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Instructional Focus Document
United States History Studies Since 1877 Sequential
TITLE : Unit 12: Ever-Changing America – Yesterday’s Challenges and Today’s Opportunities SUGGESTED DURATION : 5 days

Unit Overview

Introduction

This unit bundles student expectations related to the U.S. founding documents and America’s cultural identity. This final unit culminates in a review of the significance of the Declaration of Independence, the U.S. Constitution, and Bill of Rights to the cultural identity of Americans. Additionally the unit content focuses on the values associated with the unique American identity. An examination of the founding documents and American cultural values is important for understanding how Americans view themselves as a community.

Prior to this Unit

Prior to this unit, students have studied about the major eras of U.S. history since 1877. Students have studied about the significance of the Declaration of Independence, and the U.S. Constitution starting in Grade 3, especially in the context of Celebrate Freedom Week. In Grades 5 and 8 students studied about the writing of the Declaration of Independence and the U.S. Constitution, with emphasis in Grade 8 on the principles of limited government reflected in the U.S. Constitution. Additionally, in Grades 5 and 8 students learned about the rights guaranteed in the Bill of Rights. In Grade 6 students learned about the characteristics of limited governments, including the use of a constitution.

During this Unit

During this unit students revisit the significance of the founding documents and the contributions made by the Founding Fathers, along with learning about the five American values attributed to the success of the republic. Additionally, students continue to develop historical inquiry skills by: 1) acquiring information from various sources, 2) identifying multiple viewpoints in sources, 3) evaluating sources for bias and validity, and 4) supporting conclusions with evidence. All social studies skills expectations are included in this unit to support the inquiry process that should be incorporated into classroom instruction and assessment.

After this Unit

This unit completes students’ study of U.S. history. In the U.S. Government course, students will study the provisions of the U.S. Constitution in more depth.


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)

Americans have a unique cultural identity.

  • How has America’s history as a destination for immigrants shaped its culture?
  • What values are crucial to America’s success as a constitutional republic?
  • What is the process for becoming a naturalized citizen?

Civic Engagement

  • Democratic Principles

Cultural Patterns

  • Belief Systems
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 founding documents of the United States reflect values important to Americans.

  • How do American mottos reflect values important to Americans?
  • Which fundamental American values are embodied in the text of the Declaration of Independence?
  • Why is the government established by the Constitution a bold, ongoing experiment?
  • Who is protected by the Bill of Rights?
  • Why have Americans continued to amend the Constitution?
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

  • None identified

Unit Vocabulary

exceptionalismbeing different and unique in comparison to the norm

Related Vocabulary

  • social
  • values
  • constitutional republic
  • political
  • preamble
  • economic
  • motto
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.
  • 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.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
TEKS# SE# TEKS SPECIFICITY
NewUS.1 The student understands the principles included in the Celebrate Freedom Week program. The student is expected to:
NewUS.1A Analyze and evaluate the text, intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights.
Supporting Standard

Analyze, Evaluate, Identify

TEXT, INTENT,MEANING, AND IMPORTANCE OF THE DECLARATION OF INDEPENDENCE AND THE U.S. CONSTITUTION, BILL OF RIGHTS

Including, but not limited to:

  • Declaration of Independence (first three paragraphs) – the Declaration of Independence announced the colonies’ freedom from British rule and set forth the founding principles of the United States of America including: “all men are created equal”; unalienable rights; government derives its power from the consent of the governed. The ideas expressed in the Declaration of Independence served as a basis for other revolutions and independence movements.
  • Declaring independence allowed for other nations to officially recognize the United States of America.
    • U.S. Constitution – the Constitution of the United States of America provides a framework for the organization of the government and defines the responsibilities of:
      • The Senate and House of Representatives sharing power in a bicameral legislative branch
      • The President as chief authority of the executive branch
      • The Supreme Court as chief authority of the judicial branch
      • The U.S. Constitution is considered the highest law in the land.
  • Bill of Rights – the first 10 amendments to the U.S. Constitution which outlines specific individual rights, including free speech, freedom of religion, rights for those accused of crimes, protections from illegal searches and seizures, and prohibition against cruel and unusual punishment.
  • The U.S. Constitution attempted to address many of the grievances outlined in the Declaration of Independence.
NewUS.1B Analyze and evaluate the application of these founding principles to historical events in U.S. history.
Supporting Standard

