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Instructional Focus Document
Anatomy and Physiology
TITLE : Unit 06: Muscular System SUGGESTED DURATION : 8 days

Unit Overview

Introduction

This unit bundles Student Expectations that address the principle of complementarity of structure and function of the muscular system, with a focus on skeletal muscle.

 

Prior to this Unit

  • B.9 – The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms. The student is expected to: 
    • B.9A – Compare the functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids.
    • B.9B – Compare the reactants and products of photosynthesis and cellular respiration in terms of energy, energy conversions, and matter. 
  • B.10 – Science concepts. The student knows that biological systems are composed of multiple levels. The student is expected to: 
    • B.10A – Describe the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals. 
    • B.10C – Analyze the levels of organization in biological systems and relate the levels to each other and to the whole system. 

 

During this Unit

Students explore the structure of a skeletal muscle at the organ, tissue, and cellular levels. Students enhance their knowledge of energy metabolism mastered in Unit 02 of this course as they sequence the major events of skeletal muscle contraction. Students will identify the major skeletal muscles of each body region, in addition to describing the origin, insertion, and action of selected muscles.

Mastery of TEKS AP.11A continues as students analyze the relationship of structure and function in the muscular system. TEKS AP.8B and AP.8C are introduced in this unit as students investigate and evaluate the application of electrical advanced technologies.

 

After this Unit

Students will explore how muscle activity, including protective reflexes, are initiated and controlled by components of the nervous system. Students will determine how skeletal muscle enhances venous return in the cardiovascular system and assists with breathing in the respiratory system.

 

Research

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

  • The dissemination of scientific information is crucial to its progress. Some scientists present their findings and theories in papers that are delivered at meetings or published in scientific journals. Those papers enable scientists to inform others about their work, to expose their ideas to criticism by other scientists, and, of course, to stay abreast of scientific developments around the world.
  • 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.
  • The human body is a complex system of cells, most of which are grouped into organ systems that have specialized functions. These systems can best be understood in terms of the essential functions they serve for the organism: deriving energy from food, protection against injury, internal coordination, and reproduction.”

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

 

  • TxCCRS:
    • V. Cross-Disciplinary Themes – C1 – Recognize patterns of change.
    • VI. Biology – F1 – Describe, compare, and contrast structures and processes that allow gas exchange, nutrient uptake and processing, waste excretion, nervous and hormonal regulation, and reproduction in plants, animals, and fungi; give examples of each.

Texas Higher Education Coordinating Board. (2009). Texas College and Career Readiness Standards. Retrieved from http://www.thecb.state.tx.us.


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 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.

  • 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)

Each muscle is innervated by a designated nerve with the neuromuscular junction as the functional connection between an individual muscle fiber (cell) and a neuron (nerve cell). 

  • What is the role of each of the structural components within a skeletal muscle in the process of muscle contraction?
  • How does the nervous system control muscular action if there is no physical connection between the two systems?
  • In what ways does the neuromuscular junction act as a safeguard against unnecessary muscle action?

 

The relationship between neuronal stimulus and muscle contraction can be measured, understood, and manipulated by medical professionals.

  • In what ways is the force of a muscle contraction affected by the frequency and intensity of the neuronal stimulus and by muscle fatigue?
  • How can electrical technologies be used for diagnosis and treatment?

 

Each muscle has at least one origin and one insertion point that determines the muscle’s effect on the torque and movement of joints.

  • What are the parameters that govern how a muscle can perform a certain motion of the body?
  • How does the type of lever affect the advantages of direction, strength, and range of motion of a muscle action?
  • Why is it necessary for  the agonist and antagonist to work together during a muscle action?

Systems

  • Muscular system
  • Energy metabolism

 

Classifications

  • Aerobic respiration
  • Anaerobic respiration

 

Properties

  • Direction
  • Strength
  • Range of motion
  • Electric conduction

 

Models

  • Neuromuscular junction
  • Sliding Filament Theory
  • Lever action
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 protein is the only molecule that is important in building muscle, rather than understanding the role of carbohydrates in the energy necessary to do so.

 

Underdeveloped Concepts:

  • Some students may have limited understanding in the complexity of muscle structures and how contractions are caused.

