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Instructional Focus Document
World Geography Studies Regional
TITLE : Regional Unit 02: Human Geographic Systems SUGGESTED DURATION : 15 days

Unit Overview

Introduction

This unit bundles student expectations that relate to the systems created by humans including, political systems, economic systems, and regions.  Throughout time humans have competed to control land and the distribution of resources. Human systems developed in order to manage territory and to help meet basic needs. The world is generally divided into sovereign states that administer these human systems. Cooperation and conflict between states has created the patterns of division, organization and unity evident in the world today. While national political boundaries are the primary organization of the world, other patterns exist including regional alliances, multinational corporations, free trade zones, and local divisions, like school districts and municipalities. 

Regions are defined by particular criteria and can vary in size, scope, and scale. A local neighborhood is a region as is the European Union.  Dividing the world into regions allows for a comparison and an examination of regional perspectives. Places are areas of the Earth’s surface that have special meaning to humans and are characterized by distinct physical and human qualities. Places can be large or small, have names, and have boundaries. Understanding the world’s human systems facilities an understanding of places in the world and the organization of a world that is globally interdependent, yet locally controlled. 

Prior to this Unit

Prior to this unit, students learned about physical patterns and the processes which create those patterns. Additionally, students have learned about types of political systems and economic systems in the Contemporary World Cultures course in sixth grade.

During this Unit

During this unit, students study the various political systems in the world, the various economic systems in the world, the levels of economic development in the world, the types of regions in the world, and how political, economic, and cultural characteristics interact to define the character of a place.

After this Unit

In subsequent units students will apply the knowledge of human systems to examine various regions and places throughout the world.

In the next unit, students study about the physical and human characteristics that distinguish the United States and Canada as a region and the connections between the region and the world.


Societies utilize institutions to promote order, security, and stability.

  • How do societies act to ensure the well-being of their people?

Competition for power over territory, resources, and people leads to tension and conflict.

  • Why have societies not been successful at avoiding conflict?

Economies develop to manage limited resources.

  • How have different economic systems addressed people’s wants and needs?

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)

The world’s political patterns reflect variations in types of government and citizenship practices.

  • How do the world’s various political systems operate and compare to one another?
  • What is characteristic of democracy, dictatorship, monarchy, republic, theocracy and totalitarian governments as human systems?
  • What can an examination of voting patterns on a map of the United States reveal about the distribution of political power?

Political Patterns

  • Governmental Systems

Civic Engagement

  • Citizenship
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.

Economic systems are classified along a spectrum based on who controls the resources.

  • What is characteristic of capitalist, communist, and socialist economic systems?
  • How does the control of resources vary between economic systems?

Economic Patterns

  • Economic Systems
  • Resources
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 ways people meet their basic needs vary as do the levels of economic development in the world.

  • In what ways do people work to meet their basic needs?
  • What accounts for the variation in economic development between regions?
  • How are levels of development related to economic activities?

Economic Patterns

  • Resources
  • Levels of Development
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 study the spatial world by examining regions.

  • In what ways does physical geography create natural divisions of the Earth’s surface?
  • What role does physical geography play in the creation of political boundaries?
  • What political boundary changes have happened recently?
  • What human geographic features are used to define regions?
  • What regional divisions are mostly commonly used by geographers?
  • What is the difference between formal, functional, and perceptual regions?

Spatial Patterns

  • 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 character of a place and perceptions of a place are related to political, social and cultural factors.

  • How is a place similar and different to a region?
  • What elements of culture affect the character of a place?
  • How do political, social and cultural factors affect a character of a place?
  • Why do the perceptions of place in the world vary?
  • How can one’s perception of a place change?

Spatial Patterns

  • Place
  • Region/Borders

Cultural Patterns

  • Language
  • Customs/Traditions
  • 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.

