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Instructional Focus Document
Grade 6 Social Studies
TITLE : Unit 08: Unity and Division: South Asia SUGGESTED DURATION : 10 days

Unit Overview

Introduction

In this unit, students study South Asia as a cultural region where religious affiliations have unified and divided the people living there. This region is affected by the seasonal monsoon winds which boost agricultural production yet result in massive flooding.  Both Hinduism and Buddhism originated in South Asia and have greatly influenced the culture in the region, along with Islam which spread to the region via trade routes. The region is home to relatively democratic political systems, especially in India, and the region is characterized by a significantly large population which provides labor to the growing economies of the region as well as to multinational companies in the form of outsourcing. An examination of South Asia is important for understanding how physical geographic processes affect the physical geographic patterns, and for understanding how cultural differences can result in political division.

Prior to this Unit

In the previous unit, students examined the challenges faced by Sub-Saharan Africa after decolonization.

During this Unit

In this unit students examine the physical geographic processes that affect South Asia and unify the subcontinent, along with how people in this region adapt to those physical processes. Students also study about the influences of Hinduism, Buddhism and Sikhism on culture in South Asia. Finally students learn about the impact of colonialism, religious differences and population growth on South Asia, specifically examining the political divisions that came about following the end of British rule in the region. All social studies skills expectations are included in this unit to support the historical inquiry process that should be incorporated into classroom instruction and assessment.

After this Unit

In the next unit students learn about the traditional cultures of East and Southeast Asia in a world that is modernizing.


Physical and human processes shape the patterns of the Earth’s surface.

  • In what ways is the Earth’s surface constantly being changed?

The values of a society are reflected in its culture and institutions.

  • How does a society preserve and perpetuate its values?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

Physical geographic processes create unique geographic patterns in South Asia, including unifying the region as a subcontinent.  

  • What physical geographic processes affect South Asia?
  • Why is South Asia considered a subcontinent?
  • How do people in South Asia adapt to the physical geography?
  • How does physical geography affect settlement patterns in South Asia?

Spatial Patterns

  • Physical geographic processes/Landforms
  • Human-Environment Interaction
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 traditions of Hinduism, Buddhism, and Sikhism are reflected in the lifestyles, traditions, and cultural landscape of South Asia.

  • What is similar and different about the beliefs of Hindus, Buddhists, and Sikhs?
  • What cultural traditions in South Asia originated with Hindu, Buddhist or Sikh teachings?
  • How are the cultural traditions in South Asia reflected in the cultural landscape?

Cultural Patterns

  • 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.

Cultural, economic, and political patterns in South Asia have been impacted by colonialism, religious differences, and a large population.

  • What impact did British imperialism have on cultural, political, economic and social patterns in South Asia?
  • What is characteristic of economic, political and demographic patterns in South Asia?
  • Why did the South Asian subcontinent divide into various political regions following the end of British rule?

Cultural Patterns

  • Demographics

Economic Patterns

  • Economic Systems

Political Patterns

  • Imperialism
  • Independence Movements

Spatial Patterns

  • Migration
  • 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.

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.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

  • Students may think of South Asia as plagued with political and economic instability.
  • Students may not realize that India is an emerging global economic superpower.
  • Students may not realize that South Asia is one of the most linguistically, ethnically, and culturally diverse areas on the planet.
  • Students may hold a number of misconceptions about South Asian religions, and may not realize that Buddhism originated in South Asia.

Unit Vocabulary

  • monsoon – seasonal winds that affect climate in the southern areas of Asia, resulting in wet spring and summer months and dry winter months
  • subcontinent – large landmass that is geographically set off from the larger continent
  • typhoons – a severe tropical storm characterized by high winds that originates in the Indian Ocean or western Pacific Ocean
  • plate tectonics – theory that explains the process that formed the continents and explains why the earth’s crust shifts
  • tsunami – large ocean wave that is caused by an earthquake along the floor of the ocean

Related Vocabulary

  •  cultural landscape
  • migration 
  •  earthquakes
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 Center if your district has granted access to that tool.

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


TAUGHT DIRECTLY TEKS

TEKS intended to be explicitly taught in this unit.

TEKS/SE Legend:

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

Specificity Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
TEKS# SE# TEKS SPECIFICITY
New6.1 The student understands that historical events influence contemporary events. The student is expected to:
New6.1A Trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as colonization, immigration, and trade.

Trace

CHARACTERISTICS OF SOCIETIES THAT RESULTED FROM HISTORICAL EVENTS

Including, but not limited to:

  • South Asia
    • India claims to be the largest democracy in the world, established following independence from Great Britain after World War II; typically imperial rule was replaced by democratic political systems in the region, yet Pakistan continues to experience many military coups and democracy in Afghanistan is relatively new following U.S. intervention
    • Many languages are spoken in the region including Hindi, Pashtun, Urdu and English, which spread with colonization of the area
    • Region is diverse in religions (Hindus, Muslims, Sikhs), ethnicities, and languages; tension between various groups over political and economic power has led to occasional conflict, including the partition of India and Pakistan
    • Economic development in the region is lagging with India making strides in the creation of service industries including receiving “outsourced” labor for companies outside of the region; reflection of having once had colonial status when industries especially textiles were dismantled by colonial powers
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:
New6.3C Identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions.

