UNIT OVERVIEW This unit bundles student expectations that address the adoption of the United States Constitution and the principles of the U.S. Constitution. Prior to this unit, students learned about the signing of the Declaration of Independence and the events of the revolutionary era. Students have also studied about the impact previous documents had on the writing of the Constitution (Magna Carta, Mayflower Compact, Declaration of Independence, Fundamental Orders of Connecticut, English Bill of Rights) in the Celebrate Freedom Week unit. Students were also introduced to the seven principles of constitutional democracy in seventh grade. In this unit students examine the strengths and weaknesses of the Articles of Confederation along with the issues, debate, and compromises that emerged during the Constitutional Convention. Additionally students examining examples of how the U.S. Constitution reflects the seven constitutional principles and addresses colonial grievances as well as the process for amending the Constitution. In the next unit, students study about the early development of the United States republic. OVERARCHING UNDERSTANDINGS AND QUESTIONS Political institutions establish structures to organize power and govern people. Who most influences the structure of political institutions? PERFORMANCE ASSESSMENT(S) OVERARCHING CONCEPTS UNIT CONCEPTS UNIT UNDERSTANDINGS Last Updated 06/15/2015 Page 1 of 24
PERFORMANCE ASSESSMENT(S) US History to 1877 Unit 04 PA 01 Click on the PA title to view related rubric. Write a letter to the delegates at the Constitutional Convention explaining why the Great Compromise is needed. The letter should include details about the need for the compromise and the issues surrounding the Virginia Plan and the New Jersey Plan. Standard(s): 8.1A, 8.1B, 8.4D, 8.15B, 8.21C, 8.29D, 8.30B, 8.30D ELPS.c.1E, ELPS.c.5D OVERARCHING CONCEPTS UNIT CONCEPTS Political Patterns Ideologies Governmental Systems Historical Processes Ideas/Innovations UNIT UNDERSTANDINGS The weaknesses of the Articles of Confederation led the Constitutional Framers to write a new U.S. Constitution based on a series of compromises. Why did the Constitutional Framers come to believe it was necessary to create a new constitution? What issues of the Constitutional Convention of 1787 were resolved by compromises? What compromises were eventually reached at the convention? US History to 1877 Unit 04 PA 02 Click on the PA title to view related rubric. Write a dialogue between a Federalist and an Antifederalist discussing each of their views on ratification of the U.S. Constitution. The dialogue should include details that reflect the arguments made by Federalists and Anti-federalists. Standard(s): 8.1C, 8.4E, 8.15A, 8.17A, 8.29D, 8.30B, 8.30D ELPS.c.1A, ELPS.c.5E Debate over ratification of the U.S. Constitution arose between Federalists and Anti-federalists. What arguments divided the Federalists and Anti-federalists? Who were the prominent Federalists and Anti-federalists? Do opposing political parties serve as a check on government power? Last Updated 06/15/2015 Page 2 of 24
PERFORMANCE ASSESSMENT(S) US History to 1877 Unit 04 PA 03 Click on the PA title to view related rubric. Create a matching card game. The game should consist of a card for each of the seven principles of constitutional democracy and at least seven cards with various examples from the U.S. Constitution that reflect the constitutional principles. Standard(s): 8.15C, 8.15D, 8.29B ELPS.c.1C, ELPS.c.5B OVERARCHING CONCEPTS UNIT CONCEPTS Civic Engagement Laws, Rules, Political Processes Democratic Principles Historical Processes Ideas/Innovations UNIT UNDERSTANDINGS The U.S. Constitution limits government power. In what ways does the U.S. Constitution reflect principles of constitutional democracy including limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights? How were the grievances of the American colonists addressed in the U.S. Constitution? US History to 1877 Unit 04 PA 04 Click on the PA title to view related rubric. Create a brochure that summarizes the process for amending the U.S. Constitution and the rights that American citizens are guaranteed in the U.S. Constitution. The brochure should include illustrations along with the details about unalienable rights and the Bill of Rights. Standard(s): 8.16A, 8.19B, 8.21B, 8.25A, 8.25C, 8.29B, 8.30B, 8.30D ELPS.c.1C, ELPS.c.5B Civic Engagement Rights/ Responsibilities Historical Processes Ideas/Innovations The U.S. Constitution protects the rights of Americans. How is the U.S. Constitution amended? What rights are guaranteed in the U.S. Constitution? Last Updated 06/15/2015 Page 3 of 24
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS Students may not understand that the Bill of Rights was added after the Constitution was ratified. UNIT VOCABULARY confederation an alliance of states created for a common purpose compromise an agreement between opposing parties constitution document outlining the fundamental principles and structures of a government ratification approval of a document or policy amendment an addition to a document sovereignty independent power federalism political system in which power is shared between a national centralized government and a collection of smaller state governments Related Vocabulary compromise grievance limited government bicameral republicanism popular sovereignty individual rights checks and balances separation of powers Social Studies K-12 Concept Tree US History to 1877 Backward Design SYSTEM RESOURCES TEKS UNIT LEVEL SPECIFICITY Last Updated 06/15/2015 Page 4 of 24
