographers?
  • How are latitude and longitude used on maps?
  • What kinds of information are included on a map?
  • What can geographers learn from examining maps?
  • What geographic factors affect where people settle and don’t settle?

Spatial Patterns

  • Location
  • Population distribution
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.

Geographers divide the world into spatial regions, including culture regions.  

  • What cultural traits do all societies have?
  • What is the difference between a location, a place, and a region?
  • How do geographers decide that a particular place is a culture region?

Spatial Patterns

  • Location
  • Place
  • Region/Borders
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.

The culture of a society is reflected in its cultural landscape, monumental architecture, and institutions.

  • What does it mean to assimilate into a new culture?
  • What does the cultural landscape tell us about a society?
  • What institutions are common to all societies?
  • Why do societies create institutions?
  • How do societies maintain their institutions?

Cultural Patterns

  • Language
  • Belief systems
  • Customs/Traditions
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.

All societies have common cultural institutions, traditions, and celebrations which are passed on to the next generation.

  • How is culture passed from one generation to the next?
  • Why are cultural traditions, commemorations, and celebrations important to societies?
  • What significant religious holidays and observances are recognized in various societies of the world?
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.

Unit performance tasks are intended to serve as an additional assessment resource, especially for classrooms implementing performance/project based instructional models. Teachers may choose to use performance tasks as one large unit encompassing assessment in conjunction with incorporating the performance assessments as instructional processing activities or as an alternative to administering all of the unit performance assessments.  Please consult the Unit Performance Tasks Best Practices resource for a more in-depth guide to implementation of performance tasks as an assessment tool.

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.
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

  • Students may think of culture as something other people have, but don’t recognize the aspects of their own lives that constitute culture.
  • Students generally need practice creating their mental map of the world and with spatial understanding of the world.

Unit Vocabulary

  • geography – the study of the spatial characteristics of the world’s land and people
  • institutions – long-standing practices, traditions, or customs that regulate a group
  • culture – the behaviors and beliefs characteristic of a particular group
  • culture trait – a characteristic, such as language, beliefs, food, or  customs that is shared by a group
  • region – a spatial area of land that is unified by a common characteristic, such as political unity, linguistic unity, or common climate patterns
  • culture region – a spatial area that is characterized by a population that shares common beliefs, history, language, customs, and traditions
  • cultural landscape – the physical qualities that reflect the culture of a particular place
  • location – an exact point on the earth’s surface
  • place – an area distinguished by unique physical and human characteristics

Related Vocabulary

  • spatial
  • linguistic
  • interactions
  • climate
Unit Assessment Items System 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 Creator if your district has granted access to that tool.

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


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

Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
New6.3 The student understands the factors that influence the locations and characteristics of locations of various contemporary societies on maps and/or globes. The student is expected to:
New6.3A Identify and explain the geographic factors responsible for patterns of population in places and regions.

Identify, Explain

GEOGRAPHIC FACTORS RESPONSIBLE FOR PATTERNS OF POPULATION

Including, but not limited to:

  • Access to and availability of water – populations tend to cluster near bodies of water for sustaining agriculture as well as for use as transportation corridors
  • Availability of arable land – necessary to support agriculture and thereby populations
  • Availability of natural resources – need to sustain economic development for populations
  • Economic opportunities – populations concentrate in regions with access to jobs; populations migrate to regions with access to jobs
  • Favorable climate conditions – populations tend to concentrate in warmer climate regions
  • Common culture – population patterns reveal that ethnic groups tend to cluster together       
  • Physical geography – population patterns are affected by the location of landforms that facilitate settlement, such as plains and natural harbors and those which are barriers to settlement, such as mountains and forests
New6.13 The student understands the similarities and differences within and among cultures in various world societies. The student is expected to:
New6.13A Identify and describe common traits that define cultures and culture regions.

Identify, Describe

COMMON TRAITS THAT DEFINE CULTURES AND CULTURE REGIONS

Including, but not limited to:

  • Culture trait is a single element of common practice in a culture and may include religious practices, languages spoken, food preferences, customs/traditions/celebrations, clothing choices, and lifestyles.
  • A culture region is characterized by people in that region sharing common language, beliefs, history, social structures, institutions, art, foods and traditions.
New6.14 The student understands that all societies have basic institutions in common even though the characteristics of these institutions may differ. The student is expected to:
New6.14A Identify institutions basic to all societies, including government, economic, educational, and religious institutions.

