Download pdf - INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Social Studies · Grade 06 Social Studies Unit 01 Exemplar Lesson 01: Culture of the United States Grade 06 Social Studies Unit 01 Exemplar Lesson

INSTRUCTIONAL FOCUS DOCUMENTGrade 6 Social Studies

UNIT : 01 TITLE : Unit 01: North America SUGGESTED DURATION : 15 days

State Resources:

IFD Legend

Bold, italic black: Knowledge and Skill Statement (TEKS)

Bold black: Student Expectation (TEKS)

Blue: Supporting information / Clarifications and notes from CSCOPE (Specificity)

Italics blue: provides unit level clarification

Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future units

EXEMPLAR LESSONS RUBRIC(S) FOR PERFORMANCE INDICATORS UNIT TEST

Grade 06 Social Studies Unit 01 Exemplar Lesson 01:

Culture of the United States


Canada


Mexico


Characteristics of a Region

Grade 06 Social Studies Unit 01 Rubric 01




Social Studies Grade 06 Unit 01: North America

RATIONALE:

This unit bundles social studies standards that introduce and build foundational understandings of major concepts that will be addressed throughout the year related to culture and

contemporary cultures around the world. This unit introduces the concept of culture through a study of the United States, so that students can begin with the familiar, and then move on to

Canada and Mexico to introduce the comparative cultural elements that will be explored throughout the year: key historical events, geographic features, economic systems, government

and citizenship, and characteristics that fall under the umbrella of “culture” (language, belief systems, food, art, music, etc.). The unit introduces the year’s overarching idea that

contemporary societies, although similar in many ways, reflect global diversity. Students will be introduced to the concept that diversity can be found at every level: local, national, and

regional. Students will build on this essential concept with each unit, learning about the complexity of the world in which we live while recognizing the characteristics and practices that tie

us together.

Last Updated 06/01/2012

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 25

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Prior to this unit, students have been introduced to basic map skills and many geographic and cultural concepts at the elementary level. This unit, however, assumes little prior

knowledge about what constitutes culture, and therefore serves as a key introduction to the key concepts for the year. The United States is presented as students’ first example of culture

and diversity. Canada is then presented as a counterpoint to the U.S., so that students can compare and contrast the two. Mexico then brings in the first close study of government and

economics and their role in culture; although rich in resources and sharing a colonial past with its northern neighbors, Mexico looks very different than the U.S. and Canada. Finally,

students learn about the concept of region and how North America is a region; region is a concept that is central to how this course is organized and taught.

MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:

Students often hold stereotypes that influence their understanding of Canada, the U.S, and Mexico.

Many students may think that Canada is “just like the U.S.”Students often see Mexico as monolithic and lacking in diversity.

Students may think of culture as something other people have, but don’t recognize the aspects of their own lives that constitute culture.

PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS

Grade 06 Social Studies Unit 01 PI 01

Create a web that illustrates elements of culture. Explain

in a paragraph, using the U.S. as an example, how people

do exhibit the mainstream culture and reflect diverse

culture groups within the country. Include the following

words in your paragraph: society, diversity, demographics,

national identity.

Standard(s): 6.2B , 6.15B , 6.22D

ELPS ELPS.c.1C , ELPS.c.5F

Culture

National identity

Demographics

Cultures share common elements and reflect the diversity

of individuals and groups within the culture.





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Write a conversation between people who represent the

Anglo, French, and First Nations points of view on

citizenship, language, or government. Explain the main

point of the varying points of view reflected in the

conversation, including positive and negative

consequences of multiculturalism. Include the following

words: multiculturalism, point of view, unity, conflict and

interaction.

Standard(s): 6.2B , 6.15C , 6.21D

ELPS ELPS.c.4K

Diversity

Citizenship

Point of view

Multiculturalism

Consequences

Common good

National identity

Although friction and conflict often result from multiple

points of view within a society, groups choose to maintain

their relationships unity for the common good.


