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Instructional Focus Document
Grade 4 English Language Arts and Reading
TITLE : Unit 06: Influencing an Audience SUGGESTED DURATION : 20 days

Unit Overview

This unit bundles student expectations that focus on the messages conveyed in media and persuasive texts in order to understand that authors write to influence, convince, express, justify, and promote a point of view. Students identify the impact of media form and design on communication. Students continue to make inferences, summarize, and support their ideas with textual evidence and personal experience. Students express their beliefs and convince an audience through oral and written language.

In previous units, students explored informational text for the purpose of communication, gaining knowledge, and to engage in the research process.

During this unit, students continue to explore informational text through examination of persuasive purpose. Students explain how an author uses language such as facts, statistics, humor, and words that play on emotions in order to persuade, convince, or influence readers. Students also explain the positive and negative effects of advertisement techniques on consumer behavior and explain how design techniques influence the message. Students establish a position and provide supporting details to compose persuasive essays using the fundamentals of the writing process. Students continue to explore language while building on the principles that vocabulary, spelling, punctuation, and grammar are critical to the ability to comprehend and communicate effectively. Word study is inclusive of genre specific vocabulary, literary terms, and appropriate vocabulary from the literature and will be experienced before, during, and after reading. In Grade 05, students continue to explore media and persuasive text by recognizing bias and perspective.


Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

Media techniques in advertisements can positively or negatively impact customer behavior.

Techniques – Pacing, Close-ups, Sound effects

Perception – Attitudes

Audience

Form – Advertisement

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.

Authors use techniques to influence the attitudes or actions of a specific audience.

Techniques – Persuasion

Perception – Attitudes

Audience

Form – Essay

Structure – Organization

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.

Authors choose structure to organize information to construct meaning.

Authors use conventions of written language to communicate clearly and effectively.

Conventions – Written

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.

Authors vary form and style in order to write for different purposes, audiences, and contexts.

Purpose/Audience

Form – Choice

Language and techniques change depending on the level of formality.

Techniques – Formality of Language

Conventions – Formality

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.

Readers use strategies to support understanding of text.

Interpretation – Understanding, Connections, Relevance

Perception – Thoughts

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.

Readers create connections to make text personally relevant and useful.

Readers use writing to communicate deeper understanding of texts.

An extensive vocabulary enhances oral and written communication.

Interpretation – Vocabulary

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

UNDERDEVELOPED CONCEPTS:

  • Fourth grade students may have had little experience with reading and writing of persuasive texts. It is important to focus on comprehension strategies and processes in order to teach students how to question and think critically as they read and interpret the author’s message and ultimately apply these techniques in their own writing.

Unit Vocabulary

  • Persuasive texttext written with the intent to persuade or convince the reader of something
  • Position – an opinion about a particular subject
  • Digital mediaelectronic media that work on digital codes (as opposed to analog media); examples include e-mail, digital videos, e-books, Internet, video games, and interactive media
Unit Assessment Items System 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.


This chart provides an organizational structure for the TEKS included in this unit. Ongoing TEKS may be reviewed during whole group and small group instruction or applied by students through meaningful practice.

Instructional Components Chart (*ELAR / SLAR Only')

Instructional Components TEKS Ongoing TEKS Formative Assessment Examples

Word Study

TEKS
Vocabulary Development: 4.2B, 4.2D
Ongoing TEKS
Vocabulary Development: 4.2A, 4.2C, 4.2E

Informal Language Sample

Observation Data

Teacher-Student Conference

Checklist

Rubric

Reader’s Notebook

Reading Log

Writer’s Notebook

Word Study Notebook

Oral Reading Fluency Check

Portfolio

Shared Reading/Independent Reading

TEKS
Vocabulary Development: 4.2B
Persuasive Text: 4.12A
Media Literacy: 4.14A, 4.14B, 4.14C
Comprehension Skills: 4.Fig19D, 4.Fig19E
Ongoing TEKS
Fluency: 4.1A
Vocabulary Development: 4.2E
Sensory Language: 4.8A
Independent Reading: 4.9A, 4.18C
Listening: 4.27A, 4.27B
Speaking: 4.28A
Teamwork: 4.29A
Comprehension Skills: 4.Fig19A, 4.Fig19B, 4.Fig19C, 4.Fig19F

