Hello, Guest!

Instructional Focus Document
Physics
TITLE : Unit 09: Electrical and Magnetic Forces and Fields SUGGESTED DURATION : 12 days

Unit Overview

During this Unit

This unit focuses on the concept of electromagnetism. Students describe the concept of electromagnetic forces, identify, and describe examples of electric and magnetic forces and fields. Students describe the relationship between the charge and distance between two objects and the magnitude of the electric force. Students calculate electrical force using a given formula.

 

Streamlining Notes

Former TEKS P.5G was removed; however, portions of the concepts were moved to new TEKS P.5D. Students no longer investigate and describe the relationship between electric and magnetic fields. Instead, students now identify and describe examples of electric and magnetic forces and fields in everyday life.

 

Prior Content Connections

  • Grade 6
    • 6.9C – Demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy.
  • Integrated Physics and Chemistry
    • I.5C – Demonstrate that moving electric charges produce magnetic forces and moving magnets produce electric forces.

 

After this Unit

Students apply their understanding of electromagnetism to recognize examples in their everyday lives.

 

According to Research

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

  • …investigations are conducted for different reasons, including to explore new phenomena, to check on previous results, to test how well a theory predicts, and to compare theories. ”

American Association for the Advancement of Science. (2009, 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?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

The electrical forces that exist between charged particles is dependent on distance between the particles and the magnitude of their charges.

  • In what ways can the electrical force between two particles change?
  • How can electrical forces be calculated?
  • In what ways can electrical energy be described as kinetic or potential?

 

The relationship between magnetism and electricity is used ubiquitously in human made technology.

  • In what ways is the relationship between magnetism and electricity used?

Systems

  • Electromagnetism

 

Classifications

  • Electric force
  • Electric field
  • Magnetic force
  • Magnetic field

 

Properties

  • Magnitude of force
  • Charge

 

Patterns

  • Electric-magnetic relationships

 

Models

  • Motors
  • Generators
  • Transformers

 

Constancy

  • Coulomb’s law
  • Right hand rule
  • Faraday’s law of induction
  • Lenz’s law

 

Change

  • Forces
  • Fields
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 larger magnets exert larger magnetic forces.
  • Students may think magnets are the only objects with magnetic fields.
  • Students may think electricity and magnetism are not related in any way.
  • Students may think every charged object has only one type of charge rather than some objects having positively charged areas and negative charged areas (e.g., water molecules).
  • Students may think charging can only occur through direct contact between objects.
  • Students may think that objects with a positive charge have gained protons rather than lost electrons.
  • Students may think that neutral objects cannot be attracted or repelled rather than neutral objects being affected by nearby charged objects.

 

Underdeveloped Concepts:

  • Students may not have a complete understanding of magnetism. Magnetism has not been addressed since elementary grades.

Unit Vocabulary

Key Content Vocabulary:

  • Electric field – a region of space characterized by the existence of a force generated by electric charge
  • Electric force – an attractive or repulsive force that occurs between charged objects
  • Electromagnet – a coil of wire that temporarily becomes a magnet when an electric current flows through the wire
  • Electromagnetism – the study of electric and magnetic interactions or electromagnetic interactions
  • Generator – a machine that produces electrical current by moving a coil of wire within a stationary magnetic field
  • Induction – production of an electromotive force by motion of a conductor through a magnetic field.  The production of a potential difference through a conductor when subjected to a changing magnetic field
  • Magnetic field – the area around a magnet containing all of the magnetic lines of force
  • Magnetic force – the mechanical force exerted on moving charges by a magnetic field
  • Motor – a machine that produces electrical current by moving a magnet within a stationary coil of wire
  • Transformer – a device used to increase or decrease the voltage through electromagnetic induction

 

Related Vocabulary:

  • Charge
  • Electric current
  • Magnetic domain
  • Magnetic pole
  • Number of turns
  • Right hand rule
  • Tesla (Unit)
Unit Assessment Items System Resources Other Resources

Show this message:

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

 

General:

Get Your Physics On “Charging by Contact” (Audio Podcast)

https://itunes.apple.com/us/podcast/get-your-physics-on/id628043458?mt=2  

(available as a free podcast on iTunes U in the K-12 section under Texas Education)


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
P.1 Scientific processes. The student conducts investigations, for at least 40% of instructional time, using safe, environmentally appropriate, and ethical practices. These investigations must involve actively obtaining and analyzing data with physical equipment, but may also involve experimentation in a simulated environment as well as field observations that extend beyond the classroom. The student is expected to:
P.1A Demonstrate safe practices during laboratory and field investigations.

