INSTRUCTIONAL FOCUS DOCUMENTGrade 4 English Language Arts And Reading
UNIT : 06 TITLE : Unit 06: Influencing an Audience SUGGESTED DURATION : 20 days
State Resources:
www.texasreadsource.org
IFD Legend
Bold, italic black: Knowledge and Skills Statement (TEKS) and Texas College and Career Readiness Standard (TxCCRS)
Bold black: Student Expectation (TEKS)
Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future units
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR
Blue: Supporting Information / Clarifications from TCMPC (Specificity)
Italic blue: provides unit level clarification
Bold, blue definitions: Standards for Ensuring Success From Kindergarten to College and Career Spring 2012 Update, 2012 Texas Education Agency/University of Texas System
UNIT TEST RESOURCE(S)
ELAR Grade 4 Unit 06: Influencing an Audience ELAR and SLAR Teacher's Guide (Grades 3-5)
Conventions Alignment Tool: Grade 3-6 Capitalization
Conventions Alignment Tool: Grade 3-6 Grammar
Conventions Alignment Tool: Grade 3-6 Punctuation
RATIONALE:
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 make inferences and summarize to understand and explain how an
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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.
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 thesetechniques in their own writing.
PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS
INSTRUCTIONAL FOCUS DOCUMENTGrade 4 English Language Arts And Reading
UNIT : 06 TITLE : Unit 06: Influencing an Audience SUGGESTED DURATION : 20 days
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PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS
Grade 04 ELAR Unit 06 PI 01
After reading and/or viewing 2-3 advertisements from
different media genres (e.g., television, radio, web, print),
create a chart that identifies techniques (e.g., pacing,
close-ups, sound effects, etc.) and language used to
influence and impact customer behavior or thinking.
Standard(s): 4.12A , 4.14A , 4.14B , 4.Fig19A ,
4.Fig19C , 4.Fig19D
ELPS ELPS.c.1E , ELPS.c.2F , ELPS.c.4F ,
ELPS.c.4G , ELPS.c.4I , ELPS.c.5G
Techniques – Pacing, Closeups, Sound effects
Perception – Attitudes
Audience
Form – Advertisement
Media techniques in advertisements can positively or
negatively impact customer behavior.
Authors use techniques to influence the attitudes or
actions of a specific audience.
Grade 04 ELAR Unit 06 PI 02
Take a position on an important issue (e.g., using cell
phones in school, standardized testing). Write a
persuasive essay for a specific audience (e.g., the
principal, a teacher, or parent) that states your position
and includes supporting details. In a small group, read
your essay and discuss your position.
Standard(s): 4.15A , 4.15B , 4.15C , 4.15D , 4.15E
, 4.19A , 4.28A
ELPS ELPS.c.5B , ELPS.c.5C , ELPS.c.5D ,
ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
Techniques – Persuasion
Perception – Attitudes
Audience
Form – Essay
Structure – Organization
Authors choose structure to organize information to
construct meaning.
Conventions - Written Authors use conventions of written language to
communicate clearly and effectively.
INSTRUCTIONAL FOCUS DOCUMENTGrade 4 English Language Arts And Reading
UNIT : 06 TITLE : Unit 06: Influencing an Audience SUGGESTED DURATION : 20 days
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PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS
Grade 04 ELAR Unit 06 PI 03
Choose a topic of personal interest and a genre
appropriate for conveying a message to an audience.
Using appropriate written conventions and the topic and
genre of choice, compose a text that is well developed and
has good organization.
Standard(s): 4.15A , 4.15B , 4.15C , 4.15D , 4.15E
ELPS ELPS.c.1C , ELPS.c.1E , ELPS.c.4D ,
ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J ,
ELPS.c.4K , ELPS.c.5G
Purpose/Audience
Form - Choice
Authors vary form and style in order to write for different
purposes, audiences, and contexts.
Grade 04 ELAR Unit 06 PI 04
Using digital media (e.g., email, text, blog), create two
messages that differ in formality (language use and
conventions).
Standard(s): 4.14C
ELPS ELPS.c.1A , ELPS.c.1B , ELPS.c.1C ,
ELPS.c.1D
Techniques – Formality of Language
Conventions – Formality
Language and techniques change depending on the level
of formality.
INSTRUCTIONAL FOCUS DOCUMENTGrade 4 English Language Arts And Reading
UNIT : 06 TITLE : Unit 06: Influencing an Audience SUGGESTED DURATION : 20 days
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PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS
Grade 04 ELAR Unit 06 PI 05
Write multiple entries including thoughts, connections,
and/or strategies that deepen understanding of literary
and informational texts and media. Provide evidence from
the text to support ideas.
Standard(s): 4.9A , 4.18C , 4.Fig19A , 4.Fig19B ,
4.Fig19C , 4.Fig19D , 4.Fig19E , 4.Fig19F
ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F ,
ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K ,
ELPS.c.5F , ELPS.c.5G
Interpretation – Understanding, Connections, Relevance
Perception – Thoughts
Readers use strategies to support understanding of text.
Readers create connections to make text personally
relevant and useful.
Readers use writing to communicate deeper
understanding of texts.