Using corn as the vehicle for illustration, create a Diego

Rivera-style mural that explains the interaction between

factors of production, government, and economic systems.

Explain the mural using call-out boxes

Standard(s): 6.8A , 6.18A , 6.21B

ELPS ELPS.c.1E , ELPS.c.5G

Government

Economy

Standard of living

Factors of production

Interdependence

Hi Interaction between a country’s government, its

economic system, and the factors of production often

determines the level of economic development in a

country.
















Complete a map to show the major geographic features of

the North American region. Write an explanation telling

why North America is considered a region. Include: (1)

geography, (2) at least one shared historical factor

(invasion, conquests, colonization, immigration, trade), (3)

two cultural traits, and (4) at least one economic

component (trade, labor, migration, etc.) that influence the

region.

Standard(s): 6.3C , 6.4D , 6.4E , 6.4F , 6.5A ,

6.5B , 6.16B , 6.22D

ELPS ELPS.c.1C , ELPS.c.1E

Region

Free trade

Historical, geographic, cultural, and/or economic factors

define regions.

KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT

Culture – a particular form or stage of civilization, as that of a certain nation or period: Greek culture; the behaviors and beliefs characteristic of a

particular social, ethnic, or age group: the youth culture

Anthropology – the sum total of ways of living built up by a group of human beings and transmitted from one generation to anotherCultural trait – any characteristic of human activity acquired in social life and transmitted by communicationDiversity – a point of differenceMulticulturalism – the preservation of different cultures or cultural identities within a unified society, as a state or nationRegion – an extensive, continuous part of a surface, space, or body: a region of the Earth; a part of the Earth's surface (land or sea) of considerable and

usually indefinite extent: a tropical region; a district without respect to boundaries or extent: a charming region in Connecticut; a large indefinite area or

range of something specified

Sphere – a region of authority















http://dictionary.reference.com/browse/civilization

http://dictionary.reference.com/browse/space

TEKS UNIT LEVEL SPECIFICITY

6.1 History. The student understands that historical events influence

contemporary events. The student is expected to:

6.1A trace characteristics of various contemporary societies in regions that

resulted from historical events or factors such as invasion, conquests,

colonization, immigration, and trade

Trace

CHARACTERISTICS OF SOCIETIES

Including, but not limited to:

Regions in North America – Canada, U.S., MexicoInvaded by British, France, Spain, and others

Natives were conquered by European nations.

Lands were colonized by European nations.

Many have immigrated to this region around the

world

Trade has always been a factor in the region’seconomic status (e.g., NAFTA).

Contemporary societies in North America have

benefited and greatly influenced other regions of

the world. (North America: government,

economy, culture; outside influence: trade,

culture (through media and immigration)

6.2 History. The student understands the influences of individuals and groups

from various cultures on various historical and contemporary societies. The

student is expected to:

6.2A identify and describe the influence of individual or group achievements Identify, Describe

TEKS#

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TEKS UNIT LEVEL SPECIFICITYTEKS#

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on various historical or contemporary societies such as the classical

Greeks on government and the American Revolution on the French

Revolution

INDIVIDUALS OR GROUPS ON VARIOUS SOCIETIES


Classical Greeks (direct democracy) influenced

modern representative republics/democracies

throughout the world.

6.2B evaluate the social, political, economic, and cultural contributions of

individuals and groups from various societies, past and present.

Evaluate

SOCIAL, POLITICAL, ECONOMIC, AND CULTURAL CONTRIBUTIONS

OF INDIVIDUALS AND GROUPS


Contributions of various immigrant groups to regional

and national culture in U.S. and Canada (e.g.,

Mexicans in U.S. Southwest, French in Canada)

Social and cultural contributions of indigenous groups

in U.S., Mexico, Canada ( e.g., First Nations, corn in

Mesoamerica)

6.3 Geography. The student uses geographic tools to answer geographic

questions. The student is expected to:

6.3A pose and answer geographic questions, including: Where is it located?

