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Instructional Focus Document
IPC Chemistry First
TITLE : Unit 05: Chemical Reactions SUGGESTED DURATION : 20 days

Unit Overview

During this Unit

This unit focuses on the relationship of matter and energy in chemical reactions. Students will relate the chemical bonding behaviors explored in the Elements of the Periodic Table unit to demonstrate conservation of mass during chemical reactions. While the TEKS do not explicitly mention balancing chemical reactions, the skill is a way to demonstrate mastery of TEKS I.7C. Students classify chemical reactions based on the energy released or absorbed. The illustrative examples provided for students to research and describe the impact of chemical reactions focus on negative environmental impacts.

 

Streamlining Note

Future students will no longer use chemical equations or recognize balanced equations in Grade 8 due to the removal of 8.5F.

 

Prior Content Connections

  • Grade 8
    • 8.5B – Identify that protons determine an element's identity and valence electrons determine its chemical properties, including reactivity.
    • 8.5D – Recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts.
    • 8.5E – Investigate how evidence of chemical reactions indicates that new substances with different properties are formed and how that relates to the law of conservation of mass.

 

After this Unit

Students will use their understandings of the byproducts of chemical reactions to make informed and responsible ethical and social decisions. Students will use their knowledge of chemical reactions to make informed and ethical decisions in food preparation, household cleaning, the biochemical system within them, and the many systems in our world that include chemical changes. Students who take High School Chemistry will expand their understanding of chemical reactions and their applications.

 

According to Research

“By the end of the 12th grade, students should know that:

  • ...scientists can bring information, insights, and analytical skills to bear on matters of public concern. Acting in their areas of expertise, scientists can help people understand the likely causes of events and estimate their possible effects.”

This unit’s discussion of end-products will allow students to realize that the effects of some processes can be predicted in advance and managed if necessary.

American Association for the Advancement of Science. (1993). Benchmarks on-line. Retrieved from http://www.project2061.org/publications/bsl/online/bolintro.htm.


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.

  • How is scientific knowledge generated and validated? 

 

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

  • What gives meaning to data?
  • 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.

  • How can we know what to believe about a scientific claim?
  • In what ways have scientific explanations impacted scientific thought and society over time?
  • What is the value of scientific literacy?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

Chemical reactions change the bonds and energy stored in bonds between atoms but do not change the number and types of atoms.

  • Why do valence electrons determine the way chemicals react?
  • How is mass conserved during a chemical reaction?
  • In what ways is energy transformed during chemical reactions?

Systems

  • Chemical reaction

 

Classifications

  • Endothermic
  • Exothermic

 

Properties

  • Reactants
  • Products
  • Energy

 

Patterns

  • Valence electrons
  • Octet rule

 

Models

  • Lewis dot molecules

 

Constancy

  • Conservation of mass
  • Numbers of atoms
  • Kinds of atoms

 

Change

  • Chemical changes
  • Substances
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 economy and environment are affected by the chemical reactions societies use.

  • In what ways can the products of chemical reactions affect the environment and economy?

Systems

  • Chemical reaction

 

Properties

  • Products
  • Economic impact
  • Environmental impact
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 when chemical change occurs, the atoms change, rather than the arrangement of atoms within molecules.

 

Underdeveloped Concepts:

  • Students may not understand covalent and ionic bonds.
  • Students may confuse nuclear and chemical reactions.

Unit Vocabulary

Key Content Vocabulary:

  • Endothermic reaction – type of reaction that absorbs thermal energy from the environment
  • Exothermic reaction – type of reaction that releases thermal energy into the environment in the form of thermal or light energy
  • Law of conservation of mass – matter is not created or destroyed; only rearranged
  • Product – substance resulting from a chemical reaction
  • Reactant – substance that are combined and changed during a chemical reaction
  • Valence electrons – electrons located in outer energy level (electron shell)


Related Vocabulary:

  • Applications
  • Chemical equation
  • Coefficient
  • Covalent bond (molecule)
  • Energy change
  • Ionic bond
  • Subscript
  • Substance
  • Yield arrow
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 Center 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 – OnTRACK Scientific Process Skills

https://www.texasgateway.org/binder/ontrack-scientific-process-skills


TAUGHT DIRECTLY TEKS

TEKS intended to be explicitly taught in this unit.