Grade 04 ELAR Unit 06 PI 06
Record multiple entries in a Word Study Notebook
demonstrating word knowledge. Use the notebook to
support writing.
Standard(s): 4.2A , 4.2B , 4.2C , 4.2D , 4.2E
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E ,
ELPS.c.1F , ELPS.c.1H , ELPS.c.5B , ELPS.c.5F
, ELPS.c.5G
Interpretation – Vocabulary An extensive vocabulary enhances oral and written
communication.
KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT
Persuasive text – text written with the intent to persuade or convince the reader of something
INSTRUCTIONAL FOCUS DOCUMENTGrade 4 English Language Arts And Reading
UNIT : 06 TITLE : Unit 06: Influencing an Audience SUGGESTED DURATION : 20 days
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Position – an opinion about a particular subjectDigital 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
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 TEKS ONGOING TEKS
FORMATIVE
ASSESSMENT
EXAMPLES
Word StudyTEKS
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
Shared Reading /
Independent ReadingTEKS
Vocabulary
Development:
4.2B
Persuasive
Text: 4.12A
Media Literacy:
4.14A, 4.14B,
4.14C
Comprehension
Skills: 4.Fig19D,
Ongoing TEKS
Fluency: 4.1A
Vocabulary
Development:
4.2E
Sensory
Language: 4.8A
Independent
Reading: 4.9A,
4.18C
Listening:
INSTRUCTIONAL FOCUS DOCUMENTGrade 4 English Language Arts And Reading
UNIT : 06 TITLE : Unit 06: Influencing an Audience SUGGESTED DURATION : 20 days
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INSTRUCTIONAL COMPONENTS TEKS ONGOING TEKS
FORMATIVE
ASSESSMENT
EXAMPLES
Notebook
Oral Reading
Fluency Check
Portfolio
4.Fig19E 4.27A, 4.27B
Speaking: 4.28A
Teamwork:
4.29A
Comprehension
Skills: 4.Fig19A,
4.Fig19B,
4.Fig19C,
4.Fig19F
WritingTEKS
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,
INSTRUCTIONAL FOCUS DOCUMENTGrade 4 English Language Arts And Reading
UNIT : 06 TITLE : Unit 06: Influencing an Audience SUGGESTED DURATION : 20 days
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INSTRUCTIONAL COMPONENTS TEKS ONGOING TEKS
FORMATIVE
ASSESSMENT
EXAMPLES
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
INSTRUCTIONAL FOCUS DOCUMENTGrade 4 English Language Arts And Reading
UNIT : 06 TITLE : Unit 06: Influencing an Audience SUGGESTED DURATION : 20 days
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INSTRUCTIONAL COMPONENTS TEKS ONGOING TEKS
FORMATIVE
ASSESSMENT
EXAMPLES
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 UNIT LEVEL SPECIFICITY
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
TEKS#
SE#
INSTRUCTIONAL FOCUS DOCUMENTGrade 4 English Language Arts And Reading
UNIT : 06 TITLE : Unit 06: Influencing an Audience SUGGESTED DURATION : 20 days
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TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
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 earlierstandards 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
INSTRUCTIONAL FOCUS DOCUMENTGrade 4 English Language Arts And Reading
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TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
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
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 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.
4.12 Reading/Comprehension of Informational Text/Persuasive Text. Students
INSTRUCTIONAL FOCUS DOCUMENTGrade 4 English Language Arts And Reading
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TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
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:
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
INSTRUCTIONAL FOCUS DOCUMENTGrade 4 English Language Arts And Reading
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TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
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
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
INSTRUCTIONAL FOCUS DOCUMENTGrade 4 English Language Arts And Reading
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TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
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
INSTRUCTIONAL FOCUS DOCUMENTGrade 4 English Language Arts And Reading
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TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
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
INSTRUCTIONAL FOCUS DOCUMENTGrade 4 English Language Arts And Reading
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TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
Use varied sentences, both simple and compound, that
are purposeful and well controlled to enhance the
effectiveness of the piece
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.
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,
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TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
capitalization, punctuation, and spelling.
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 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.
ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
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ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4
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:
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.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 Cross-curricular second language acquisition/listening
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
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ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
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.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.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.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.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
INSTRUCTIONAL FOCUS DOCUMENTGrade 4 English Language Arts And Reading
UNIT : 06 TITLE : Unit 06: Influencing an Audience SUGGESTED DURATION : 20 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 19 of 21
ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
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.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.5E.i using correct verbs, tenses, and pronouns/antecedents
ELPS.c.5E.ii using possessive case (apostrophe s) correctly
ELPS.c.5E.iii using negatives and contractions correctly
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
INSTRUCTIONAL FOCUS DOCUMENTGrade 4 English Language Arts And Reading
UNIT : 06 TITLE : Unit 06: Influencing an Audience SUGGESTED DURATION : 20 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 20 of 21
ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
acquired.
INSTRUCTIONAL FOCUS DOCUMENTGrade 4 English Language Arts And Reading
UNIT : 06 TITLE : Unit 06: Influencing an Audience SUGGESTED DURATION : 20 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 21 of 21