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Instructional Focus Document
Chemistry
TITLE : Unit 06: Mole Concept SUGGESTED DURATION : 10 days

Unit Overview

During this Unit

This unit focuses on building an initial understanding of the mole and how to use it to quantify chemicals at a reasonable scale. Students develop a conceptual understanding of the mole and use molar mass and Avogadro’s number to calculate the number of atoms or molecules in a substance. Students will calculate percent composition of the elements in a compound. Finally, students differentiate between empirical and molecular formulas, however, students do not perform calculations to determine these formulas.

 

Streamlining Note

Former TEKS C.8C has been revised and split into new TEKS C.8C and C.8D. Students no longer calculate empirical and molecular formulas. Students now differentiate between empirical and molecular formulas.

 

Prior Content Connections

  • Grade 8, Mathematics
    • 8.2C – Convert between standard decimal notation and scientific notation.

 

After this Unit

Students will use the concept of the mole and molar mass in more complex calculations throughout this course. Future careers in chemistry use these measurements and calculations regularly.

 

Safety Note

Chemistry is the high school science course where students are most likely to use chemicals and equipment that could harm the health of themselves and others. It is imperative that students and teachers plan and conduct laboratory investigations with a high level of focus and professionalism that ensures the safety of everyone.

 

According to Research

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

  • …a mathematical model uses rules and relationships to describe and predict objects and events in the real world.
  • …representing very large or very small numbers in terms of powers of ten makes it easier to perform calculations using those numbers.”

American Association for the Advancement of Science. (1993, 2009). Benchmarks on-line. Reviewed 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 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?
  • What is the value of scientific literacy?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

Chemistry can be performed with precision at a reasonable scale for humans using calculations generated from scientific discovery.

  • How do scientists represent and calculate quantities and proportions of chemicals that are relevant to lab investigations?

Systems

  • Measurements
  • Scientific conventions

 

Classifications

  • Mole
  • Molar mass
  • Grams

 

Properties

  • Molecular mass
  • Molecular formula
  • Empirical formula

 

Constancy

  • Avogadro’s number
  • Percent composition equation
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 that substances that have the same mass have the same number of particles, rather than understanding that the atomic or molecular mass affects the number of particles per gram of a substance.
  • Students may think that moles can only be used for molecules, rather than understanding that a mole is a quantity that can apply to any substance.
  • Students may think that a mole of different substances have a different number of particles, rather than understanding that a mole is a set quantity, similar to 100 or 1000, that is equal to Avogadro’s number.

Unit Vocabulary

Key Content Vocabulary:

  • Avogadro’s number – 6.02x1023: the number of representative particles in a mole of a substance
  • Empirical formula – the simplest ratio of the different elements in a given compound
  • Molar mass the mass in grams of a mole of a substance
  • Mole concept – the idea that the number of particles and mass of a substance can be calculated using the SI unit mole
  • Molecular formula – chemical formula of a molecule that includes how many atoms of each element are present in a single molecule
  • Percent composition – ratio of mass that each element in a compound contributes to the total mass of the compound

 

Related Vocabulary:

  • Density
  • Formula unit
  • Gram atomic mass
  • Gram formula mass
  • Gram molecular mass
  • Ion
  • Molecule
  • Representative particles
  • Scientific notation
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 – OnTRACK Scientific Process Skills

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

 

Texas Gateway for Online Resources by TEA – 6.01 The Mole

https://www.texasgateway.org/resource/601-mole

 

Texas Gateway for Online Resources by TEA – 6.02 Percent Composition

https://www.texasgateway.org/resource/602-percent-composition

 

Texas Gateway for Online Resources by TEA – 6.03 Empirical and Molecular Formulas

https://www.texasgateway.org/resource/603-empirical-and-molecular-formulas 

 

Texas Gateway for Online Resources by TEA – Mole Conversions

https://www.texasgateway.org/resource/mole-conversions

 

Texas Gateway for Online Resources by TEA – Moles and Molar Mass

https://www.texasgateway.org/resource/moles-and-molar-mass

 

Texas Gateway for Online Resources by TEA – How Do We Quantify the Building Blocks of Matter?