Legend: Legend: Bolded black text in italics: Knowledge and Skills Statement (TEKS) Bolded black text: Student Expectation (TEKS) Bolded red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR Bolded green text in italics: Student Expectation identified by TEA as a Supporting Standard for STAAR Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit Blue text: Supporting Information / Clarifications from TCMPC (Specificity) Blue Italic text: Provides unit-specific clarification Black text: TEA Texas Response to Curriculum Focal Points (TxRCFP); Texas College and Career Readiness Standards (TxCCRS); TEA STAAR 8 History. 8.1 History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to: 8.1A Identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and Identify MAJOR ERAS AND EVENTS IN U.S. HISTORY THROUGH 1877 Describe CAUSE AND EFFECTS OF MAJOR ERAS AND EVENTS IN U.S. HISTORY THROUGH 1877 Last Updated 06/15/2015 Page 5 of 24
describe their causes and effects. Readiness Standard Writing the Constitution Shays Rebellion Philadelphia Convention 1787 Great Compromise Three-fifths Compromise Anti Federalist vs. Federalist Federalist Papers Bill of Rights 8.1B Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. Supporting Standard Apply ABSOLUTE AND RELATIVE CHRONOLOGY Absolute chronology Significant individuals, events and time periods listed in the Grade 8 TEKS Absolute chronology exact date Relative chronology Significant individuals, events, and time periods listed in the Grade 8 TEKS Relative chronology general time period or era 8.1C Explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Explain SIGNIFICANCE OF DATES Last Updated 06/15/2015 Page 6 of 24
Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War. Supporting Standard 1787 writing of the U.S. Constitution (1788 Ratification of Constitution)-significant because it established the United States of America as a constitutional democratic-republic; the U.S. Constitution continues to be an adaptable document to this day 8.4 History. The student understands significant political and economic issues of the revolutionary era. The student is expected to: 8.4D Analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the Three-Fifths Compromise. Supporting Standard Analyze ISSUES OF THE CONSTITUTIONAL CONVENTION OF 1787 Strengthening the Federal Government Articles of Confederation had not worked Created an executive, legislative, and judicial branches Representation Virginia Plan large state plan that proposed representation based on population size New Jersey Plan small state plan that proposed equal representation among all states Great Compromise Constitution resulted in a two-house legislature with House of Representatives based on population and the Senate maintaining equal representation from all states, took from the two previous plans Slavery How enslaved people should be counted regarding population and taxation? Three-Fifths Compromise three-fifths of the enslaved people population would be counted when setting direct taxes on the states and three-fifths ratio would also be used Last Updated 06/15/2015 Page 7 of 24
to determine representation in the legislature Agreed not to limit the slavery trade for at least the next twenty years 8.4E Analyze the arguments for and against ratification. Readiness Standard Analyze ARGUMENTS FOR AND AGAINST RATIFICATION Arguments Federalists argued for a stronger national government because under the Articles of Confederation, the weak national government set the United States up for failure- Notable Federalists, James Madison, John Jay, Alexander Hamilton Anti-federalists argued that states rights should remain powerful over key issues; remained of the opinion that Americans fought the Revolution to get away from strong central government; had great desire for individual liberties- Notable Anti-Federalists, Patrick Henry, George Mason, Thomas Jefferson Argument was resolved with the addition of the Bill of Rights to the U.S. Constitution, individually listing rights 8 Government. 8.15 Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents. The student is expected to: 8.15A Identify the influence of ideas from historic documents, including the Magna Carta, the Identify Last Updated 06/15/2015 Page 8 of 24
English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected Anti-Federalist writings, on the U.S. system of government. Readiness Standard INFLUENCE OF IDEAS FROM HISTORIC DOCUMENTS ON THE U.S. SYSTEM OF GOVERNMENT Magna Carta (1215) limited the power of the King resulting in the idea of constitutional limits to the power of the central government English Bill of Rights listed individual rights and became a model for the Bill of Rights in the U.S. Constitution Federalist Papers supported ratification of the U.S. Constitution with a focus on the need for a strong central government with restricted powers. The Constitution sets up a strong central government with separated powers and a system of checks and balances. Anti-Federalist writings included a series of writings from several authors opposed to the idea of a strong federal government with some wanting the states to have more rights, and some wanting individual liberties protected 8.15B Summarize the strengths and weaknesses of the Articles of Confederation. Supporting Standard Summarize STRENGTHS AND WEAKNESSES OF THE ARTICLES OF CONFEDERATION Articles created a firm league of friendship where each state retains its sovereignty, freedom and independence. Strengths of Articles of Confederation States rights (result of strong fear of a tyrannical leader) Confederation of states with equal voice in Congress Congress had power to make war and peace, sign treaties; raise an army and navy; print money, and set up a postal system Last Updated 06/15/2015 Page 9 of 24