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.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 not understand the distinction between communist political policies and communist economic policies.
  • Students may have an underdeveloped understanding of place often using location and place interchangeably

Unit Vocabulary

location – a specific point on the Earth’s surface
place – an area distinguished by unique physical and human characteristics
region – a spatial division of the Earth’s surface that shares a common characteristic
formal region – area of the Earth’s surface that is unified by a measurable physical of human characteristic
functional region – area of the Earth’s surface that is defined by an interaction or connectivity
perceptual region – area of the Earth’s surface that is defined by a perception of the people living there or by the general society and may not be based on objective data
cultural landscape – the physical setting created by humans that reflects the identity and culture of the area
free enterprise – economic system in which private individuals own businesses to make profits and economic decisions are made by producers in response to consumer demands
socialist economic system – economic system in which some large-scale business enterprises are government-owned and operated for the benefit of society
communist economic system – economic system in which the means of production are owned by the government for governmental control of the resources
primary economic activities – economic activities focused on the extraction of natural resources
secondary economic activities – economic activities focused on the manufacturing of goods
tertiary economic activities – economic activities focused on the delivery of services
quaternary economic activities – economic activities focused on management, information processing, or research

 

Related Vocabulary

  • theocracy
  • republic
  • dictatorship
  • totalitarianism
  • democracy
  • monarchy
  • more developed
  • less developed
  • newly developed
Unit Assessment Items System Resources

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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.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
NewWG.5 The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to:
NewWG.5A Analyze how the character of a place is related to its political, economic, social, and cultural elements.

Analyze

HOW THE CHARACTER OF A PLACE IS RELATED TO ITS POLITICAL, ECONOMIC, SOCIAL, AND CULTURAL ELEMENTS

Including, but not limited to:

  • Character of a place refers to the physical and human geographic characteristics that distinguish a particular place. Physical geographic factors such as climate, vegetation, settlement patterns, population density relate to the character of a place as do the political, economic, social and cultural features that make a place unique. Since these features can change over time the character of a place can change over time also.
  • Character of place can be analyzed on a macro level such as examining the character of a culture region or on a micro level, such as examine the character of a city or neighborhood.

 

NewWG.5B Interpret political, economic, social, and demographic indicators (gross domestic product per capita, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the levels as defined by the Human Development Index.

Interpret

POLITICAL, ECONOMIC, SOCIAL, AND DEMOGRAPHIC INDICATORS TO DETERMINE THE LEVEL OF DEVELOPMENT AND STANDARD OF LIVING IN NATIONS

Including, but not limited to:

  • Human Development Index (HDI)- refers to the ranking of nations done by the United Nations based on a composite data; intended to measure human development; the index is based on a measure of basic facets of human development, including a decent standard of living, long and healthy life, and education
  • The HDI provides data which allows for a glimpse of current conditions as well as an examination of long term trends
NewWG.9 The student understands the concept of region as an area of Earth's surface with related geographic characteristics. The student is expected to:
NewWG.9A Identify physical and/or human factors such as climate, vegetation, language, trade networks, political units, river systems, and religion that constitute a region.

Identify

PHYSICAL AND/OR HUMAN FACTORS THAT CONSTITUTE A REGION

Including, but not limited to:

  • Physical factors that constitute a region include common landforms, vegetation, climate, biomes
  • Human factors that constitute a region many include culture regions, trade networks, religion, language, political units, supranational organization, trade corridors
NewWG.9B Describe different types of regions, including formal, functional, and perceptual regions.

Describe

DIFFERENT TYPES OF REGIONS

Including, but not limited to:

  • Geographers examine the world by dividing it spatially into regions. Regions all have spatial extents and boundaries. Regions vary in size and are generally categorized as formal, functional or perceptual. 
  • Formal regions refer to spatial areas that are unified by a physical or human geographic factor. Examples may include culture regions, political entities, climate zones, biomes.
  • Functional regions refer to spatial systems that are defined by an interaction or connectivity. Examples may include trade corridors, metropolises, business districts, spheres of influence.
  • Perceptual regions are less structured than formal and functional regions and are constructed around a reality that is perceived by the people living in the area or the general society. Perceptual regions are not based on objective data. Examples may include “Dixie”, vernacular regions, “Chinatown”, gang “turfs”, “Bible belt”, “Rust belt”
NewWG.10 The student understands the distribution, characteristics, and interactions of the economic systems in the world. The student is expected to:
NewWG.10A Describe the forces that determine the distribution of goods and services in traditional, free enterprise, socialist, and communist economic systems.