Why is it there? What is significant about its location? How is its location

related to the location of other people, places, and environments?

Pose, Answer

GEOGRAPHIC QUESTIONS


Where is it located? Position on a map (absolute

location versus relative location), latitude, and









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longitude.

Why is it there? Trade routes, altitude, natural

resources – how is North America divided intocountries and why?

What is the significance of its location? Historically,

economically, socially, politically – relationships amongNorth American countries

How is its location related to the location of other:

People? Conflicts, commercial activity,

agricultural activity, cultural activity, adaptations,

modifications, transportation

Places? Climate, natural resources, geography,

animals

Environments? Desirable or undesirable

features, modifications, adaptations, pollution

6.3C compare various world regions and countries using data from geographic

tools, including maps, graphs, charts, databases, and models

Compare

WORLD REGIONS AND COUNTRIES


Gain information from more than one data source for

use in comparing (e.g., a map and a graph)

World regions based on climate, culture, and location

factors (e.g., latitude, longitude, equator) or

environmental factors

6.4 Geography. The student understands the factors that influence the locations








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and characteristics of locations of various contemporary societies on maps

and globes and uses latitude and longitude to determine absolute locations.

The student is expected to:

6.4C explain ways in which human migration influences the character of places

and regions

Explain

HUMAN MIGRATION INFLUENCES PLACES AND REGIONS


Include cultural exchanges, adaptations and clashes,

advances in technology, use of natural resources,

trade, etc.

Reasons some countries are significantly more

populated than others based on human and physical

geography.

Push and pull factors that influence patterns of

migration – migration within North American region,mainly to U.S. because of both push and pull factors

6.4D identify and locate major physical and human geographic features such as

landforms, water bodies, and urban centers of various places and regions

Identify, Locate

PHYSICAL AND HUMAN GEOGRAPHIC FEATURES OF VARIOUS

PLACES AND REGIONS


Landforms – mountains, deserts, fertile soilWater bodies – oceans, seas, lakes (including manmade), rivers, fjords

Urban centers – dependent upon place and regionstudied








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6.4E draw sketch maps that illustrate various places and regions Draw

SKETCH MAPS THAT ILLUSTRATE VARIOUS PLACES AND REGIONS


Free-hand maps illustrating physical and human

features of various places and region

Free-hand maps showing the location of various

places and regions

Free-hand maps showing various relationships of

places and regions

6.4F identify the location of major world countries such as Canada, Mexico, France, Germany, the

United Kingdom, Italy, Spain, Norway, Sweden, Russia, South Africa, Nigeria, Iraq,

Afghanistan, Israel, Iran, India, Pakistan, the People's Republic of China, the Republic of

China (Taiwan), Japan, North and South Korea, Indonesia, and Australia.

Identify

LOCATION OF MAJOR WORLD COUNTRIES


Studied within the region/unit

U.S., Mexico, Canada

6.5 Geography. The student understands how geographic factors influence the

economic development, political relationships, and policies of societies. The


6.5A identify and explain the geographic factors responsible for the location of

economic activities in places and regions

Identify, Explain

GEOGRAPHIC FACTORS RESPONSIBLE FOR THE LOCATION OF

ECONOMIC ACTIVITIES











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Rivers – tradeNatural resources (e.g., oil, wind power, solar power)

Seacoasts (ports)

Fertile soil/mild climate (agriculture)

6.5B identify geographic factors such as location, physical features,

transportation corridors and barriers, and distribution of natural

resources that influence a society's ability to control territory

Identify

GEOGRAPHIC FACTORS THAT INFLUENCE SOCIETY’S ABILITY TO

CONTROL TERRITORY


Location and physical features

Transportation corridors and barriers - Bodies of water

(rivers); U.S. northern/southern borders are not major

barriers but the oceans are.

6.5C explain the impact of geographic factors on economic development and

the domestic and foreign policies of societies.