Analyze, Evaluate

APPLICATION OF THESE FOUNDING PRINCIPLES TO HISTORICAL EVENTS IN U.S. HISTORY

Including, but not limited to:

  • “All men are created equal” – applied to historical events related to the protection and extension of civil rights
  • Unalienable rights – applied to historical events related to the court decisions
  • Governmental power comes from the consent of the governed – applied to historical events related to the passage of laws and elections
NewUS.1C Explain the meaning and historical significance of the mottos "E Pluribus Unum" and "In God We Trust."
Supporting Standard

Explain

MEANING AND HISTORICAL SIGNIFICANCE OF THE MOTTOS "E PLURIBUS UNUM"

Including, but not limited to:

  • E Pluribus Unum – “Out of many, one”; proposed to Congress in 1782 for use on the Great Seal of the United States; appears on most government tender and seals; the motto symbolized the 13 original States uniting together to form one compact and represented body. Never made the official motto of the country, but generally accepted as a de facto motto.
  • In God We Trust – became the official motto of the United States in 1956 in order to distinguish the United States from nations which restrict religious freedoms; the motto can be found on U.S. coins dating back to the 1860s and paper currency since 1956.
NewUS.21 The student understands the concept of American exceptionalism as identified by Alexis de Tocqueville. The student is expected to:
NewUS.21A Discuss values crucial to America's success as a constitutional republic, including liberty, egalitarianism, individualism, populism, and laissez-faire.
Supporting Standard

Discuss

VALUES CRUCIAL TO AMERICA'S SUCCESS AS A CONSTITUTIONAL REPUBLIC

Including, but not limited to:

The supposed “five values” of de Tocqueville’s On Democracy in America are derived from one analysis by political sociologist Seymour Martin Lipset in his book American Exceptionalism: A Double-edged Sword. Lipset asserts citizens of the United States believe in a fundamental “American Creed” or American ideology stating “the American Creed can be described in five terms: liberty, egalitarianism, individualism, populism, and laissez-faire.”

  • The five ideals of de Tocqueville’s On Democracy in America as interpreted by Lipset:
    • Liberty – individuals are free to pursue their own work.
    • Egalitarianism – involves equality of opportunity and respect, not as a result or condition of a social hierarchy. This ideal is often applied to matters of social justice. Advocates of egalitarian values in American society often claim unrestricted individualism is a source of social injustice.
    • Individualism – involves the social need for mobility and achievement. This ideal is often applied to matters of personal choice and responsibility. Advocates of individualist values in American society often claim the collectivism of egalitarianism endangers individual pursuits.
    • Populism – involves allowing all individuals to voice an opinion
    • Laissez-faire – involves a belief that governments should not impede individual achievement or infringe on property rights
NewUS.21B Describe how the American values are different and unique from those of other nations.

Describe

HOW AMERICAN VALUES ARE DIFFERENT AND UNIQUE FROM THOSE OF OTHER NATIONS

Including, but not limited to:

  • American values reinforce and reward the spirit of hard work and money making vs. other nations’ notions of heredity and that a person is destined to remain in one social group.
NewUS.22 The student understands the promises of the Declaration of Independence and the protections of the U.S. Constitution and the Bill of Rights. The student is expected to:
NewUS.22D Summarize the criteria and explain the process for becoming a naturalized citizen of the United States.
Supporting Standard

Summarize, Explain

CRITERIA AND PROCESS FOR BECOMING A NATURALIZED U.S. CITIZEN

Including, but not limited to:

  • A naturalized citizen is a person of foreign birth who is granted full   citizenship.
  • Individuals not born as U.S. citizens may be eligible to become a U.S. citizen through the process of naturalization. The process is administered by the U.S. Citizenship and Immigration Services (USCIS).
  • To be eligible for citizenship one must:
    • Be at least 18 years old
    • Have been a permanent resident for at least 5 years and have lived for at least 3 month in the state where applying
    • Be able to read, write, and speak basic English
    • Have a basic understanding of U.S. history and government
    • Be or good moral character
    • Demonstrate an attachment to the principles and ideals of the U.S. Constitution
  • Steps in the naturalization process
    • Apply for naturalization and pay a fee
    • Complete fingerprinting
    • Complete interview at which   civics questions will be asked
    • Receive a decision from USCIS
    • Take Oath of Allegiance to the United States
    • Understand rights and responsibilities as a citizen
NewUS.28 The student understands how historians use historiography to interpret the past and applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:
NewUS.28A Analyze primary and secondary sources such as maps, graphs, speeches, political cartoons, and artifacts to acquire information to answer historical questions.
Process Standard

Analyze

PRIMARY AND SECONDARY SOURCES TO ACQUIRE INFORMATION AND ANSWER HISTORICAL QUESITONS

Including, but not limited to:

  • Maps
  • Graphs
  • Speeches
  • Political cartoons/broadsides
  • Artifacts
  • Diaries
  • Newspapers/articles
  • Historical documents
STAAR Note:
These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards
NewUS.28B Analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions.
Process Standard

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.
STAAR Note:
These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards.
NewUS.29 The student communicates in written, oral, and visual forms. The student is expected to:
NewUS.29A Create written, oral, and visual presentations of social studies information using effective communication skills, including proper citations and avoiding plagiarism.

Create

WRITTEN, ORAL, AND VISUAL PRESENTATIONS

Use

EFFECTIVE COMMUNICATION SKILLS

Including, but not limited to:

  • Correct grammar and punctuation
  • Accurate spelling
  • Clear diction and sentence structure
  • Proper citations to avoid plagiarism
NewUS.29B Use social studies terminology correctly.
Process Standard

Use

SOCIAL STUDIES TERMINOLOGY CORRECTLY

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.
  • 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.
TEKS# SE# TEKS SPECIFICITY
NewUS.28 The student understands how historians use historiography to interpret the past and applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:
NewUS.28C Apply the process of historical inquiry to research, interpret, and use multiple types of sources of evidence.

Apply

PROCESS OF HISTORICAL INQUIRY

Including, but not limited to:

  • Creating a compelling question
  • Analyzing sources by close reading, contextualizing, sourcing, and corroborating
  • Synthesizing information from sources
  • Developing conclusions based on evidence from sources
  • Reporting conclusions
NewUS.28D Evaluate the validity of a source based on corroboration with other sources and information about the author, including points of view, frames of reference, and historical context.
Process Standard

Evaluate

VALIDITY OF A SOURCE

Including, but not limited to:

  • Corroboration with other sources provides information about what aspects of the source are similar to or different from other sources.
  • Point of view refers to the historical perspective, claim, or attitude an author expresses in a document.
  • Information about the author is needed to evaluate the credibility and expertise of the author.
  • Examining historical context or the time in which the author lived, along with frame of reference or the life experiences of the author are important for understanding the influences on the author’s point of view.
NewUS.28E Identify bias and support with historical evidence a point of view on a social studies issue or event.

Identify, Support

POINT OF VIEW

Including, but not limited to:

  • Bias refers to a favoritism towards one way of thinking. All individuals exhibit bias, of which they may or may not be consciously aware.
  • Point of view refers to the historical perspective, claim, or attitude an individual expresses in a document.
  • Historical interpretations, considered as a point of view on a social studies issues or event should be supported by evidence.
NewUS.30 The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
NewUS.30A Create a visual representation of historical information such as thematic maps, graphs, and charts.

Create

THEMATIC MAPS, GRAPHS, AND CHARTS

NewUS.30B Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, and available databases.
Process Standard

Pose, Answer

QUESTIONS ABOUT GEOGRAPHIC DISTRIBUTIONS AND PATTERNS SHOWN ON MAPS, GRAPHS, CHARTS, MODELS, AND DATABASES

NewUS.31 The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:
NewUS.31A 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 06/19/2019
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