Describe

THE FORCES THAT DETERMINE THE DISTRIBUTION OF GOODS AND SERVICES IN TRADITIONAL, FREE ENTERPRISE, SOCIALIST, AND COMMUNIST ECONOMIC SYSTEMS

Including, but not limited to:

Free Enterprise

  • The production of goods and services in a free enterprise system are determined by consumer demand for products. Free enterprise is characterized by private ownership of businesses and economic decisions are made by the business owner responding to consumer demand.

Socialist

  • A socialist economic system is characterized by government ownership and operation of large scale industries, such as health care, schools, utilities and mass transportation. Smaller businesses are privately owned and do respond to consumer demand.

Communist

  • A communist economic system is characterized by government control of all economic decisions.
NewWG.10B Classify countries along the economic spectrum between free enterprise and communism.

Classify

COUNTRIES ALONG THE ECONOMIC SPECTRUM BETWEEN FREE ENTERPRISE AND COMMUNISM

Including, but not limited to:

  • Possible specific countries to place along the economic spectrum may include Japan, United States, Canada, Sweden, Germany, Iran, Brazil, India, China, Russia, North Korea, Australia, Nigeria
NewWG.10C Compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus commercial agriculture or cottage industries versus commercial industries.

Compare

WAYS PEOPLE SATISFY THEIR BASIC NEEDS THROUGH THE PRODUCTION OF GOODS AND SERVICES

Including, but not limited to:

  • People who practice subsistence farming produce enough agricultural output to provide for the needs of their family.  In comparison, commercial agriculture is characterized by agricultural surplus output that is sold for profit.
  • Cottage industries are characterized by the small scale production of goods done generally in a home-based setting, such as weaving cloth. In comparison commercial industries produce in a larger setting, such as a factory, produce a larger amount of goods, and employ more workers.
NewWG.11 The student understands how geography influences economic activities. The student is expected to:
NewWG.11A Understand the connections between levels of development and economic activities (primary, secondary, tertiary, and quaternary).

Understand

CONNECTIONS BETWEEN DEVELOPMENT AND ECONOMIC ACTIVITIES

Including, but not limited to:

  • Developing countries rely more on primary and secondary economic activities, while developed countries rely more on tertiary and quaternary activities. More developed countries are able to offer more service-oriented jobs, while importing raw materials and manufactured goods from developing countries.
  • Primary activities include those jobs focused on raw extraction of natural resources (e.g., mining, agriculture, fishing), secondary activities are jobs focused on manufacturing goods (e.g., manufacturing, construction), tertiary activities include those in the service sector (e.g., transportation, sanitary services, commerce and trade), and quaternary activities involve jobs related to information processing and management (e.g., finance, computer industry, high education, research).
NewWG.13 The student understands the spatial characteristics of a variety of global political units. The student is expected to:
NewWG.13B Compare maps of voting patterns and political boundaries to make inferences about the distribution of political power.

Compare, Infer

MAPS OF VOTING PATTERNS AND POLITICAL BOUNDARY IN RELATION TO POLITICAL POWER

Including, but not limited to:

  • An examination of maps showing voting patterns may illustrate the distribution of political support across a territory as well as changing patterns of political party geographic influence over time. 
  • An examination of maps showing political boundaries may illustrate the extent of territorial control a political power currently yields or has in the past.
NewWG.14 The student understands the processes that influence political divisions, relationships, and policies. The student is expected to:
NewWG.14B Compare how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian systems operate in specific countries.