Weaknesses of Articles of Confederation No national taxes (no ability to gain national revenue to pay for army, navy, or other national interests; had to ask the states for money which they often ignored) No federal court system (no ability to settle disputes between states) Lack of strong federal government (reduced ability to settle disputes over state boundaries) No power to regulate commerce (quarrels about taxes on goods that crossed state borders) No federal leader (no Executive to lead the country) Limited military = no protection More populus states wanted more representation Shays Rebellion showed that the government could not keep order and a stronger form of national government was needed 8.15C Identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights. Readiness Standard Identify COLONIAL GRIEVANCES LISTED IN THE DECLARATION OF INDEPENDENCE Grievance in Declaration of Independence Taxation without representation King has absolute power Addressed in U.S. Constitution All states have representation in Congress, which sets taxes Congress has the power to override Presidential veto Last Updated 06/15/2015 Page 10 of 24
Colonists not allowed to speak out against the King 1st amendment Freedom of speech Quartering Act forced colonists to house troops Allowed homes to be search without warrants No trial by jury of peers 3rd amendment No quartering of troops 4th amendment No unwarranted search and seizure 6th amendment Speedy and public trial, by an impartial jury 7th Amendment Right of trial by jury in civil cases 8.15D Analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights. Readiness Standard Analyze U.S. CONSTITUTION REFLECTS THE PRINCIPLES OF LIMITED GOVERNMENT, REPUBLICANISM, CHECKS AND BALANCES, FEDERALISM, SEPARATION OF POWERS, POPULAR SOVEREIGNTY, AND INDIVIDUAL RIGHTS Limited government the Constitution and laws define the limits of those in power so they cannot take advantage of their elected, appointed, or inherited positions. Everyone, including all authority figures, must obey the laws (rule of law). Government is restricted in what it may do. Republicanism a philosophy of limited government with elected representatives serving at the will of the people; government is based on the consent of the governed. Checks and balances system that does not allow any one branch of the government to have too much power (e.g., the president can veto legislation passed by Congress, but Congress can override the veto; the Senate confirms major appointments made by the President; the courts may declare acts passed by Congress as unconstitutional) Last Updated 06/15/2015 Page 11 of 24
Federalism the distribution of power between a federal government and the states within a union. In the Constitution, certain powers are delegated to only states, others only to the federal government, and others are shared powers. Best reflected by the Tenth Amendment. Separation of powers the branches included the legislative branch known as "Congress" made up of a "House of Representatives" and a "Senate," the executive branch known as the "President," and the judicial branch known as the "Supreme Court." The powers of the legislative branch are outlined in Article I of the U.S. Constitution. The President would lead the executive branch, which carries out the laws and ensured their just application. These powers are outlined in Article II of the U.S. Constitution. The judicial branch, consisting of all courts of the United States including the highest court, the Supreme Court, interpret and apply the laws, ensuring that they are just. Its powers are outlined in Article III. Popular sovereignty the concept that political power rests with the people who can create, alter, and abolish government. People express themselves through voting and free participation in government. Individual rights some opposed the Constitution in 1787 because it was believed the Constitution did not offer adequate protection of individual rights. The Bill of Rights, ratified in 1791, was created to correct this. The individual rights protected in the Bill of Rights include economic rights related to property, political rights related to freedom of speech and press, and personal rights related to bearing arms and maintaining private residences. In addition, due process of law, established by the Fifth Amendment, ensures the protection of individual rights of life, liberty, and property by obligating the state to follow fair legal proceedings which ensure fair compensation for property seizure, protection against excessive bail as well as cruel and unusual punishment, and provide a speedy trial 8.16 Government. The student understands the process of changing the U.S. Constitution and the impact of amendments on American society. The student is expected to: Last Updated 06/15/2015 Page 12 of 24
8.16A Summarize the purposes for and process of amending the U.S. Constitution. Readiness Standard Summarize PURPOSES FOR AND PROCESS OF AMENDING THE U.S. CONSTITUTION Purposes the Constitution can be changed or amended when it is deemed necessary by the people to adjust to changing times and to maintain a living document Process proposal by Congress (by two-thirds vote of both houses) or proposal from a convention called by two-thirds of the states. The proposal is then sent to the state legislatures to be ratified, must have three-fourths votes to pass or passage by three-fourths votes in special state conventions 8.17 Government. The student understands the dynamic nature of the powers of the national government and state governments in a federal system. The student is expected to: 8.17A Analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason. Readiness Standard Analyze ARGUMENTS OF THE FEDERALISTS AND ANTI-FEDERALISTS Anti-Federalists argued that states rights should remain powerful over key issues; felt that the Revolution was fought to get away from strong central government; believed that the Constitution should protect individual rights Patrick Henry was so opposed to the idea of a stronger national government that he refused to attend the Philadelphia Convention because he smelled a rat ;influential leader from the Colonists protest against England with his speech Give me Liberty or Last Updated 06/15/2015 Page 13 of 24