Identify, Locate

PHYSICAL AND HUMAN GEOGRAPHIC FEATURES OF VARIOUS PLACES AND REGIONS

Including, but not limited to:

  • South Asia
    • Landforms – Himalaya Mountains, Hindu Kush Mountains, Thar Desert, Eastern Ghats, Western Ghats, Deccan Plateau, Mt. Everest
    • Water bodies – Ganges River, Indus River, Indian Ocean, Bay of Bengal, Arabian Sea
    • Urban centers – New Delhi, Mumbai, Islamabad, Kabul, Dhaka, Kathmandu
New6.3D Identify the location of major world countries for each of the world regions.

Identify

LOCATION OF MAJOR WORLD COUNTRIES

Including, but not limited to:

  • South Asia
    • India, Pakistan
New6.5 The student understands the impact of interactions between people and the physical environment on the development and conditions of places and regions. The student is expected to:
New6.5A Describe ways people have been impacted by physical processes such as earthquakes and climate.

Describe

WAYS PEOPLE HAVE BEEN IMPACTED BY PHYSICAL PROCESSES

Including, but not limited to:

  • Impact of earthquakes
    • Earthquakes cause significant damage to property and loss of lives as well as produce tsunamis, immense ocean waves which also cause severe damage and loss of lives.
    • When earthquakes happen in nations that lack financial resources, people can be displaced from their homes for years and economic activities are disrupted.
  • Impact of climate
    • Climate is a pattern of the combination of precipitation and temperature over time. This combination produces distinct climate regions. There are five major categories of climate; polar, temperate, tropical, arid, and highland along with many sub categories within these larger groups.
    • Climate affects the creation of biomes or ecosystems, which are defined by a specific community of plants and animals that inhabit that region. Biomes are classified into four main categories: forests, grasslands, deserts, and tundra.
    • Humans must adapt to the climate in which they live and human lifestyles are impacted by the climate in which they live. For example people living in polar climates participate in different outdoor activities as compared to people living in tropical regions.
    • The variation in biomes created by climate impacts availability of natural resources, diets, clothing, dwellings, and economic activities of people
New6.5B Identify and analyze ways people have adapted to the physical environment in various places and regions.

Identify, Analyze

WAYS PEOPLE HAVE ADAPTED TO THE PHYSICAL ENVIRONMENT

Including, but not limited to:

  • A variety of clothing is used to adapt to various climates
  • Terrace farming is used as an adaption for farming in elevated regions
  • Desalinization of saltwater is an adaption used in regions where fresh water is scarce
  • Air conditioning is used to adapt to hot/humid climate regions
  • Introduction of crops that are conducive to the surrounding climate, such as planting rice in wet areas
  • Use of sunscreen to adapt to living in regions with intense sunlight
  • Modifying structures to adapt to hazardous weather conditions, such as elevating homes in regions that experience heavy flooding because of precipitation brought with monsoon winds, or building to withstand earthquakes, or digging below permafrost to underpin buildings
New6.6 The student understands the factors of production in a society's economy. The student is expected to:
New6.6A Describe ways in which the factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of various contemporary societies.

Describe

WAYS FACTORS OF PRODUCTION INFLUENCE ECONOMIES

Including, but not limited to:.

  • South Asia
    • The region is characterized by a variety of economic development with India being considered developed. The region is a source of outsourced labor from multi-national companies as the large population numbers provide a large labor pool.  The region has access to natural resources, capital and some entrepreneurs, most notably in the movie industry in India. India’s economy is mainly service-oriented as opposed to manufacturing, which happens on a smaller scale in India.
New6.10 The student understands various ways in which people organize governments. The student is expected to:
New6.10B Compare ways in which various societies such as China, Germany, India, and Russia organize government and how they function.

Compare

WAYS VARIOUS SOCIETIES ORGANIZE GOVERNMENT AND HOW THEY FUNCTION

Including, but not limited to:

  • Ways societies organize government
    • Federal systems are distinguished by a constitution that divides power between a central governmental authority and smaller regional subdivisions of government, such as states or provinces. The United States, Canada, India, and Germany are examples of federal systems.
    • Unitary systems are characterized by a national government performing all government functions. Subnational units may have some authority within their regions, but their powers are limited by the national government.  Examples of unitary systems include, Great Britain, France, Japan, and People’s Republic of China. Russia is organized as a federation of states, yet the concentration of power at the national level results in Russia operating more as a unitary system.
  • How governments function
    • Governments must perform legislative, executive, and judicial duties. Some government divide these duties between three branches. In parliamentary systems, such as in Canada and Great Britain the executive and legislative branches tend to merge.
    • Governments create bureaucracies or agencies of non-elected officials who carry out administrative functions of the government, such as collecting taxes, enforcing regulations, and providing security.
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:
New6.14B 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  
New6.17 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.
New6.19 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:
New6.21B 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
DEVELOPING TEKS

TEKS that need continued practice, improvement, and refinement, but do not necessarily need to be explicitly taught in this unit.

TEKS/SE Legend:

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

Specificity Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
TEKS# SE# TEKS SPECIFICITY
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

New6.21C 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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