TEKS/SE Legend:

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

Specificity Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
  • 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.
TEKS# SE# TEKS SPECIFICITY
I.1 Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:
I.1A

Demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles or chemical splash goggles, as appropriate, and fire extinguishers.

Demonstrate

SAFE PRACTICES DURING FIELD AND LABORATORY INVESTIGATIONS

Including, but not limited to:

  • Wear appropriate safety equipment, such as goggles, aprons, and gloves
  • Know location of safety equipment, such as fire extinguisher, safety shower, and eye wash
  • Follow classroom guidelines, as outlined in the Texas Education Agency Texas 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 and during 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
    • Safety showers
    • Eyewash fountains
    • Safety goggles
    • Chemical splash goggles
    • Fire extinguishers
I.1B Know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Safety Data Sheets (SDS).

Know

SPECIFIC HAZARDS OF CHEMICAL SUBSTANCES SUMMARIZED ON THE SDS

Including but not limited to:

  • Hazard information
    • Hazard pictograms
    • Signal words
    • Hazard statements
    • Precautionary statements
  • First aid measures
  • Fire – fighting measures
  • Accidental release measures
  • Handling and storage
  • Exposure controls / personal protection
    • PPE pictograms
  • Stability and reactivity
  • Toxicological information
  • Ecological information
  • Disposal considerations
I.1C Demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.

Demonstrate

AN UNDERSTANDING OF THE USE AND CONSERVATION OF RESOURCES AND THE PROPER DISPOSAL OR RECYCLING OF MATERIALS

Including, but not limited to:

  • Use and conservation of resources
    • Reducing pollution
    • Being a wise consumer
    • Awareness of reliance on fossil fuels
    • Preserving habitats
  • Proper disposal or recycling of materials
I.2 Scientific processes. The student uses scientific practices during laboratory and field investigations. The student is expected to:
I.2B Plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology.

Plan, Implement

INVESTIGATIVE PROCEDURES

Including, but not limited to:

  • Observe natural phenomena
  • Ask questions
  • Formulate testable hypotheses
  • Plan and implement investigations
  • Select appropriate equipment and technology
I.2C Collect data and make measurements with accuracy and precision.

Collect

DATA

Including, but not limited to:

  • Observations
  • Measurements
  • Demonstrate use of appropriate equipment to collect data
    • Possible equipment for use in data collection may include:
      • Calculator
      • Spring scale
      • Thermometer
      • Triple beam balance
      • Electronic balance
      • Meter stick
      • Metric ruler
      • Graduated cylinder
      • Beakers
      • Spectrometer
      • Conductivity probe

Make

MEASUREMENTS WITH PRECISION

Including, but not limited to:

  • Accuracy
  • Precision 

Note(s):

  • TxCCRS:
    • I. Nature of Science – A4 – Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
I.2D Organize, analyze, evaluate, make inferences, and predict trends from data.

Organize, Analyze, Evaluate, Make inferences, Predict

TRENDS FROM DATA

Including, but not limited to:

  • Use appropriate standard international (SI) units
  • Use appropriate mathematical calculations
    • Possible examples may include:
      • Averaging
      • Percent change
      • Probabilities and ratios
      • Rate of change
  • Analyze data using different modes of expression (narrative, numerical, graphical)
  • Accurately predict trends from data

Note(s):

  • TxCCRS:
    • I. Nature of Science – A4 – Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
I.2E Communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports.