Explain

IMPACT OF GEOGRAPHIC FACTORS ON ECONOMIC DEVELOPMENT

AND THE DOMESTIC AND FOREIGN POLICIES


Economic development

Limited

Unlimited resources

Agriculture (farming communities)

Land good for grazing/livestock

Domestic and foreign policies

NAFTA








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6.8 Economics. The student understands the factors of production in a society's

economy. The student is expected to:

6.8A describe ways in which the factors of production (natural resources,

labor, capital, and entrepreneurs) influence the economies of various

contemporary societies

Describe

WAYS FACTORS OF PRODUCTION INFLUENCE ECONOMIES


Natural Resources – Mexico: fertile land, long history ofagriculture

Labor: lots of farm labor, but migration to U.S.

Capital – effects of NAFTA and U.S. capital on cornEntrepreneurs – lacking in Mexico, much labor in U.S.

6.8B identify problems and issues that may arise when one or more of the

factors of production is in relatively short supply

Identify

PROBLEMS AND ISSUES THAT ARISE WHEN FACTORS OF

PRODUCTION ARE IN SHORT SUPPLY


Labor – immigration to U.S.Capital – remittances to Mexico not reinvested

6.9 Economics. The student understands the various ways in which people

organize economic systems. The student is expected to:

6.9B compare and contrast free enterprise, socialist, and communist

economies in various contemporary societies, including the benefits of

the U.S. free enterprise system

Compare, Contrast

FREE ENTERPRISE, SOCIALIST, AND COMMUNIST ECONOMIES












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A free enterprise system is a market economy in which

individuals depend on supply, demand, and prices to

determine the answers to four economic questions:

“what to produce,” how to produce,” “how much toproduce,” and “for whom to produce.” The system hasfour characteristics: economic freedom, voluntary

exchange, private property, and profit motive.

A socialist system is a market economy in which

government owns some factors of production and

participates in answering the four economic questions

of "what to produce," "how to produce," "how much to

produce," and "for whom to produce." Politics play a

role in the operation of the economy, and it is often

less efficient because of these influences.

A communist system is a political economy in which

factors of production are collectively owned and

directed by the state. Because everything in a

communist system is theoretically for the common

good, communism fosters a classless society in which

everyone contributes equally toward a shared goal.

There is no private property, no voluntary exchange

because the government owns and controls all

resources and means of production, no economic

freedom, and no profit motive.

Benefits of a U.S. free enterprise system

Individuals and businesses have the freedom to

operate and compete (minimum government

regulation)






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Private ownership (land, minerals, manufacturing

plants, goods and services)

Opportunities for innovativeness and

inventiveness

Opportunities to earn a profit

6.9C understand the importance of morality and ethics in maintaining a

functional free enterprise system

Understand

IMPORTANCE OF MORALITY AND ETHICS IN MAINTAINING A

FUNCTIONAL FREE ENTERPRISE SYSTEM


Recent events in the U.S. (e.g., mortgage crisis, Enron,

Madoff) show the importance of morality and ethics in

the system. Without those elements, consumers lose

confidence and the economy weakens.

6.10 Economics. The student understands categories of economic activities and

the data used to measure a society's economic level. The student is expected

to:

6.10A define and give examples of agricultural, wholesale, retail, manufacturing

(goods), and service industries

Define, Give examples

AGRICULTURAL, WHOLESALE, RETAIL, MANUFACTURING (GOODS),

AND SERVICE INDUSTRIES


Agricultural industries like farming and ranching are

the first line in a country’s economy in that theirproduct directly makes use of the natural resources –









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Mexico’s agricultural exportsManufacturing industries may take raw materials, buy

materials from wholesalers, or buy materials from a

retailer to make new products. – manufacturing inMexico

Clothing, toys, cars, houses, etc.

Service industries provide intangible goods directly to

the public, not final products – maquiladoras in Mexico(they provide labor, but companies are not Mexican),

tourism as one of biggest industries after oil

production.