Identify

INSTITUTIONS BASIC TO SOCIETIES

Including, but not limited to:

  • Institution – refers to a long-standing tradition, custom or practice that reflects the values of a society. All societies have governments, economic systems, educational systems, and religious institutions.
    • Governmental institutions – refers to a society’s system for creating rules and social order
    • Economic institutions – refers to the practices that a society employs to provide for basic needs; could include bartering, trading, agricultural practices, and money-based economic activities
    • Educational institutions – refers to the practices a society uses to pass on cultural and societal norms from one generation to the next; could include formal as well as informal schooling
    • Religious institutions – refers to societal practices that relate to belief systems
New6.14B Compare characteristics of institutions in various contemporary societies.

Compare

CHARACTERISTICS OF INSTITUTIONS IN SOCIETIES

Including, but not limited to:

  • Comparisons of the characteristics of  governmental institutions may include political systems, rights given to citizens, voting qualifications, laws
  • Comparisons of the characteristics of economic institutions many include the type of economic activities, the availability of resources, gender roles in economic activities
  • Comparisons of the characteristics of education institutions may include years of formal schooling, types of school for boys and for girls, types of informal schooling
  • Comparisons of the characteristics of religious institutions may include various religious observances and rituals, architecture of religious buildings  
New6.14C Analyze the efforts and activities institutions use to sustain themselves over time.

Analyze

EFFORTS AND ACTIVITIES INSTITUTIONS USE TO SUSTAIN THEMSELVES OVER TIME

Including, but not limited to:

  • In order to maintain a particular society’s institutions, the values, norms and expectations of that society need to be passed from generation to generation. This is accomplished through a variety of means, including formal and informal education, and the controlling of information.
New6.17 The student understands the relationships among religion, philosophy, and culture. The student is expected to:
New6.17A Explain the relationship among religious ideas, philosophical ideas, and cultures.

Explain

RELATIONSHIP AMONG RELIGIOUS IDEAS, PHILOSOPHICAL IDEAS, CULTURES

Including, but not limited to:

  • New religious and philosophical ideas emerged as humans explored the nature of human existence and the nature of human relationships.
  • Cultures are distinguished by the religious ideas and/or philosophical ideas which have been adopted and passed on through generations.
  • Belief systems are considered an element of culture which influence cultural institutions and practices
  • Religious and philosophical ideas can influence the cultural landscape and institutions of a region such as with differences of architecture, organization of governments, and traditions among social groups.
New6.17B Explain the significance of religious holidays and observances such as Christmas, Easter, Ramadan, the annual hajj, Yom Kippur, Rosh Hashanah, Diwali, and Vaisakhi in various contemporary societies.

Explain

SIGNIFICANCE OF RELIGIOUS HOLIDAYS AND OBSERVANCES

Including, but not limited to:

  • Christmas – Christian celebration rooted in the religious belief of the birth of Jesus Christ as the universal Messiah.
  • Easter – Christian observance rooted in the religious belief of Jesus Christ’s resurrection from the dead.
  • Rosh Hashanah – Jewish commemoration of the New Year in the Jewish calendar, usually occurring in early autumn during the Hebrew month of Tishrei.
  • Yom Kippur – Jewish commemoration rooted in the religious belief of a Day of Atonement. Considered the most solemn holy day in the Jewish calendar.
  • Ramadan – Islamic commemoration rooted in the religious belief that the text of the Qur'an was revealed to the Prophet Muhammad.
  • The Hajj – Islamic pilgrims visit the Ka'aba and perform a variety of acts to commemorate various facets of Islamic life and history.
  • Diwali – Hindu commemoration rooted in the religious belief of the return of Lord Rama, along with Sita and Lakshmana, from a fourteen-year-long exile and vanquishing of the demon-king Ravana. Popularly known as the “festival of lights."
  • Vaisakhi – Sikh commemoration celebrating the establishment of the Sikh community in 1699.
New6.19 The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:
New6.19A Differentiate between, locate, and use valid primary and secondary sources such as oral, print, and visual material, and artifacts to acquire information about various world cultures.

Differentiate between, Locate, Use

VALID PRIMARY AND SECONDARY SOURCES TO ACQUIRE INFORMATION ABOUT VARIOUS WORLD CULTURES

Including, but not limited to:

  • Oral materials
  • Print materials
  • Visual material
  • Artifacts
New6.19B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.