Demonstrate

SAFE PRACTICES DURING LABORATORY AND FIELD INVESTIGATIONS

Including, but not limited to:

  • Following classroom safety guidelines, as outlined in the Texas Education Agency Texas Safety Standards
  • Handling and wearing appropriate safety equipment
  • Equipment

Note(s):

  • TxCCRS:
    • I. Nature of Science – C3 – Demonstrate skill in the safe use of a wide variety of apparatuses, equipment, techniques, and procedures.
P.2 Scientific processes. The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to:
P.2D Design and implement investigative procedures, including making observations, asking well defined questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and technology, evaluating numerical answers for reasonableness, and identifying causes and effects of uncertainties in measured data.

Design, Implement

INVESTIGATIVE PROCEDURES

Including, but not limited to:

  • Making observations
  • Asking well defined questions
  • Formulating testable hypotheses
  • Identifying variables
  • Selecting appropriate equipment and technology
  • Evaluating numerical answers for reasonableness
  • Identifying causes and effects of uncertainties in measured data
    • Instrument errors
    • Reading errors
    • User errors

Note(s):

  • TxCCRS:
    • I. Nature of Science – A3 – Formulate appropriate questions to test understanding of natural phenomena. 
P.2E

Demonstrate the use of course apparatus, equipment, techniques, and procedures, including multimeters (current, voltage, resistance), balances, batteries, dynamics demonstration equipment, collision apparatus, lab masses, magnets, plane mirrors, convex lenses, stopwatches, trajectory apparatus, graph paper, magnetic compasses, protractors, metric rulers, spring scales, thermometers, slinky springs, and/or other equipment and materials that will produce the same results.

Demonstrate

THE USE OF COURSE APPARATUS, EQUIPMENT, TECHNIQUES, AND PROCEDURES

Including, but not limited to:

  • Multimeters (current, voltage, resistance)
  • Batteries
  • Magnets
  • Graph paper
  • Magnetic compasses
  • Protractors
  • Metric rulers
P.2F

Use a wide variety of additional course apparatus, equipment, techniques, materials, and procedures as appropriate such as ripple tank with wave generator, wave motion rope, tuning forks, hand-held visual spectroscopes, discharge tubes with power supply (H, He, Ne, Ar), electromagnetic spectrum charts, laser pointers, micrometer, caliper, computer, data acquisition probes, scientific calculators, graphing technology, electrostatics kits, electroscope, inclined plane, optics bench, optics kit, polarized film, prisms, pulley with table clamp, motion detectors, photogates, friction blocks, ballistic carts or equivalent, resonance tube, stroboscope, resistors, copper wire, switches, iron filings, and/or other equipment and materials that will produce the same results.

Use

A WIDE VARIETY OF ADDITIONAL COURSE APPARATUS, EQUIPMENT, TECHNIQUES, MATERIALS, AND PROCEDURES AS APPROPRIATE

Including, but not limited to:

  • Electromagnetic spectrum charts
  • Micrometer
  • Caliper
  • Computer
  • Data acquisition probes
  • Scientific calculators
  • Graphing technology
  • Electrostatics kits
  • Electroscope
  • Iron filings
P.2H Organize, evaluate, and make inferences from data, including the use of tables, charts, and graphs.

Organize, Evaluate, Make inferences

DATA

Including, but not limited to:

  • Tables
  • Charts
  • Graphs

Note(s):

  • TxCCRS:
    • I. Nature of Science – 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.
P.2I Communicate valid conclusions supported by the data through various methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports.

Communicate

VALID CONCLUSIONS SUPPORTED BY THE DATA

Including, but not limited to:

  • Lab reports
  • Labeled drawings
  • Graphic organizers
  • Journals (science notebooks)
  • Summaries
  • Oral reports
  • Technology-based reports 

Note(s):

  • TxCCRS:
    • III. Foundation Skills: Scientific Applications of Communication – A1 – Use correct applications of writing practices in scientific communication.
P.2J Express relationships among physical variables quantitatively, including the use of graphs, charts, and equations.

Express

RELATIONSHIPS AMONG PHYSICAL VARIABLES QUANTITATIVELY

Including, but not limited to:

  • Graphs
  • Charts
  • Equations

Note(s):

  • TxCCRS:
    • II. Foundation Skills: Scientific Applications of Mathematics – 2B – Carry out formal operations using standard algebraic symbols and formulae.
    • VIII. Physics – A4 – Understand the concept of density.
P.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:
P.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

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
  • Project 2061: By the end of the 12th grade, students should know that:
    • From time to time, major shifts occur in the scientific view of how things work. More often, however, the changes that take place in the body of scientific knowledge are small modifications of prior knowledge. Continuity and change are persistent features of science. 1A/H2
  • 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.
P.3B Communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials.

Communicate, Apply

SCIENTIFIC INFORMATION EXTRACTED FROM VARIOUS SOURCES

Including, but not limited to:

  • Current events
  • News reports
  • Published journal articles
  • Marketing materials
P.3C Explain the impacts of the scientific contributions of a variety of historical and contemporary scientists on scientific thought and society.

