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Instructional Focus Document
Grade 8 Science
TITLE : Unit 04: Investigating Global Weather Patterns SUGGESTED DURATION : 10 days

Unit Overview

During this Unit

This unit bundles student expectations that address climatic interactions among Earth, ocean, and weather systems. Students use scientific practices and a variety of tools to investigate and explore how the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds. Also, they identify how global patterns of atmospheric movement influence local weather using weather maps that show pressure and frontal systems. Students identify the role of oceans in the formation of weather systems. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Furthermore, students analyze and interpret information to construct reasonable explanations based on evidence from their investigations and communicate valid conclusions (supported by collected data). Students continue to demonstrate safe practices as outlined in Texas Education Agency-approved safety standards and consider environmentally appropriate and ethical practices with resources during investigations.

 

Streamlining Note

TEKS 8.10A removed ocean currents. Weather maps was removed from Grade 4; therefore, Grade 8 will be future students’ first experience with reading weather maps, symbols, and keys. See the Science TEKS Streamlining Side by Side Grade 8 (link in System Resources below).

 

Prior Content Connections

  • Grade 3
    • 3.8A – Observe, measure, record, and compare day-to-day weather changes in different locations at the same time that include air temperature, wind direction, and precipitation.
    • 3.8B – Describe and illustrate the Sun as a star composed of gases that provides light and thermal energy.
  • Grade 4
    • 4.8A – Measure, record, and predict changes in weather.
    • 4.8B – Describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process.
  • Grade 5
    • 5.8A – Differentiate between weather and climate.
    • 5.8B – Explain how the Sun and the ocean interact in the water cycle.
  • Grade 6
    • 6.9A – Investigate methods of thermal energy transfer, including conduction, convection, and radiation.
    • 6.9B – Verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting.

 

After this Unit

Climatic interactions among Earth, ocean, and weather systems may be studied in high school elective science courses. No further studies of these concepts are required for high school graduation credit.

 

STAAR Note

The Grade 8 Science STAAR will directly assess student expectations in the following reporting categories:

  • Reporting Category 3: Earth and Space
    • 8.10A – Supporting Standard
    • 8.10B – Supporting Standard
    • 8.10C – Supporting Standard

 

According to Research

“By the end of 8th grade, students should know that:

  • Water evaporates from the surface of the earth, rises and cools, condenses into rain or snow, and falls again to the surface. The water falling on land collects in rivers and lakes, soil, and porous layers of rock, and much of it flows back into the oceans. The cycling of water in and out of the atmosphere is a significant aspect of the weather patterns on Earth. 4B/M7*…
  • Thermal energy carried by ocean currents has a strong influence on climates around the world. Areas near oceans tend to have more moderate temperatures than they would if they were farther inland but at the same latitude because water in the oceans can hold a large amount of thermal energy. 4B/M9*
  • The temperature of a place on the earth's surface tends to rise and fall in a somewhat predictable pattern every day and over the course of a year. The pattern of temperature changes observed in a place tends to vary depending on how far north or south of the equator the place is, how near to oceans it is, and how high above sea level it is. 4B/M12**
  • Thermal energy is transferred through a material by the collisions of atoms within the material. Over time, the thermal energy tends to spread out through a material and from one material to another if they are in contact. Thermal energy can also be transferred by means of currents in air, water, or other fluids. 4E/M3*”

American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved from http://www.project2061.org/publications/bsl/online.


Scientists investigate natural phenomena in order to understand and explain each phenomenon in terms of systems.

  • What is the value of knowing and understanding natural phenomena?
  • How are the properties of systems and their components related to their classification?
  • How are the components, processes, and / or patterns of systems interrelated?

 

Scientific investigation is an orderly process to ensure that scientific claims are credible.

  • Why is credibility so important in the scientific field?

 

Data is systematically collected, organized, and analyzed in terms of patterns and relationships to develop reasonable explanations and make predictions.

  • What is the value of observing patterns and relationships in data?

 

Scientists analyze, evaluate, and critique each other’s work using principles of scientific investigations in order to build on one another’s ideas through new investigations.

  • What is the value of scientific literacy?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

The Sun’s energy drives convection within the atmosphere and oceans.

  • In what ways does the interaction of the Sun, atmosphere, and oceans impact climate and weather across the globe?
  • In what ways does the Sun’s energy play a role in global patterns of atmospheric movement?
  • In what ways do global patterns of atmospheric movement influence local weather?

 

Weather maps are used to model patterns of atmospheric movement and can be used to make predictions of future weather.

  • In what ways do weather maps demonstrate how global patterns of atmospheric movement affect local weather?
  • In what ways do pressure systems and frontal systems play a role in local weather?
  • How are weather maps used to predict future local weather?