6.10B describe levels of economic development of various societies using

indicators such as life expectancy, gross domestic product (GDP), GDP

per capita, and literacy

Describe

LEVELS OF ECONOMIC DEVELOPMENT USING INDICATORS


Life expectancy - the average number of years

remaining in the life span of a person at a given age --

also influences purchasing decisions,

Gross domestic product (GDP) – the measure of allgoods and services produced within a country in a

year – helps tract and compare a country’s wealthGDP per capita is the GDP divided by the country’spopulation

Literacy - the ability to read and write

Effects of regional labels and images (e.g., labeling an

African country “less developed” or “third world”)Economic indicators can be used to determine whether







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the economy is advanced or developing.

GDP and other levels of economic development

of countries which represent all or most

continents of the world.

Data from charts and graphs (student-created

and textbook) to make comparisons and

generalizations about economic development. –U.S., Mexico, Canada

6.12 Government. The student understands various ways in which people

organize governments. The student is expected to:

6.12C identify historical origins of democratic forms of government such as

Ancient Greece.

Identify

HISTORICAL ORIGINS OF DEMOCRATIC FORMS OF GOVERNMENT


Athens and the beginnings of the democratic system of

government

Legacies of ancient Greeks and ancient Romans as

they relate to government and formation of democratic

societies

Development of democratic society

Development of democracy in the United States

6.15 Culture. The student understands the similarities and differences within and

among cultures in various world societies. The student is expected to:

6.15A define culture and the common traits that unify a culture region Define










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CULTURE AND THE COMMON TRAITS THAT UNIFY A CULTURE

REGION


Culture – the way of life of a group of people whoshare similar beliefs and customs.

Culture region – a way of dividing the world into areasthat a particular form of government, religion,

economic system, language, or traditions predominate.

– national and regional cultures in the U.S. and NorthAmerica as a whole (the U.S. South, New England,

Canadian and Mexican culture, etc.)

6.15B identify and describe common traits that define cultures Describe

COMMON TRAITS THAT DEFINE CULTURES


Religion

Language

Food preferences

Celebrations

Types of shelters

Rules and mores

Art

Music

Folklore

Family structures

Educational systems







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Culture trait – a single element of common practice in a culture

6.15C define a multicultural society and consider both the positive and negative

qualities of multiculturalism

Define, Consider

MULTICULTURAL SOCIETY WITH POSITIVE AND NEGATIVE

QUALITIES


Multicultural society is one in which two or more

cultures exist within close proximity

Positive qualities of multiculturalism:

Cultures borrow from each other

Greater variety of food, traditions, music,

religions creates opportunities

Example: blending of French and English in

Canada has created a multilingual society.

Negative qualities of multiculturalism:

Cultures often clash socially, economically or

politically

Example: minority cultures still feel oppressed

(French in Canada)

6.15D analyze the experiences and evaluate the contributions of diverse groups

to multicultural societies

Analyze, Evaluate

EXPERIENCES AND CONTRIBUTIONS OF DIVERSE GROUPS TO

MULTICULTURAL SOCIETIES


Experiences: Mexicans and other immigrant groups in

U.S., French in Canada, native groups in both








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countries

Contributions: foods from throughout the world,

religions that come from diverse groups, spiritual

beliefs of native groups – people from otherbackgrounds draw on these elements for their own

lives.

6.15F identify and explain examples of conflict and cooperation between and

among cultures.

Identify, Explain

EXAMPLES OF CONFLICT AND COOPERATION BETWEEN AND

AMONG CULTURES


French Canada and British Canada

6.16 Culture. The student understands that all societies have basic institutions in

common even though the characteristics of these institutions may differ. The


6.16A identify institutions basic to all societies, including government,

economic, educational, and religious institutions

Identify

INSTITUTIONS BASIC TO SOCIETIES


Government

Economic

Educational

Religious

Social









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6.16B compare characteristics of institutions in various contemporary societies Compare

CHARACTERISTICS OF INSTITUTIONS IN SOCIETIES


Examples of institutions from all regions

Government

Education

Ways of work

Religion

Social

6.16C analyze the efforts and activities institutions use to sustain themselves

over time such as the development of an informed citizenry through

education and the use of monumental architecture by religious

institutions.