Explain

THE IMPACTS OF SCIENTIFIC CONTRIBUTIONS ON SCIENTIFIC THOUGHT AND SOCIETY

Including, but not limited to:

  • Historical and contemporary scientists
    • Newton
    • Einstein
    • Galileo
    • Maxwell
    • Coulomb
    • Ørsted
    • Ampere
    • Faraday
    • Lenz
P.3E Express, manipulate, and interpret relationships symbolically in accordance with accepted theories to make predictions and solve problems mathematically.

Express, Manipulate, Interpret

RELATIONSHIPS SYMBOLICALLY IN ACCORDANCE WITH ACCEPTED THEORIES

Including, but not limited to:

  • Make predictions
  • Solve problems mathematically
    • Manipulation of equations algebraically
    • Proportional reasoning

Note(s):

  • TxCCRS:
    • VIII. Physics – B1 – Understand how vectors are used to represent physical quantities.
    • VIII. Physics – B2 – Demonstrate knowledge of vector mathematics using a graphical representation.
    • VIII. Physics – B3 – Demonstrate knowledge of vector mathematics using a numerical representation.
P.5 Science concepts. The student knows the nature of forces in the physical world. The student is expected to:
P.5A

Describe the concepts of gravitational, electromagnetic, weak nuclear, and strong nuclear forces.

Describe

THE CONCEPTS OF ELECTROMAGNETIC FORCES

Including, but not limited to:

  • Electromagnetic forces
    • Conservation of charge
    • Electrostatic force
    • Electric current
    • Magnetic field
    • Relationship between electricity and magnetism (conceptual understanding)
    • Concept of induction (not including calculations)

Note(s):

  • TxCCRS:
    • VIII. Physics – C2 – Understand forces and Newton’s laws.
P.5C Describe and calculate how the magnitude of the electric force between two objects depends on their charges and the distance between their centers.

Describe

MAGNITUDE OF THE ELECTRIC FORCE BETWEEN TWO OBJECTS DEPENDS ON THEIR CHARGES AND THE DISTANCE BETWEEN THEIR CENTERS

Including, but not limited to:

  • Polarity and magnitude of charges
  • Distance between their centers
  • Coulomb’s law
  • Effect of charge and distance on the force between two charged particles
  • Electrical forces as demonstrated by a Van de Graff generator (or an electroscope)
  • Electric potential energy
  • Properties of electric fields
  • Effects of electric fields on charges

Calculate

MAGNITUDE OF THE ELECTRICAL FORCE BETWEEN TWO OBJECTS  DEPENDS ON THEIR CHARGES AND THE DISTANCE BETWEEN THEIR CENTERS

Including, but not limited to:

  • Charges
  • Distance between their centers
  • Coulomb’s law
    • Felectric= kc (q1q2 / d2)
    • Force between two charged particles = (Coulomb’s constant)((charge of 1st particle)(charge of 2nd particle) / (distance between particles)2)
    • Coulomb’s constant = kc = 8.99 x 109 N ∙ m2 / C2

Note(s):

  • The STAAR Physics Reference Materials include Coulomb’s constant and the formula for the Force between two charged particles as listed above.
  • TxCCRS:
    • VIII. Physics – I1 – Discuss electric charge and electric force.
P.5D Identify and describe examples of electric and magnetic forces and fields in everyday life such as generators, motors, and transformers.

Identify, Describe

EXAMPLES OF ELECTRIC AND MAGNETIC FORCES AND FIELDS IN EVERYDAY LIFE

Including, but not limited to:

  • Relationship between moving charge (current), magnetic fields, and force (Right-Hand Rules)
  • Faraday’s law of induction (conceptual understanding)
  • Lenz’s law (conceptual understanding)
  • Generator
  • Motor
  • Possible additional examples may include:
    • Compass
    • Cathode ray television
    • Transformer
    • Medical applications
    • Data storage applications
    • Transportation applications
      • Magnetic levitation trains
    • Industrial applications
    • Mass spectrometer
    • Electronic card readers

Note(s):

  • In Grades K-5, students investigate magnets, magnetism as a property of matter, and the magnetic force (K.6B, 1.6B, 2.6B, 3.6C, 4.6D, 5.5A).
  • Magnetism is not specifically mentioned in Grades 6, 7, or 8 TEKS, but is addressed throughout elementary grades. 
    • TxCCRS:
      • VIII. Physics – I1 – Discuss electric charge and electric force.
      • VIII. Physics – I7 – Understand magnetic fields and their relationship to electricity.
      • VIII. Physics – I8 – Relate electricity and magnetism to everyday life.
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
Loading
Data is Loading...