Analyze

INFORMATION

Including, but not limited to:

  • Sequencing refers to the practice of arranging items in a specific order. Most commonly in social studies this is done with events either sequenced by absolute chronology or exact date of by relative chronology or placing events in chronological order without necessarily identifying exact dates
  • Categorizing refers to the practice of placing items in particular groups.
  • Identifying cause-and-effect relationships is a common skill applied in historical analysis to examine change over time.
  • Comparing and contrasting refers to examination of similarities and differences.
  • Finding the main idea is a literacy skill applied to the examination most often of textual and visual sources.
  • Summarizing is a literacy skill utilized to condense information to a concise version.
  • Making generalizations and predictions is facilitated by the examination of patterns. Generalizations are general statements that should be based on the evidence presented by patterns and predictions can be made based on that pattern.
  • Drawing inferences and conclusions results from examining evidence and articulating interpretations of that evidence.
New6.19C Organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps.

Organize, Interpret

INFORMATION

Including, but not limited to:

  • Outlines
  • Reports
  • Databases
  • Visuals
    • Graphs
    • Charts
    • Timelines
    • Maps
New6.19D Identify different points of view about an issue or current topic.

Identify

DIFFERENT POINTS OF VIEW ABOUT AN ISSUE OR CURRENT TOPIC
New6.20 The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
New6.20A Answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, places, and environments? Using latitude and longitude, where is it located?

Answer

GEOGRAPHIC QUESTIONS

Including, but not limited to:

  • Where is it located? Position on a map (absolute location vs. relative location), latitude and longitude
  • Why is it there? trade routes, altitude, availability of natural resources, transportation corridor
  • What is significant about its location? historically, economically, socially, politically
  • How is its location related to other people, places, and environment? conflicts, cultural diffusion, climate, availability of resources
  • Where do people live and not live? Why?
  • How does geography affect migration patterns?
  • What patterns are evident in the demographic make-up, language distribution, and distribution of religious groups in the world?
New6.20B Pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, and charts.

Pose, Answer

QUESTIONS ABOUT GEOGRAPHIC DISTRIBUTIONS AND PATTERNS

Including, but not limited to:
Possible questions to pose related to any region of study.

  • How does climate affect settlement patterns (where people live) in this region/country?
  • How does physical geography affect settlement patterns (where people live) and migration patterns (where people move to and from) in this region/country?
  • How does physical geography facilitate/impede trade in this region/country?
  • How has physical geography affected the spread of languages, religions and ethnic groups?
New6.20C Compare various world regions and countries using data from maps, graphs, and charts.

Compare

WORLD REGIONS AND COUNTRIES

Including, but not limited to:
Possible comparisons to make

  • Levels of development
  • Standard of living
  • Voting participation
  • Types of economic activities
  • Levels of education
  • Gross domestic product
  • Settlement patterns over time
  • Demographics
  • Literacy rates
New6.20D Create and interpret regional sketch maps, thematic maps, graphs, and charts depicting aspects such as population, disease, and economic activities of various world regions and countries.

Create, Interpret

REGIONAL SKETCH MAPS, THEMATIC MAPS, GRAPHS, CHARTS

Including, but not limited to:

  • Creation of regional sketch maps by students
  • Thematic maps may depict population patterns, climate regions, language distribution, religious patterns, ethnic patterns, economic activities
  • Charts and graphs may depict birth rate, death rate, population growth rate, life expectancy, literacy level, GDP, average family size
New6.21 The student communicates in written, oral, and visual forms. The student is expected to:
New6.21A Use social studies terminology correctly.

Use

SOCIAL STUDIES TERMINOLOGY CORRECTLY

New6.21B Incorporate main and supporting ideas in verbal and written communication based on research.

Incorporate

MAIN, AND SUPPORTING IDEAS IN VERBAL AND WRITTEN COMMUNICATION BASED ON RESEARCH

New6.21D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research.

Create

WRITTEN AND VISUAL MATERIAL BASED ON RESEARCH

Including, but not limited to:

  • Journal entries
  • Reports
  • Graphic organizers
  • Outlines
  • Bibliographies
New6.21E Use effective written communication skills, including proper citations to avoid plagiarism.

Use

EFFECTIVE WRITTEN COMMUNICATION SKILLS

Including, but not limited to:

  • Correct grammar and punctuation
  • Accurate spelling
  • Clear diction and sentence structure
  • Proper citations to avoid plagiarism
TEKS# SE# Unit Level Developing TEKS Unit Level Specificity
 

Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
New6.21 The student communicates in written, oral, and visual forms. The student is expected to:
New6.21C Express ideas orally based on research and experiences.

Express

IDEAS ORALLY BASED ON RESEARCH AND EXPERIENCES

New6.22 The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:
New6.22A Use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

Use

PROBLEM-SOLVING AND DECISION-MAKING PROCESSES

Including, but not limited to:

  • Identify a problem
  • Gather information
  • List and consider options
  • Consider advantages and disadvantages
  • Choose and implement a solution
  • Evaluate the effectiveness of the solution
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 06/17/2019
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