Give me Death George Mason leader of the Anti-Federalists believed in the need to restrict governmental power and support protection of individual rights in order to prevent potential government abuse; served as a delegate from Virginia at the Constitutional Convention Federalists argued for a stronger national government because under the Articles of Confederation, the weak national government set the United States up for failure Alexander Hamilton wanted to go beyond the stated powers of the Constitution; used the necessary and proper clause to justify forming a National Bank that was necessary and proper for the United States economy to develop; served as a delegate from New York at the Constitutional Convention James Madison known as the Father of the Constitution ; helped to write the Federalist Papers with John Jay and Alexander Hamilton; authored the first 10 Amendments known as the Bill of Rights to compromise with the Anti-Federalists 8 Citizenship. 8.19 Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to: 8.19B Summarize rights guaranteed in the Bill of Rights. Readiness Standard Summarize RIGHTS GUARANTEED IN THE BILL OF RIGHTS 1st Amendment freedom of religion, speech, press, assembly, petition 2nd Amendment bear arms 3rd Amendment no quartering troops during times of peace Last Updated 06/15/2015 Page 14 of 24
4th Amendment protection from unreasonable searches and seizures 5th Amendment right to due process, not to be tried for the same crime twice (double jeopardy), and not to testify against yourself 6th Amendment right to speedy public trial, right to a trial by jury, right to an attorney 7th Amendment right to trial by jury in civil trials 8th Amendment right not to have excessive bail and/or punishment 9th Amendment rights of the people 10th Amendment rights to the states 8.21 Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to: 8.21B Describe the importance of free speech and press in a constitutional republic. Supporting Standard Describe THE IMPORTANCE OF FREE SPEECH AND PRESS IN A CONSTITUTIONAL REPUBLIC Freedom of speech and press allow for the protection of individual rights. Freedom to express information, ideas, and opinions that are free of government restrictions based on content. 8.21C Summarize a historical event in which compromise resulted in a peaceful resolution. Supporting Standard Summarize HISTORICAL EVENTS IN WHICH COMPROMISE RESULTED IN A PEACEFUL RESOLUTION Last Updated 06/15/2015 Page 15 of 24
Writing the Constitution Virginia Plan large state plan that proposed representation based on population size New Jersey Plan small state plan that proposed equal representation among all states Great Compromise Constitution resulted in a two-house legislature with House of Representatives based on population and the Senate maintaining equal representation from all states 8 Culture. 8.25 Culture. The student understands the impact of religion on the American way of life. The student is expected to: 8.25A Trace the development of religious freedom in the United States. Supporting Standard Trace DEVELOPMENT OF RELIGIOUS FREEDOM IN THE UNITED STATES Plymouth Colony (1620-1691) allowed self-governing churches with each congregation independent and electing its own pastor and officers 17th century Massachusetts Bay Colony originally founded by John Winthrop to escape religious persecution in England. Churches were fairly democratic in that they elected ministers and other officials, but close ties between Puritan churches and the state government led to Puritan leader Roger Williams being banished. Rhode Island Roger Williams left Massachusetts to found Rhode Island in 1636 on the premise that there would be no state church Pennsylvania (1681-1776) William Penn s Frame of Government of Pennsylvania established a colonial government that provided political freedom and guaranteed religious freedom to all Last Updated 06/15/2015 Page 16 of 24
settlers in Pennsylvania Maryland founded as a safe haven for persecuted Catholics from England. Protestants soon outnumbered Catholics leading to the passage of the 1649 Maryland Toleration Act which allowed freedom of worship for all Trinitarian Christians. Virginia 1786 The Virginia Act For Establishing Religious Freedom written by Thomas Jefferson made Virginia the first to separate church and state and guaranteed the right to practice religion free from government intrusion 1791 Bill of Rights guaranteed the right to practice religion from government interference as well as freedom from an established state church. 8.25C Analyze the impact of the First Amendment guarantees of religious freedom on the American way of life. Readiness Standard Analyze IMPACT OF THE FIRST AMENDMENT GUARANTEES OF RELIGIOUS FREEDOM ON THE AMERICAN WAY OF LIFE Americans have the right to worship however they choose, which allows for the peacefully worship of a variety of religious groups within a community. The government does not have the right to interfere with religious beliefs or establish a state church. Sets up for official separation of church and state 8 Social studies skills. 8.29 Social studies skills. The student applies criticalthinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, Last Updated 06/15/2015 Page 17 of 24