Compare

VARIOUS FORMS OF GOVERNMENT IN SPECIFIC COUNTRIES

Including, but not limited to:

  • Democracy is a form of government where the ultimate power is derived from the people.
  • Monarchy is a form of government in which the power is vested in one individual and is typically acquired through heredity. Constitutional monarchies are characterized by a sharing of power between the monarch and representative and executive bodies. Examples include Britain and the Netherlands.
  • Republics are those governments in which the head of government is not a monarch. Republics can be democratic (ruled by the people) such as the United States and Australia, theocratic (ruled by religious law) such as Iran, or parliamentary (having a head of government separate from the monarch such as Britain). In China representatives are chosen at the local level, local officials then vote for national leaders, all chosen from the communist party.  While a republic in name, in practice it is not reflective of democratic processes.   
  • Dictatorships are characterized by entire political power being invested in one single person or group such as North Korea and Cuba.
  • Totalitarianism is a form of dictatorship that seeks to control all aspects of social life within a country. Historical examples include Nazi Germany and the Soviet Union. Currently North Korea serves as an example.
NewWG.16 The student understands how the components of culture affect the way people live and shape the characteristics of regions. The student is expected to:
NewWG.16B Describe elements of culture, including language, religion, beliefs, institutions, and technologies.

Describe

ELEMENTS OF CULTURE

Including, but not limited to:

  • Culture refers to the attitudes, values, knowledge and behaviors shared by a particular group which are taught to successive generations. All cultural groups are distinguished by their language, religion, beliefs, institutions and technologies.
NewWG.21 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:
NewWG.21C Create and interpret different types of maps to answer geographic questions, infer relationships, and analyze change.

Create, Interpret

TYPES OF MAPS

Including, but not limited to:

  • Examples of types of maps: physical, topographical, political, climate, population, economic, cultural trait (e.g., religion), road
  • Examples of types of map projections: Mercator, Robinson, Mollweide, broken equal area (interrupted), polar
  • Use maps to
    • Answer geographic questions
    • Infer relationships
    • Analyze change
NewWG.21D Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections over time.

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.
  • Developing connections over time involves the examination of how political, economic, social, and geographic factors have change over time or how those factors have remained the same over time.
NewWG.22 The student communicates in written, oral, and visual forms. The student is expected to:
NewWG.22A Create appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships.

Design, Draw

APPROPRIATE GRAPHICS TO COMMUNICATE GEOGRAPHIC FEATURES, DISTRIBUTIONS, AND RELATIONSHIPS

Including, but not limited to:

  • Maps
  • Diagrams
  • Tables
  • Graphs
NewWG.22B Generate summaries, generalizations, and thesis statements supported by evidence.

Generate

SUMMARIES, GENERALIZATIONS, AND THESIS STATEMENTS SUPPORTED BY EVIDENCE

Including, but not limited to:

  • Summaries are a concise version of information.
  • Generalizations are broad statements based on the evidence presented by patterns.
  • Thesis statement refers to main claim or argument made in an essay.
NewWG.22C Use social studies terminology correctly.

Use

GEOGRAPHIC TERMINOLOGY CORRECTLY

NewWG.22D Create original work using effective written communication skills, including proper citations and understanding and avoiding plagiarism.

Create

ORIGINAL WORK

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.
NewWG.21 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:
NewWG.21A Analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps.

Analyze, Evaluate

VALIDITY AND UTILITY OF MULTIPLE SOURCES OF GEOGRAPHIC INFORMATION

Including, but not limited to:

  • Primary sources
  • Secondary sources
  • Aerial photographs
  • Maps
NewWG.21B Identify places of contemporary geopolitical significance on a map.

Locate

PLACES OF CONTEMPORARY GEOPOLITICAL SIGNIFICANCE ON A MAP

NewWG.21E Identify different points of view about an issue or current topic.

Identify

POINTS OF VIEW

Including, but not limited to:

  • Point of view refers to the perspective, claim, or attitude an author expresses in a document.
NewWG.23 The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:
NewWG.23A Plan, organize, and complete a research project that involves asking geographic questions; acquiring, organizing, and analyzing information; answering questions; and communicating results.

Plan, Organize, Complete

RESEARCH PROJECT

Including, but not limited to:

  • Asking geographic questions
  • Acquiring, organizing, and analyzing information
  • Answering questions
  • Communicating results
NewWG.23B Use case studies and GIS to identify contemporary challenges and to answer real-world questions.

Use

CASE STUDIES AND GIS

Identify

CONTEMPORARY CHALLENGES

Answer

REAL-WORLD QUESTIONS

NewWG.23C 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.

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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