Writing

TEKS
Writing Process: 4.15C, 4.15D
Persuasive Texts: 4.19A
Ongoing TEKS
Writing Process: 4.15A, 4.15B, 4.15E
Literary Texts: 4.16A, 4.16B, 4.17A
Expository and Procedural Texts: 4.18A.i, 4.18A.ii, 4.18A.iii, 4.18B
Conventions: 4.20A.i, 4.20A.ii, 4.20A.iii, 4.20A.iv, 4.20A.v, 4.20A.vi, 4.20A.vii, 4.20A.viii, 4.20B, 4.20C
Handwriting, Capitalization, and Punctuation: 4.21A, 4.21B.i, 4.21B.ii, 4.21B.iii, 4.21C.i, 4.21C.ii
Spelling: 4.22A.i, 4.22A.ii, 4.22A.iii, 4.22A.iv, 4.22A.v, 4.22B, 4.22C, 4.22D
Listening: 4.27A, 4.27B
Speaking: 4.28A
Teamwork: 4.29A
The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in English Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills.
TEKS# SE# Unit Level Taught Directly TEKS Unit Level Specificity
 

Legend:

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

Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
  • Definitions from Standards for Ensuring Success from Kindergarten to College and Career Spring 2012 Update, 2012 Texas Education Agency / University of Texas System are in bolded, blue text.
  • Unit-specific clarifications are in italicized, blue text.
  • Information from Texas Education Agency (TEA) is labeled.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
4.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
TxCCRS E/LAS.II.B - English/Language Arts/Reading. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing.
4.2B Use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words.
Readiness Standard

Use

CONTEXT OF THE SENTENCE

Context – the words, sentences, or passages that precede or follow a specific word, sentence, or passage

To determine

THE MEANING OF  UNFAMILIAR WORDS OR MULTIPLE MEANING WORDS

Including, but not limited to:

  • Identify and use relationships among surrounding words, phrases, sentences, and paragraphs
  • Use in-sentence examples
  • Use definitions in the sentence

Multiple meaning word – a word that has more than one meaning (e.g., trunk)

4.2D Identify the meaning of common idioms.

Identify

THE MEANING OF COMMON IDIOMS

Idiom – an expression that has a different meaning from the literal meaning of its individual words (e.g., have the upper hand or under the weather). Idioms are particular to a given language and usually cannot be translated literally.

Possible examples:

  • Eat like a bird
  • Fit as a fiddle
  • Finding a needle in a haystack
  • A breathe of fresh air
4.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
TxCCRS CDS.I.D - Cross-Disciplinary Standards/Key Cognitive Skills. Academic behaviors
TxCCRS CDS.II.A - Cross-Disciplinary Standards/Foundational Skills. Reading across the curriculum
4.Fig19D Make inferences about text using textual evidence to support understanding.
Readiness Standard (Fiction)
Supporting Standard (Literary Nonfiction, Poetry, and Drama)

Make

INFERENCES ABOUT TEXT

Including, but not limited to:
Literary Text (e.g., poetry, drama, fiction, literary nonfiction)

  • Structural elements
  • Literary elements
  • Sensory language
  • Figurative language
  • Purpose of elements and language in sections of text and/or specific sentences

Note:
Refer to the specificity of the Knowledge and Skills Statements for each literary genre for additional information on inferring in each type of literary text.

Informational Text (e.g., expository, persuasive, embedded procedural text/graphics)

  • Purpose of informational text
  • Main idea of whole texts and sections of texts
  • Details that support the central idea or controlling idea

Note:
Refer to the specificity of the Knowledge and Skills Statements for each informational genre for additional information on inferring in each type of informational text.

Inference – a logical guess made by connecting bits of information. Readers make inferences by drawing conclusions, making generalizations, and making predictions.

Drawing conclusions – a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information.

Use

TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING

Textual evidence – specific details or facts found in the text that support what is inferred

4.Fig19E Summarize information in text, maintaining meaning and logical order.
Readiness Standard (Fiction)
Supporting Standard (Literary Nonfiction, Poetry, and Drama)

Summarize

INFORMATION IN TEXT, MAINTAINING MEANING AND LOGICAL ORDER

Including, but not limited to:

  • Brief, coherent sentences that communicate the key information, ideas, or events in logical order
  • Main ideas from the beginning, middle, and end

Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source.

STAAR Note:
Students may be required to summarize in multiple genres, including drama, literary nonfiction, expository text, and fiction.