including electronic technology. The student is expected to: 8.29B 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. Analyze INFORMATION BY Sequencing Categorizing Identifying cause-and-effect relationships Comparing Contrasting Finding the main idea Summarizing Making generalizations and predictions Drawing inferences and conclusions STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards. 8.29D Identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants. Identify POINTS OF VIEW From the historical context surrounding an event Last Updated 06/15/2015 Page 18 of 24
The frame of reference which influenced the participants STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards. 8.30 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 8.30B Use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources. 8.30D Create written, oral, and visual presentations of social studies information. Use STANDARD GRAMMAR, SPELLING, SENTENCE STRUCTURE, PUNCTUATION, AND PROPER CITATION OF SOURCES Create PRESENTATIONS OF SOCIAL STUDIES INFORMATION Written Oral Visual ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. 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. Last Updated 06/15/2015 Page 19 of 24
ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. 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.c.1 ELPS.c.1A ELPS.c.1B ELPS.c.1C ELPS.c.1D ELPS.c.1E ELPS.c.1F ELPS.c.1G ELPS.c.1H 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: use prior knowledge and experiences to understand meanings in English monitor oral and written language production and employ self-corrective techniques or other resources use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary 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) 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 use accessible language and learn new and essential language in the process 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 develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and Last Updated 06/15/2015 Page 20 of 24
ELPS# ELPS.c.2 ELPS.c.2A ELPS.c.2B ELPS.c.2C ELPS.c.2D ELPS.c.2E ELPS.c.2F ELPS.c.2G ELPS.c.2H ELPS.c.2I ELPS.c.3 SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. analyzing sayings and expressions commensurate with grade-level learning expectations. 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: distinguish sounds and intonation patterns of English with increasing ease recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language 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 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 understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations 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. 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) Last Updated 06/15/2015 Page 21 of 24
ELPS# ELPS.c.3A ELPS.c.3B ELPS.c.3C ELPS.c.3D ELPS.c.3E ELPS.c.3F ELPS.c.3G ELPS.c.3H ELPS.c.3I ELPS.c.3J ELPS.c.4 SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. commensurate with the student's level of English language proficiency. The student is expected to: 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 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 speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency share information in cooperative learning interactions 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 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 narrate, describe, and explain with increasing specificity and detail as more English is acquired adapt spoken language appropriately for formal and informal purposes respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment. 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, Last Updated 06/15/2015 Page 22 of 24
ELPS# ELPS.c.4A ELPS.c.4B ELPS.c.4C ELPS.c.4D ELPS.c.4E ELPS.c.4F ELPS.c.4G ELPS.c.4H ELPS.c.4I ELPS.c.4J ELPS.c.4K SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. 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: 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 recognize directionality of English reading such as left to right and top to bottom develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned 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 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 read silently with increasing ease and comprehension for longer periods 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 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 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. Last Updated 06/15/2015 Page 23 of 24
ELPS# ELPS.c.5 ELPS.c.5A ELPS.c.5B ELPS.c.5C ELPS.c.5D ELPS.c.5E ELPS.c.5F ELPS.c.5G SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. 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 gradelevel 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: learn relationships between sounds and letters of the English language to represent sounds when writing in English write using newly acquired basic vocabulary and content-based grade-level vocabulary spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired 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 employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as: 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 narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. Last Updated 06/15/2015 Last Updated 06/15/2015 Page 24 of 24