https://www.texasgateway.org/resource/how-do-we-quantify-building-blocks-matter 

 

Texas Gateway for Online Resources by TEA – Quantifying Changes in Chemical Reactions: Empirical Formula

https://www.texasgateway.org/resource/quantifying-changes-chemical-reactions-empirical-formula


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.
  • 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.
C.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:
C.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 LABORATORY AND FIELD INVESTIGATIONS

Including, but not limited to:

  • Use safety equipment appropriately
    • Safety showers
    • Eyewash fountains
    • Safety goggles
    • Chemical splash goggles
    • Fire extinguishers
    • Protective clothing (aprons, gloves)
  • Follow classroom safety guidelines, as outlined in the Texas Education Agency Texas Safety Standards
  • Use chemicals and equipment appropriately
C.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

Including, but not limited to:

  • As summarized on the Safety Data Sheets (SDS)
    • Hazards
      • Flammability
      • Corrosiveness
      • Radioactivity
      • Toxicity
    • Hazard scale (hazard identification / statements)
    • Signal word
    • Pictogram
    • Precautionary statements
C.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
    • Use mole calculations to measure precise amounts of reactants
  • Proper disposal or recycling of materials
    • Disposal
      • Solid and liquid chemical waste
      • Broken glassware
    • Spill cleanup
    • Recycling
      • Paper products
      • Plastics
      • Glass
      • Metals
C.2 Scientific processes. Scientific processes. The student uses scientific practices to solve investigative questions. The student is expected to:
C.2E Plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, electronic balances, an adequate supply of consumable chemicals, and sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, and burettes.

Plan, Implement

INVESTIGATIVE PROCEDURES

Including, but not limited to:

  • Observing physical and chemical phenomena
  • Asking questions
  • Formulating testable hypotheses
  • Planning and conducting investigations
    • Descriptive
    • Comparative
    • Experimental
  • Selecting and using appropriate materials, equipment, and technology
    • Graphing calculators (may include probes)
    • Computers and probes
    • Safety goggles and other safety equipment
    • Electronic balances
    • Consumable chemicals
    • Scientific glassware
      • Beakers
      • Erlenmeyer flasks
      • Pipettes
      • Graduated cylinders
      • Volumetric flasks
      • Burettes
    • May include other supplies, equipment, and technology

Note(s):

  • TEA:
    • Descriptive, comparative and experimental 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)
    • 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.
    • 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.
    • Experimental investigations involve designing a fair test* similar to a comparative investigation, but a control is identified. The variables are measured in an effort to gather evidence to support or not support a causal relationship. This is often called a controlled experiment.
    • * 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. 
C.2F Collect data and make measurements with accuracy and precision.

Collect

DATA

Including, but not limited to:

  • Observations (qualitative)
  • Measurements (quantitative)
  • Record measurements using appropriate units

Make

MEASUREMENTS WITH ACCURACY AND PRECISION

Including, but not limited to:

  • Data collecting probes for pH, etc.
  • Glassware for volume (e.g., graduated cylinders, pipettes, burettes)
  • Electronic balances for mass
  • Meter sticks and rulers for length or distance
  • Stopwatches for time
C.2G Express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures.

Express, Manipulate

CHEMICAL QUANTITIES USING SCIENTIFIC CONVENTIONS AND MATHEMATICAL PROCEDURES

Including, but not limited to:

  • Scientific conventions
    • SI units
  • Mathematical procedures
    • Dimensional analysis
    • Scientific notation
    • Rules for Significant Figures
        1. Non-zero digits and zeros between non-zero digits are always significant.
        2. Leading zeros are not significant.
        3. Zeros to the right of all non-zero digits are only significant if a decimal point is shown.
        4. For values written in scientific notation, the digits in the coefficient are significant.
        5. In a common logarithm, there are as many digits after the decimal point as there are significant figures in the original number.