4.12 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:
TxCCRS E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths.
4.12A Explain how an author uses language to present information to influence what the reader thinks or does.

Explain

HOW AN AUTHOR USES LANGUAGE TO PRESENT INFORMATION TO INFLUENCE WHAT THE READER THINKS OR DOES

Possible examples:

  • Facts and statistics
  • Humor
  • Words that play on emotions

Persuasive text – text written with the intent to persuade or convince the reader of something

4.14 Reading/Media Literacy.

Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:


Supporting Standard

Use

COMPREHENSION SKILLS

Analyze

HOW WORDS, IMAGES, AND SOUNDS WORK TOGETHER IN VARIOUS FORMS TO IMPACT MEANING

Including, but not limited to:

  • Interpret words, images, and sounds in media and consider their effect on meaning
  • Determine the purpose of embedded media
  • Determine how embedded media supports information in the text
  • Determine how details in the text connect to information and/or ideas being presented in embedded media

STAAR Note:

  • In 2013, 2014, and 2015, all dual-coded media items in 3rd-5th grade were assessed using embedded photographs.
  • This Knowledge and Skills Statement may be assessed with Figure 19D.
TxCCRS E/LAS.IV.A - English/Language Arts/Listening. Apply listening skills as an individual and as a member of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews).
TxCCRS CDS.I.B - Cross-Disciplinary Standards/Key Cognitive Skills. Reasoning
TxCCRS CDS.II.E - Cross-Disciplinary Standards/Foundational Skills. Technology
4.14A Explain the positive and negative impacts of advertisement techniques used in various genres of media to impact consumer behavior.

Explain

THE POSITIVE AND NEGATIVE IMPACTS OF ADVERTISEMENT TECHNIQUES USED IN VARIOUS GENRES OF MEDIA TO IMPACT CONSUMER BEHAVIOR

Including, but not limited to:

  • Identify and describe common advertising techniques (e.g., using celebrities, humor, statistics, and testimonials)
  • Explain how the advertisements impact consumers and whether it is positive or negative

Possible examples of media genre:

  • Television
  • Radio
  • Newspaper
  • Magazine
  • Web page
  • Product label
  • Flyer
  • Brochure
  • Poster
  • Photograph (with and without caption)
4.14B Explain how various design techniques used in media influence the message (e.g., pacing, close-ups, sound effects).

Explain

HOW VARIOUS DESIGN TECHNIQUES USED IN MEDIA INFLUENCE THE MESSAGE

Including, but not limited to:

  • Sound (e.g., background music, volume, sound effects)
  • Movement (e.g., feet moving quickly, hair blowing in the wind, pacing)
  • Visuals (e.g., pictures, graphs, graphics, colors, shapes, close- ups)
4.14C Compare various written conventions used for digital media (e.g., language in an informal e-mail vs. language in a web-based news article).

Compare

VARIOUS WRITTEN CONVENTIONS USED FOR DIGITAL MEDIA

 Including, but not limited to:

  • Compare and contrast written conventions and language in informal (e.g., casual e-mail, text message, blog, social media, etc.) and formal (e.g., business e-mail, web-based news article, etc.) digital media

Possible examples of informal written conventions:

  • Slang
  • Abbreviations
  • Lack of punctuation and capitalization
  • Casual tone

Possible examples of formal written conventions:

  • Proper grammar
  • Formal sentence structure
  • Correct use of punctuation and capitalization
  • Business, academic, or formal tone

Digital media – electronic media that work on digital codes (as opposed to analog media). Examples include e-mail, digital videos, e-books, Internet, video games, and interactive media.

4.15 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
TxCCRS E/LAS.I.A - English/Language Arts/Writing. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language that advances the author's purpose.
TxCCRS CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across the curriculum
4.15C Revise drafts for coherence, organization, use of simple and compound sentences, and audience.
Readiness Standard

Revise

DRAFTS FOR COHERENCE, ORGANIZATION, USE OF SIMPLE AND COMPOUND SENTENCES, AND AUDIENCE

Revise – changing, adding, or deleting words, phrases, or sentences to clarify and/or to enhance the message based on the intended audience

Including, but not limited to:

  • Improve coherence
  • Review and adjust organization
  • Use varied sentences, both simple and compound, that are purposeful and well controlled to enhance the effectiveness of the piece
  • Provide appropriate details to support main idea and/or eliminate extraneous details
  • Include sensory details to enhance the message
  • Incorporate precise words that create visual images

Coherent – logically ordered, with consistent relations of parts to the whole (e.g., a coherent essay)

Word choice – the author’s thoughtful use of precise vocabulary to fully convey meaning to the reader

Organization of a Paper – the development of ideas in a coherent manner. In a well-organized paper, main points should be supported, each idea should flow sequentially and logically to the next idea, transitions should connect ideas, and extraneous sentences should not be included.