Unit Vocabulary

Key Content Vocabulary:

  • Acetylcholine – neurotransmitter for skeletal muscle
  • Actin – thin protein myofilament consisting of troponin, tropomyosin, and actin
  • Aponeuroses – broad fibrous sheet of connective tissue connecting muscle to bone, or to other muscle
  • Elasticity – ability of an object or material to resume its normal shape after being stretched or compressed
  • Endomysium – innermost connective tissue enclosing myofiber
  • Epimysium – outermost connective tissue covering surrounding entire muscle
  • Fascia – dense connective tissue
  • Motor end plate – specialized area of the sarcolemma containing neurotransmitter receptors
  • Movement – the act, process, or result of changing the place or position of
  • Myofiber – muscle cell
  • Myofibril – long, parallel structures consisting of myofilaments
  • Myofilament – protein filaments that play a role in muscle contraction
  • Myosin – thick protein myofilament
  • Neurotransmitter – chemical released by neuron into the synaptic cleft, that stimulates or inhibits an effector
  • Perimysium – connective tissue enclosing fascicle
  • Sarcolemma – specialized cell membrane of a myofiber
  • Sarcomere – functional unit of a muscle cell– functional unit of a muscle cell
  • Sarcoplasm – cytoplasm of a myofiber
  • Sarcoplasmic reticulum – specialized form of endoplasmic reticulum
  • Synapse – functional connection between neuron and myofiber
  • Synaptic cleft – small gap separating neuron and myofiber
  • Tendon – ropelike connective tissue structure connecting muscle to bone
  • Tension – pulling force
  • Torque – twisting force that tends to cause rotation
  • Transverse tubules – membraneous channels extending deep into sarcomere channels extending deep into sarcomere

 

Related Vocabulary:

  • Aerobic respiration
  • Agonist (prime mover)
  • Anaerobic respiration
  • Antagonist
  • Creatine phosphate
  • Fulcrum
  • Insertion
  • Lactic acid
  • Lever
  • Myoglobin
  • Origin
  • Oxygen debt
  • Summation
  • Synergists
  • Tetanic
  • Twitch
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.

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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)


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
AP.3 The student uses scientific methods and equipment during laboratory and field investigations. The student is expected to:
AP.3E Plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology.

Plan, Implement

DESCRIPTIVE, COMPARATIVE, AND EXPERIMENTAL INVESTIGATIONS

Including, but not limited to:

  • Descriptive investigations
    • Involve collecting qualitative and / or quantitative data to draw conclusions about a natural or man-made system
    • 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 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
      • 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
  • Experimental investigations
    • Involve designing a fair test similar to a comparative investigation, but a control is identified
    • Variables are measured in an effort to gather evidence to support or not support a causal relationship
    • Often called a controlled experiment
  • Plan investigations
    • Ask questions
    • Formulate hypotheses
    • Select appropriate equipment and technology
  • Implement investigations
    • Obtain data that can be used to support, reject, or modify the hypothesis
Note(s):
  • TxCCRS:
    • I. Nature of Science – A3 – Formulate appropriate questions to test understanding of natural phenomena. 
    • I. Nature of Science – B1 – Design and conduct scientific investigations in which hypotheses are formulated and tested.
    • I. Nature of Science – D2 – Use computer models, applications, and simulations.
    • III. Foundation Skills: Scientific Applications of Communication – B2 – Set up apparatuses, carry out procedures and collect specified data from a given set of appropriate instructions.
  • 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)
AP.3G Analyze, evaluate, make inferences, and predict trends from data.

Analyze, Evaluate, Make Inferences, Predict

TRENDS FROM DATA

Including, but not limited to:

  • Analyze – to study or determine the nature and relationship of the parts of something
  • Evaluate – to determine the significance, worth, or condition of, usually by careful appraisal and study
  • Infer – to form an opinion, based on known facts or evidence, as to the outcome of a thought or conclusion
  • Predict – to declare or indicate in advance; foretell on the basis of observation, experience, or scientific reasoning
  • Use appropriate mathematical calculations to analyze and manipulate data
    • Averaging
    • Percent change
    • Probabilities and ratios
    • Rate of change
    • Statistical analysis
  • Analyze and evaluate data (narrative, numerical, graphical) in order to make inferences and predict trends
    • Possible examples of data usage may include:
      • Prediction of the possible outcome of the investigation using only related scientific evidence collected prior to the investigation
      • Proposed inference, based on researched facts and evidence, serving as the hypothesis of the investigation
      • Evaluation of the validity of scientific data sets
      • Relationships among data sets
Note(s):
  • 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.
    • 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.
    • I. Nature of Science – E2 – Use essential vocabulary of the discipline being studied.
    • II. Foundation Skills: Scientific Applications of Mathematics – A7 – Use calculators, spreadsheets, computers, etc. in data analysis.
AP.3H Communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports.

Communicate

VALID CONCLUSIONS SUPPORTED BY DATA THROUGH METHODS

Including, but not limited to:

  • Conclusion – an explanation of results based on data collected
  • Communicate valid 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
  • Draw conclusions based only on the data from the investigation
  • Demonstrate various methods for communicating conclusions
    • 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.
AP.4 The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:
AP.4B Communicate and apply scientific information extracted from various sources such as accredited scientific journals, institutions of higher learning, current events, news reports, published journal articles, and marketing materials.