Note(s):

  • The STAAR Chemistry Reference Materials include the Rules for Significant Figures as listed above.
C.2H 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 mathematical calculations
  • Organize, analyze, and evaluate data (narrative, numerical, graphical) in order to make inferences and predict trends
    • Extrapolate and interpolate

Note(s):

  • Students may be asked to interpret data in multiple contexts in order to make inferences and predict trends.
  • TxCCRS:
    • I. Nature of Science – A2 – Use creativity and insight to recognize and describe patterns in natural phenomena.
    • I. Nature of Science – A4 – Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
C.2I 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
  • Use equations to represent data and conclusions
  • Present scientific information in appropriate formats for various audiences
  • Various methods for communicating conclusions
    • Lab reports
    • Labeled drawings
    • Graphs
    • Journals (science notebooks)
    • Summaries
    • Oral reports
    • Technology-based reports
    • Charts
    • Tables

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.
C.3 Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:
C.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 of natural events and processes.
C.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 
C.3C Draw inferences based on data related to promotional materials for products and services.

Draw

INFERENCES BASED ON DATA RELATED TO PROMOTIONAL MATERIALS

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
C.3F Describe the history of chemistry and contributions of scientists.

Describe

HISTORY OF CHEMISTRY AND CONTRIBUTIONS OF SCIENTISTS

Including, but not limited to:

  • Conduct research on contributions of various chemists
    • Possible examples may include:
      • Amedeo Avogadro (Avogadro’s law and number)
C.8 Science concepts. The student can quantify the changes that occur during chemical reactions. The student is expected to:
C.8A Define and use the concept of a mole.

Define

CONCEPT OF A MOLE

Including, but not limited to:

  • Used to represent amounts and proportions of atoms and molecules in practical, measurable amounts using standard lab equipment
  • Avogadro’s number = 6.02 x 1023 (representative) particles per mole
  • Representative particles
    • Atoms
    • Formula units
    • Molecules
    • Ions
  • Molar mass
    • Gram atomic mass
    • Gram molecular mass
    • Gram formula mass

Use

CONCEPT OF A MOLE

Including but not limited to:

  • Perform conversions involving:
    • Avogadro’s number = 6.02 x 1023 (representative) particles per mole
    • Representative particles
      • Atoms
      • Formula units
      • Molecules
      • Ions
    • Molar mass
      • Gram atomic mass
      • Gram molecular mass
      • Gram formula mass
  • Calculate precise amounts and proportions of reactants needed for a chemical reaction
  • Predict the amount of each product in a chemical reaction using stoichiometry

Note(s):

  • The STAAR Chemistry Reference Materials include Avogadro’s number under Constants and Conversions as listed above.
  • TxCCRS:
    • VII. Chemistry – G1 – Understand the mole concept.
C.8B Calculate the number of atoms or molecules in a sample of material using Avogadro’s number.

Calculate

THE NUMBER OF ATOMS OR MOLECULES IN A SAMPLE OF MATERIAL

Including, but not limited to:

  • Calculate the number of representative particles in a sample of material
    • Atoms
      • Mass of sample material divided by the average atomic mass of the element multiplied by Avogadro’s number
    • Molecules
      • Mass of sample material divided by the average molecular mass of the molecule multiplied by Avogadro’s number

Note(s):

  • The STAAR Chemistry Reference Materials include Avogadro’s number under Constants and Conversions.
  • TxCCRS:
    • VII. Chemistry – G1 – Understand the mole concept.
C.8C Calculate percent composition of compounds.

Calculate

PERCENT COMPOSITION OF COMPOUNDS

Including, but not limited to:

  • Percent composition – ratio of mass that each element in a compound contributes to the total mass of the compound
    • Percent composition of an element in a compound = (sum of molar mass for all of the atoms of that element in the compound ÷ the sum of molar mass of all atoms in the compound) × 100% 

Note(s):

  • TxCCRS:
    • VII. Chemistry – G1 – Understand the mole concept.
C.8D Differentiate between empirical and molecular formulas.

Differentiate

EMPIRICAL AND MOLECULAR FORMULAS

Including, but not limited to:

  • Molecular formulas – chemical formula of a molecule that includes how many atoms of each element are present
    • Ex. Glucose – C6H12O6
  • Empirical formulas – the simplest ratio of the different elements in a given compound
    • Ex. Glucose – CH2O
      • Common empirical formula for most carbohydrates, which explains the naming of this class of biomolecules
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 11/27/2018
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