Communicate

VALID CONCLUSIONS SUPPORTED BY DATA

Including, but not limited to:

  • Communicate conclusions in oral, written, and graphic forms
  • Use essential vocabulary of the discipline to communicate conclusions
  • Use appropriate writing practices consistent with scientific writing
  • Present scientific information in appropriate formats for various audiences
  • Various methods for communicating conclusions may include:
    • Lab reports
    • Labeled drawings
    • Diagrams
    • Graphic organizers (including charts and tables)
    • Graphs
    • Journals (science notebooks)
    • Summaries
    • Oral reports
    • Technology-based reports

Note(s):

  • TxCCRS:
    • IV. Nature of Science: Scientific Ways of Learning and Thinking – E1 – Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
I.3 Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to:
I.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.

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
  • Examine
    • All sides of scientific evidence of those explanations

Note(s):

  • 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.
I.3B Communicate and apply scientific information extracted from various sources such as current events, published journal articles, and marketing materials.

Communicate, Apply

SCIENTIFIC INFORMATION

Including, but not limited to:

  • Review scientific information from a variety of sources
  • Summarize and communicate scientific information from a variety of sources
  • Evaluate the quality and accuracy of information from research sources
    • Current events
      • News reports
    • Published journal articles
    • Marketing materials
    • Possible additional sources may include:
      • Books
      • Interviews, conference papers
      • Science notebooks
      • Search engines, databases, and other media or online tools
I.3C Draw inferences based on data related to promotional materials for products and services.

Draw

INFERENCES

Including, but not limited to:

  • Examine data from promotional materials for products and services described in print, on television, and on the Internet
  • Evaluate data for quality and accuracy
  • Evaluate completeness and reliability of information from sources
I.3D Evaluate the impact of research on scientific thought, society, and the environment.

Evaluate

IMPACT OF RESEARCH

Including, but not limited to:

  • Read scientific articles to gain understanding of the impact of research
  • Evaluate the impact of research on society, everyday life, and the environment
  • Recognize how scientific discoveries are connected to technological innovations
  • Understand how scientific research and technology have an impact on ethical and legal practices
  • Understand how commonly held ethical beliefs impact scientific research
  • Understand how scientific discoveries have impacted / changed commonly held beliefs

Note(s):

  • TxCCRS:
    • I. Nature of Science – A4 – Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
I.3E Describe connections between physics and chemistry and future careers.

Describe

CONNECTIONS BETWEEN PHYSICS AND CHEMISTRY AND FUTURE CAREERS

Including, but not limited to:

  • How physics and chemistry are used in various careers
  • Physics
    • Possible examples may include:
      • Medical physicist
      • Radiation therapist
      • Astronomer
      • Teacher
      • Geophysicist
      • Equipment designer
      • Telecommunications engineer
      • Materials designer
      • Engineer
  • Chemistry
    • Possible examples may include:
      • Medical chemist
      • Ceramics industry
      • Chemical engineer
      • Plastics industry chemist
      • Environmental chemistry
      • Food chemist
      • Make up and perfume chemist
      • Pharmacologist
      • Teacher
I.3F Research and describe the history of physics and chemistry and contributions of scientists.

Research, Describe

HISTORY OF PHYSICS, CHEMISTRY, AND CONTRIBUTIONS OF SCIENTISTS

Including, but not limited to:

  • Conduct research on significant events in the history of physics and chemistry
  • Conduct research on contributions of various physicists and chemists
    • Possible examples may include:
      • Dmitri Mendeleev (work on the periodic table)
      • Niels Bohr (atomic structure)
      • Antoine Lavoisier (law of conservation of mass)
I.7 Science concepts. The student knows that changes in matter affect everyday life. The student is expected to:
I.7B Recognize that chemical changes can occur when substances react to form different substances and that these interactions are largely determined by the valence electrons.