Extract, Communicate, Apply

SCIENTIFIC INFORMATION FROM VARIOUS SOURCES

Including, but not limited to:

  • Contrast of scientific information and non-scientific information
    • Scientific information refers to data gained through the scientific method using a sequence of logical steps to investigate, acquire, or expand our understanding. Scientific information can be reproduced and has been demonstrated to be consistent.
    • Non-scientific information refers to knowledge and truths about the world acquired by using techniques that do not follow the scientific method, such as traditions, personal experience, and intuition.
  • Extract scientific information from various sources
    • Possible examples may include:
      • Accredited scientific journal
      • Institution of higher learning
      • Current event
      • News report
      • Published journal articles
      • Marketing material
  • Communicate scientific information
    • Possible examples may include:
      • Video presenting findings from a scientific journal or published journal article to the public
      • Display critiquing only the scientific characteristics of two similar products gathered from marketing materials
  • Apply scientific information
    • Possible examples may include:
      • Scientific compared to non-scientific informational analysis of a situation 
      • Determination of necessary scientific information when making a decision
        • A patient being able to give informed consent
        • Better medication choice to take under certain conditions
Note(s):
  • TxCCRS:
    • I. Nature of Science: Scientific Ways of Learning and Thinking – D1 – Demonstrate literacy in computer use.
    • III. Foundation Skills: Scientific Applications of Communication – D1 – Use search engines, databases, and other digital electronic tools effectively to locate information.
    • III. Foundation Skills: Scientific Applications of Communication – D2 – Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
    • 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.
  • Project 2061: By the end of the 12th grades, students should know that:
    • The dissemination of scientific information is crucial to its progress. Some scientists present their findings and theories in papers that are delivered at meetings or published in scientific journals. Those papers enable scientists to inform others about their work, to expose their ideas to criticism by other scientists, and, of course, to stay abreast of scientific developments around the world. 1C/H12** (SFAA)
    • 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. 1C/H6ab 
AP.6 The student differentiates the responses of the human body to internal and external forces. The student is expected to:
AP.6A Explain the coordination of muscles, bones, and joints that allows movement of the body.


Explain

THE COORDINATION OF MUSCLES, BONES, AND JOINTS THAT ALLOWS MOVEMENT OF THE BODY

Including, but not limited to:

  • Muscles
    • Classifications and functions
      • Contract to cause movement
      • Agonist – causes an action
        • Prime mover – an agonist that provides the majority of force
        • Synergists – contribute to the action by aiding the agonist
        • Fixator – stabilizes the joint by immobilizing a muscle’s origin
      • Antagonist – works against the action
    • Attachment points
      • Origin – the less movable point of attachment
      • Insertion – the more movable point of attachment
      • Insertion always moves toward the origin
  • Bones
    • Act as levers for muscular action
  • Joints
    • Classifications and functions
      • Fulcrum for the lever action

Note(s):

  • TxCCRS:
    • VIII. Physics – C1 – Understand the fundamental concepts of kinematics.
AP.6D

Analyze and describe the effects of pressure, movement, torque, tension, and elasticity on the human body.

Analyze, Describe

THE EFFECTS OF MOVEMENT ON THE HUMAN BODY

Including, but not limited to:

  • Movement
    • The act, process, or result of changing the place or position of
    • Effects on pressure, torque, tension, and elasticity which affect body processes
Note(s):
  • TxCCRS:
    • VI. Biology – Know that organisms possess various structures and processes (feedback loops) that maintain steady internal conditions.
    • VIII. Physics – C1 – Understand the fundamental concepts of kinematics.
    • VIII. Physics – E2 – Understand the concept of torque.
AP.6E Perform an investigation to determine causes and effects of force variance and communicate findings.

Perform

AN INVESTIGATION TO DETERMINE CAUSES AND EFFECTS OF FORCE VARIANCE

Including, but not limited to:

  • Causes of force variance in muscle tissue
    • Threshold stimulus
      • Action potential
    • Structures
      • Actin
      • Myosin
      • Sarcomere
  • Effects on force variance
    • Stimulus
      • Frequency
        • Summation of muscle twitches
      • Intensity
        • Recruitment of motor units
    • Myofiber
      • Length
      • Diameter
      • Fatigue
    • Measurement of force variance
      • Myogram – graph of muscle twitches
      • Intervals of myogram
        • Time of threshold stimulation
        • Latent period
        • Period of contraction
        • Period of relaxation
      • Comparison of myograms
        • Single twitch
        • Series of twitches
        • Summation
        • Fused tetanic contraction
  • Possible example investigations may include:
    • Evaluate the relationship between muscles, motor units, and increasing stimulus intensity in the process of recruitment
    • Determine the effect on force variance due to muscle fatigue
    • Analyze data and communicate findings about the causes and effects of force variance in a written format
AP.8 The student examines the electrical conduction processes and interactions. The student is expected to:
AP.8A

Illustrate conduction systems such as nerve transmission or muscle stimulation.