Systems

  • Weather

 

Classifications

  • Local
  • Global

 

Properties

  • Sun
  • Convection
  • Atmospheric movement
  • Ocean and air temperature
  • Global winds
  • Pressure systems
  • Frontal systems

 

Patterns

  • Weather systems
  • Atmospheric movement
  • Winds

 

Models

  • Weather map

 

Constancy

  • Global wind direction
  • Coriolis effect
  • Pressure systems
  • Frontal systems
  • Approximate ocean temperatures

 

Change

  • Weather
  • Air masses
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 Sun’s energy drives convection within the atmosphere and oceans.

  • In what ways is the Sun’s energy related to wind and the formation of weather systems?
  • In what ways do oceans play a role in the formation of weather systems?
  • In what ways does the interaction of the Sun, atmosphere, and oceans impact climate and weather across the globe?

Systems

  • Weather

 

Classifications

  • Local
  • Global

 

Properties

  • Sun
  • Convection
  • Atmospheric movement
  • Ocean and air temperature
  • Air masses

 

Patterns

  • Weather systems
  • Atmospheric movement

 

Constancy

  • Approximate ocean temperatures

 

Change

  • Weather
  • Air masses
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

Misconceptions:

  • Students may think the weather is only influenced by location, rather than it being influenced by global patterns of atmospheric movement.
  • Students may think Earth's climate is controlled primarily by circulation in the atmosphere, rather than circulation in the ocean.
  • Students may think winds and sunlight control the climate much more than do ocean currents or sea-surface temperature.
  • Students may think ocean currents are caused by the tides, rather than convection.

 

Underdeveloped Concepts:

  • Students may not understand that convection plays a role in the atmosphere, producing winds.
  • Students may not understand that air masses take on the temperature of the land or water beneath them; and the air masses influence weather as they move across the globe.
  • Students may not understand that weather systems are related to the interaction of air masses of different temperatures.

Unit Vocabulary

Key Content Vocabulary:

  • Air mass – a body of air that has about the same temperature and humidity throughout
  • Air pressure – a measure of the weight of the atmosphere on a given area of the surface of the Earth; barometric pressure
  • Anemometer – an instrument used to measure wind speed
  • Atmosphere – an envelope of mixed gases are held to the Earth by gravity; the most dense gases are near the surface of the Earth
  • Convection current – when temperature differences cause liquids and gases (fluids) to expand and move; the less dense areas continually rise, and the more dense areas continually sink creating a cyclical current
  • Coriolis effect – the effect of the Earth’s rotation on the path of air and water; causes the path to curve
  • Humidity – amount of water vapor present in the air; relative humidity
  • Jet stream – narrow band of high speed wind high in the atmosphere; moves west to east in the Northern Hemisphere
  • Prevailing winds – global wind located at mid-latitude; mostly blows in one direction
  • Psychrometers – instrument used to measure humidity (moisture) in the air
  • Weather front – an area where two air masses with different temperatures and pressures meet

 

Related Vocabulary:

  • Clockwise
  • Cold front
  • Continental air mass
  • Counterclockwise
  • Cyclone
  • Global winds
  • Gulf stream
  • High pressure
  • Hurricane    
  • Interact
  • Land breeze
  • Low pressure
  • Maritime air mass
  • Sea breeze
  • Stationary front
  • Warm front
Unit Assessment Items System Resources Other Resources

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Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Creator if your district has granted access to that tool.

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

State:

Texas Education Agency – Texas Safety Standards

http://www.tea.state.tx.us/index2.aspx?id=5483 (look under Documents)

 

Texas Gateway for Online Resources by TEA – The Sun and Convection Currents

https://www.texasgateway.org/resource/sun-and-convection-currents

 

Texas Gateway for Online Resources by TEA – How Global Patterns of Atmospheric Movement Influence Local Weather

https://www.texasgateway.org/resource/how-global-patterns-atmospheric-movement-influence-local-weather

 

Texas Gateway for Online Resources by TEA – Oceans and Weather Patterns

https://www.texasgateway.org/resource/oceans-and-weather-systems


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.
  • 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.

Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
  • Unit-specific clarifications are in italicized, blue text.
  • Information from Texas Education Agency (TEA), Texas College and Career Readiness Standards (TxCCRS), and American Association for the Advancement of Science (AAAS) Project 2061 is labeled.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
8.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:
8.1A Demonstrate safe practices during laboratory and field investigations as outlined in Texas Education Agency-approved safety standards.
Process Standard

Demonstrate

SAFE PRACTICES DURING LABORATORY AND FIELD INVESTIGATIONS

Including, but not limited to:

  • Wear appropriate safety equipment
  • Know the location of safety equipment
  • Follow classroom guidelines, as outlined in Texas Education Agency-approved safety standards
    • Possible examples may include:
      • Read or study the science activity or laboratory investigation prior to conducting the investigation
      • Know and follow all safety rules prior to the investigation
      • Be alert during the laboratory time
      • Do not attempt unauthorized activities
      • If a chemical spill occurs, report it immediately and follow the instructions of the teacher
      • Keep your area clean
      • Do not enter preparatory or equipment storage rooms or chemical storerooms
      • Always wash your hands for at least 20 seconds with soap and warm water before leaving the laboratory
  • Use lab equipment appropriately

Note(s):

  • STAAR:
    • The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
  • TEA:
  • Project 2061: By the end of the 8th grade, students should know that:
    • Science ethics demand that scientists must not knowingly subject coworkers, students, or community residents to health or property risks without their prior knowledge and consent. 1C/M5b*
  • TxCCRS:
    • I. Nature of Science – C2 – Understand and apply safe procedures in the laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms.
    • I. Nature of Science – C3 – Demonstrate skill in the safe use of a wide variety of apparatuses, equipment, techniques, and procedures.
8.2 Scientific investigation and reasoning. The student uses scientific practices during laboratory and field investigations. The student is expected to:
8.2A Plan and implement comparative and descriptive investigations by making observations, asking well defined questions, and using appropriate equipment and technology.
Process Standard

Plan, Implement

COMPARATIVE AND DESCRIPTIVE INVESTIGATIONS

Including, but not limited to:

  • Comparative and descriptive investigations
  • Making observations
  • Asking well defined questions
  • Using appropriate equipment and technology

Note(s):

  • STAAR:
    • The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
  • TEA:
    • Comparative and descriptive investigations (Texas Education Agency. (2007-2011). Laboratory and Field Investigations – FAQ, August 2010. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=5483)
      • Comparative investigations involve collecting data on different organisms/objects/features/events, or collecting data under different conditions (e.g., time of year, air temperature, location) to make a comparison. The hypothesis identifies one independent (manipulated) variable and one dependent (responding) variable. A ―fair test* can be designed to measure variables so that the relationship between them is determined.
      • Descriptive investigations involve collecting qualitative and/or quantitative data to draw conclusions about a natural or man-made system (e.g., rock formation, animal behavior, cloud, bicycle, electrical circuit). A descriptive investigation includes a question, but no hypothesis. Observations are recorded, but no comparisons are made and no variables are manipulated.
      • * A fair test is conducted by making sure that only one factor (variable) is changed at a time, while keeping all other conditions the same. 
  • TxCCRS:
    • I. Nature of Science – A3 – Formulate appropriate questions to test understanding of natural phenomena.
8.2C Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers.
Process Standard

Collect, Record

DATA

Including, but not limited to:

  • Quantitative means
    • Using the International System of Units (SI)
  • Qualitative means
    • Labeled drawings
    • Writing
    • Graphic organizers

Note(s):

  • STAAR:
    • The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
  • TxCCRS:
    • I. Nature of Science – D3 – Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.
8.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
Process Standard

Analyze

DATA

Including, but not limited to:

  • Formulate reasonable explanations
    • Making claims (statements) from data
    • Providing evidence from data in order to support claims
  • Communicate valid conclusions supported by data
    • Using reasoning (argumentation) to explain or justify the claims
  • Predict trends

Note(s):

  • STAAR:
    • The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
  • Project 2061: By the end of the 8th grade, students should know that:
    • Even with similar results, scientists may wait until an investigation has been repeated many times before accepting the results as correct. 1A/M1b
8.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:
8.3A Analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student.
Process Standard

Analyze, Evaluate, Critique

SCIENTIFIC EXPLANATIONS, SO AS TO ENCOURAGE CRITICAL THINKING BY THE STUDENT

Including, but not limited to:

  • Use
    • Empirical evidence
    • Logical reasoning
    • Experimental and observational testing

Note(s):

  • STAAR:
    • The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
  • Project 2061: By the end of the 8th grade, students should know that:
    • Scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new way. 1A/M2
    • Some scientific knowledge is very old and yet is still applicable today. 1A/M3
    • Scientific investigations usually involve the collection of relevant data, the use of logical reasoning, and the application of imagination in devising hypotheses and explanations to make sense of the collected data. 1B/M1b*
    • If more than one variable changes at the same time in an experiment, the outcome of the experiment may not be clearly attributable to any one variable. It may not always be possible to prevent outside variables from influencing an investigation (or even to identify all of the variables). 1B/M2ab
  • TxCCRS:
    • I. Nature of Science – A1 – Utilize skepticism, logic, and professional ethics in science.
    • I. Nature of Science – A4 – Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
8.3B

Use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature.