Simple sentence – a sentence with one clause (e.g., the chicken crossed the road)

Compound sentence – a sentence composed of at least two independent clauses linked with a conjunction (e.g., Sam talked, and Emma listened)

Audience – the intended target group for a message, regardless of the medium

Revisions may include, but are not limited to:

  • Revise entire sentences including, but not limited to:
    • Run-on sentences and comma splices
    • Order of words and phrases (e.g., misplaced prepositional phrases)
    • Repetition/Redundancy
  • Revise single words and phrases including, but not limited to:
    • General vs. specific
    • Formal vs. informal
    • Synonym vs. antonym
    • Pronoun specificity
  • Add/insert entire sentences including, but not limited to:
    • Topic sentence for the entire paper
    • Topic sentence to a paragraph
    • Closing/concluding sentences that emphasize the overall message or central idea
    • Relevant details in appropriate places
  • Add/insert single words and/or phrases including, but not limited to:
    • Transitions
  • Delete unnecessary sentences/details
  • Combine sentences into a single sentence while maintaining meaning and clarity and avoiding comma splices, run-ons, and fragments

Note:
While this is considered the third step in the writing process, revision may be ongoing throughout the writing process.

4.15D Edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric.
Readiness Standard

Edit

DRAFTS FOR GRAMMAR, MECHANICS, AND SPELLING USING A TEACHER-DEVELOPED RUBRIC

Including, but not limited to:

  • Conventions/Grammar (refer to 4.20Ai-viii,B,C)
  • Capitalization (refer to 4.21Bi-iii)
  • Punctuation (refer to 4.21Ci-ii)
  • Spelling (refer to 4.22Ai-v,B,C)
  • Use resources to find correct spellings (refer to 4.22D)
  • Previously taught expectations in grammar, capitalization, punctuation, and spelling

Note:
This is the fourth step in the writing process. The focus is on grammar, capitalization, punctuation, and spelling.

STAAR Note:
Questions related to editing may include the following written conventions in the correct answer and/or the distractors:

  • Pronoun use (e.g., I vs. me)
  • Plural vs. possessive (apostrophe use)
  • Subject/verb agreement (including compound subjects)
  • Consistent verb tense
  • Parts of speech (e.g., eagerly vs. eager)
  • Comma usage (e.g., in a series, in compound sentences, etc.)
  • Compound sentences vs. compound subject/predicate
  • Capitalization of proper nouns vs. no capital for common nouns
  • Common spelling errors (e.g., then/than, are/our, quite/quiet)
  • Homophones (e.g., to/too/two, there/their)
  • Double consonants in the middle of words (e.g., grinning, attention)
  • Extra or missing quotation marks
  • Punctuation in quotations including ending punctuation, commas, and quotation marks
  • Capitalization in quotations
  • Incomplete sentences
4.19 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to:
4.19A Write persuasive essays for appropriate audiences that establish a position and use supporting details.

Write

PERSUASIVE ESSAYS FOR APPROPRIATE AUDIENCES THAT ESTABLISH A POSITION AND USE SUPPORTING DETAILS

Persuasive text – text written with the intent to persuade or convince the reader of something

Audience – the intended target group for a message, regardless of the medium

Position – an opinion about a particular subject

Supporting details – facts, ideas, and/or opinions that support the established position

Note:
Both facts and opinions can be used in persuasive writing.

The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum.

School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.


School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 


Choose appropriate ELPS to support instruction.

ELPS# Subsection C: Cross-curricular second language acquisition essential knowledge and skills.
Click here to collapse or expand this section.
ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1B monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F use accessible language and learn new and essential language in the process
ELPS.c.1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2 The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E share information in cooperative learning interactions
ELPS.c.3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H read silently with increasing ease and comprehension for longer periods
ELPS.c.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 03/03/2016
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