Analyze

EFFORTS AND ACTIVITIES INSTITUTIONS USE TO SUSTAIN

THEMSELVES OVER TIME


Education – through the use of murals in Mexico; a wayto promote Mexican history and identity to the masses

6.18 Culture. The student understands the relationship that exists between the

arts and the societies in which they are produced. The student is expected

to:

6.18A explain the relationships that exist between societies and their

architecture, art, music, and literature

Explain

RELATIONSHIPS BETWEEN SOCIETIES AND THEIR

ARCHITECTURE, ART, MUSIC, AND LITERATURE











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Muralism movement in Mexico—developed bygovernment as a way to educate people

6.18B relate ways in which contemporary expressions of culture have been

influenced by the past

Relate

WAYS CONTEMPORARY CULTURE HAS BEEN INFLUENCED BY THE

PAST


Diego Rivera—drawing on preColombian history todepict Mexican identity; uses folklore and heritage in

his murals

6.18C describe ways in which contemporary issues influence creative

expressions

Describe

WAYS SOCIETAL ISSUES INFLUENCE CREATIVE EXPRESSIONS


A culture’s art form is often an expression ofcontemporary issues – murals an expression of desireto promote a specific history and identity to Mexican

people

6.21 Social studies skills. The student applies critical-thinking skills to organize

and use information acquired through established research methodologies

from a variety of valid sources, including electronic technology. The student

is expected to:

6.21B analyze information by sequencing, categorizing, identifying cause-and- Analyze










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effect relationships, comparing, contrasting, finding the main idea,

summarizing, making generalizations and predictions, and drawing

inferences and conclusions

INFORMATION


Sequencing

Categorizing

Identifying cause-and-effect relationships

Comparing

Contrasting

Finding the main idea

Summarizing

Making generalizations and predictions

Drawing inferences and conclusions

6.21D identify different points of view about an issue or current topic Identify

DIFFERENT POINTS OF VIEW ABOUT AN ISSUE OR CURRENT

TOPIC

6.22 Social studies skills. The student communicates in written, oral, and visual

forms. The student is expected to:

6.22D create written and visual material such as journal entries, reports, graphic

organizers, outlines, and bibliographies based on research

Create

WRITTEN AND VISUAL MATERIAL BASED ON RESEARCH


Journal entries

Reports

Graphic organizers

Outlines

Bibliographies









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SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION.

6.21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research

methodologies from a variety of valid sources, including electronic technology. The student is expected to:

6.21A differentiate between, locate, and use valid primary and secondary sources such as computer software interviews biographies oral,

print, and visual material artifacts to acquire information about various world cultures

6.21B analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main

idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

6.21C organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

6.21D identify different points of view about an issue or current topic

6.21E identify the elements of frame of reference that influenced participants in an event

6.21F use appropriate mathematical skills to interpret social studies information such as maps and graphs.

6.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

6.22A use social studies terminology correctly

6.22B incorporate main and supporting ideas in verbal and written communication based on research

6.22C express ideas orally based on research and experiences

6.22D create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on

research

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SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION.TEKS#

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6.22E use standard grammar, spelling, sentence structure, and punctuation

6.22F use proper citations to avoid plagiarism.

6.23 Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of

settings. The student is expected to:

6.23A use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and

disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

6.23B use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict

consequences, and take action to implement a decision

The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline Englishlanguage 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

ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.

ELPS.c.1 Cross-curricular second language acquisition/learning strategies

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:










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



ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.

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.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.4 Cross-curricular second language acquisition/reading

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.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 Cross-curricular second language acquisition/writing

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.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is

acquired.