Process Standard

Use

MODELS

Including, but not limited to:

  • Representing aspects of the natural world
  • Possible examples may include:
    • Physical models
    • Conceptual models

Note(s):

  • STAAR:
    • The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
8.3C Identify advantages and limitations of models such as size, scale, properties, and materials.
Process Standard

Identify

ADVANTAGES AND LIMITATIONS OF MODELS

Including, but not limited to:

  • Size
  • Scale
  • Properties
  • Materials

Note(s):

  • STAAR:
    • The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
  • TxCCRS:
    • V. Cross-Disciplinary Themes – E2 – Use scale to relate models and structures.
    • VII. Chemistry – B1 – Summarize the development of atomic theory. Understand that models of the atom are used to help understand the properties of elements and compounds.
8.3D Relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.
Process Standard

Relate

THE IMPACT OF RESEARCH ON SCIENTIFIC THOUGHT AND SOCIETY

Including, but not limited to:

  • History of science
  • Contributions of scientists
    • Possible examples may include:
      • Sir Francis Beaufort (weather)

Note(s):

  • STAAR:
    • The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
  • TxCCRS:
    • IV. Science, Technology, and Society – C1 – Understand the historical development of major theories of science.
    • IV. Science, Technology, and Society – C2 – Recognize the role of people in important contributions to scientific knowledge.
8.4 Scientific investigation and reasoning. Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:
8.4A

Use appropriate tools, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other necessary equipment to collect, record, and analyze information.


Process Standard

Use

APPROPRIATE TOOLS TO COLLECT, RECORD, AND ANALYZE INFORMATION

Including, but not limited to:

  • Lab journal / (science) notebooks
  • Beakers
  • Anemometers
  • Psychrometers
  • Hot plates
  • Thermometers
  • Calculators
  • Computers
  • Timing devices
  • Other equipment as needed to teach the curriculum

Note(s):

  • STAAR:
    • The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
  • TxCCRS:
    • I. Nature of Science – D3 – Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.
8.4B Use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.
Process Standard

Use

SAFETY EQUIPMENT

Including, but not limited to:

  • Preventative safety equipment
    • Chemical splash goggles
    • Aprons
    • Gloves
  • Emergency safety equipment
    • Eye / face wash
    • Fire blanket
    • Fire extinguisher

Note(s):

  • STAAR:
    • The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
  • TxCCRS:
    • I. Nature of Science – C3 – Demonstrate skill in the safe use of a wide variety of apparatuses, equipment, techniques, and procedures.
8.10 Earth and space. The student knows that climatic interactions exist among Earth, ocean, and weather systems. The student is expected to:
8.10A Recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds.
Supporting Standard

Recognize

THAT THE SUN PROVIDES ENERGY THAT DRIVES CONVECTION, PRODUCING WINDS

Including, but not limited to:

  • Sun provides energy (solar, thermal, or radiant)
    • Convection currents – when temperature differences cause liquids and gases (fluids) to expand and move; the less dense areas continually rise, and the more dense areas continually sink creating a cyclical current
      • Within the atmosphere
        • Jet stream
        • Global winds
        • Prevailing winds

Note(s):

  • STAAR:
    • This is the first time students have been introduced to causes of wind.
    • Students have been introduced to the role of the Sun as a major source of energy in the water cycle (4.8B).
    • Students have been introduced to convection as thermal energy transfer (6.9A).
  • TxCCRS:
    • VII. Chemistry – H1 – Understand the Law of Conservation of Energy and processes of heat transfer.
8.10B Identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts.
Supporting Standard

Identify

HOW GLOBAL PATTERNS OF ATMOSPHERIC MOVEMENT INFLUENCE LOCAL WEATHER

Including, but not limited to:

  • Global patterns of atmospheric movement influencing local weather
    • Gulf Stream
    • Jet stream
    • Coriolis effect
    • Global winds
    • Air masses
      • Continental
      • Maritime
    • Prevailing winds
  • Local weather systems
    • Use weather maps
      • High and low pressures
      • Warm and cold fronts
      • Stationary fronts

Note(s):

  • STAAR:
    • This is the first time students have been introduced to global patterns of atmospheric movement or weather maps and frontal systems.
    • Students measure, record, and predict weather throughout elementary.
8.10C Identify the role of the oceans in the formation of weather systems such as hurricanes.
Supporting Standard

Identify

THE ROLE OF THE OCEANS IN THE FORMATION OF WEATHER SYSTEMS

Including, but not limited to:

  • Role of oceans in formation of weather systems
    • Interaction with the Sun’s energy and air masses
      • Relationship of air masses and temperature of oceans
        • Warm air masses form over  warm water
          • Hurricanes (cyclones, typhoons) and tropical storms tend to form over warmer water
        • Cool air masses form over cool water
    • Predictable patterns along coastal regions
  • Weather patterns (cause and effect)

Note(s):

  • STAAR:
    • Students have been introduced to the differences between weather and climate and how the Sun and the ocean interact in the water cycle (5.8A, 5.8B).
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 03/06/2019
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