Illustrate

CONDUCTION SYSTEMS

Including, but not limited to:

  • Muscle stimulation
    • Skeletal muscle
      • Processes
        • Neurotransmission
          • Neuromuscular junction
          • Acetylcholine release
          • Role of acetylcholinesterase
        • Muscle contraction
          • Excitation-contraction coupling
          • Sliding filament theory
            • Cross bridge cycling
            • Roles of ATP and ATPase
      • Structures
        • Motor end plate
        • Acetylcholine
        • Actin
          • Troponin
          • Tropomyosin
        • Myosin
Note(s):
  • TxCCRS:
    • VII. Chemistry – E6 – Understand chemical kinetics.
    • VIII. Physics – I8 – Relate electricity and magnetism to everyday life.
AP.8B Investigate the therapeutic uses and effects of external sources of electricity on the body system.

 


Note: Students begin to investigate the uses and effects of external energy sources and their therapeutic applications. This investigation will continue in the study of the cardiovascular and nervous systems.

THE THERAPEUTIC USES AND EFFECTS OF EXTERNAL SOURCES OF ELECTRICITY ON THE BODY SYSTEM

Including, but not limited to:

  • Muscular system
    • Functional electrical stimulation (FES)
    • Electrical muscle stimulation (EMS)
    • Targeted muscle reinnervation (TMR)
    • Electromyography
Note(s):
  • TxCCRS:
    • VIII. Physics – I8 – Relate electricity and magnetism to everyday life.
AP.8C

Evaluate the application of advanced technologies such as electroencephalogram, electrocardiogram, bionics, transcutaneous electrical nerve stimulation, and cardioversion.

 


Note: Students begin to evaluate the applications of advanced technologies. This evaluation will continue in the study of the cardiovascular and nervous systems.

THE APPLICATION OF ADVANCED TECHNOLOGIES

Including, but not limited to:

  • Bionics
    • Man-made structures that replace body structures and can respond to neural stimulus (e.g., bionic arm and hand)
  • Transcutaneous electrical nerve stimulation (TENS)
    • Causes muscle contractions that can be used as a nonpharmacologic and noninvasive treatment for pain

Note(s):

  • Project 2061: By the end of the 12th grade, students should understand:
    • Technological problems and advances often create a demand for new scientific knowledge, and new technologies make it possible for scientists to extend their research in new ways or to undertake entirely new lines of research. The very availability of new technology itself often sparks scientific advances. 3A/H1*
AP.11 The student investigates the structure and function of the human body. The student is expected to:
AP.11A

Analyze the relationships between the anatomical structures and physiological functions of systems, including the integumentary, nervous, skeletal, muscular, cardiovascular, respiratory, digestive, urinary, immune, endocrine, and reproductive systems.

 


Note: This standard spans most of the units of this course. In this unit, students are expected to analyze the structures and functions of the muscular system with a focus on skeletal muscles.

Analyze

THE RELATIONSHIPS BETWEEN THE ANATOMICAL STRUCTURES AND PHYSIOLOGICAL FUNCTIONS OF SYSTEMS

Including, but not limited to:

  • Muscular system
    • Functions
      • Movement of the human body
    • Structures
      • Myofibers
        • Myofibrils
        • Myofilaments
          • Actin
          • Myosin
          • Sarcomere
            • I band
            • A band
            • Z line
            • H zone
            • M line
      • Fascicles
      • Connective tissue layers
        • Epimysium
        • Perimysium
        • Endomysium
      • Organs
        • Superficial anterior and posterior skeletal muscles

Note(s):

  • TxCCRS:
    • III. Foundation Skills: Scientific Application of Communication – B3 – Recognize scientific and technical vocabulary in the field of study and use this vocabulary to enhance clarity of communication.
  • Project 2061: By the end of the 12th grade, students should know that:
    • Communication between cells is required to coordinate their diverse activities. Cells may secrete molecules that spread locally to nearby cells or that are carried in the bloodstream to cells throughout the body. Nerve cells transmit electrochemical signals that carry information much more rapidly than is possible by diffusion or blood flow. 6C/H3*
    • The human body is a complex system of cells, most of which are grouped into organ systems that have specialized functions. These systems can best be understood in terms of the essential functions they serve for the organism: deriving energy from food, protection against injury, internal coordination, and reproduction. 6C/H6** (SFAA)
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 09/10/2019
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