Recognize

CHEMICAL CHANGES CAN OCCUR

Including, but not limited to:

  • When substances react to form different substances
  • Evidence of a possible chemical change
    • Production of a gas
      • Odor
      • Bubbling
    • Change in temperature
    • Production of a precipitate
    • Color change (permanent)
    • Production of light
  • Compare differences in properties between products and reactants
  • The role of valence electrons
    • Determine an element’s chemical properties
      • Reactivity resulting from incomplete outer electron energy level (electron shell)
      • Valence electrons are the electrons gained, lost, or shared in a reaction
      • The number of valence electrons in a particular atom assists in understanding how the atom will react
    • Bonding
      • Ionic
        • Ionic compound
      • Covalent
        • Molecule

Note(s):

  • This is the first time students are directly introduced to the concept of bonding.
  • Throughout elementary grades, students explore the physical properties of matter. 
  • In middle school grades, students are introduced to evidence of chemical changes and the concept of differentiating between physical and chemical changes (6.5C, 7.6A, 8.5E). Additionally in Grade 6, students compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, and malleability (6.6A).
  • Students in Grade 8 study how valence electrons determine an element’s chemical properties including reactivity (8.5B).
  • TxCCRS:
    • VII. Chemistry – B1 – Summarize the development of atomic theory. Understand that models of the atom are used to help us understand the properties of elements and compounds.
I.7C Demonstrate that mass is conserved when substances undergo chemical change and that the number and kind of atoms are the same in the reactants and products.

Demonstrate

THAT MASS IS CONSERVED WHEN SUBSTANCES UNDERGO CHEMICAL CHANGE AND THAT THE NUMBER AND KIND OF ATOMS ARE THE SAME IN THE REACTANTS AND PRODUCTS

Including, but not limited to:

  • Rearrangement of atoms in a reaction
  • Law of conservation of mass
    • Mass is conserved when substances undergo chemical change; the mass of the products equals the mass of the reactants
  • Law of conservation of matter
    • The number and kind of atoms are the same in the reactants and products; matter cannot be created nor destroyed, only rearranged
  • Identify the parts of a chemical equation
    • Reactants
    • Yield sign
    • Products
    • Coefficients
    • Subscripts
    • States of matter
  • Balance simple chemical equations
  • Relate balanced equations to the laws of conservation of mass and matter
I.7D Classify energy changes that accompany chemical reactions such as those occurring in heat packs, cold packs, and glow sticks as exothermic or endothermic reactions.

Classify

ENERGY CHANGES THAT ACCOMPANY CHEMICAL REACTIONS

Including, but not limited to:

  • Energy changes
    • Exothermic reactions
      • Heat packs
      • Glow sticks (increase in temperature)
      • Possible additional examples may include:
        • Vinegar and steel wool
        • Dry yeast and hydrogen peroxide
    • Endothermic reactions
      • Cold packs
      • Possible additional examples may include:
        • Citric acid solution and sodium bicarbonate
        • Epsom salts and water
  • Energy diagrams of reactions

Note(s):

  • This is the first time students are directly introduced to endothermic and exothermic reactions. 
  • TxCCRS:
    • VII. Chemistry – E1 – Classify chemical reactions by type. Describe the evidence that a chemical reaction has occurred.
    • VII. Chemistry – E4 – Understand energy changes in chemical reactions.
    • VII. Chemistry – H1 – Understand the Law of Conservation of Energy and processes of heat transfer.
    • VII. Chemistry – H2 – Understand energy changes and chemical reactions.
I.7F Research and describe the environmental and economic impact of the end-products of chemical reactions such as those that may result in acid rain, degradation of water and air quality, and ozone depletion.

Research, Describe

ENVIRONMENTAL AND ECONOMIC IMPACTS

Including, but not limited to:

  • End-products of chemical reactions, resulting in
    • Acid rain
      • Possible examples of environmental or economic impacts may include:
        • Forest die back
        • Damage to sensitive soils
        • Decay of buildings, sculptures, and statues
    • Degradation of water and air quality
    • Ozone depletion
      • Possible examples of environmental or economic impacts may include:
        • Reduction in phytoplankton production
        • Modification of plant growth and development processes
        • Increased possibility of skin cancer development
        • Degradation of construction materials (e.g., wood, plastic, rubber, fabric)
  • Possible additional examples of environmental or economic impacts may include:
    • Heavy metals (e.g., lead, mercury, cadmium, chromium)
      • Possible examples of environmental and economic impacts include:
        • Water and soil contamination
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 05/01/2018
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