INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 01: Natural Texas and Its People – 1200s-1800s
SUGGESTED DURATION : 5 days
UNIT OVERVIEW This unit bundles student expectations that address the geography of Texas and history of the American Indian groups living in Texas before European colonization. Before the arrival of Europeans to Texas the land was home to a variety of American Indian groups. These groups interacted with the environment in Texas in a various ways. Some groups formed settled farming communities where physical geography supported farming and some were nomadic groups that sustained by following herds of bison. A study of Texas prior to the arrival of Europeans in necessary for students to understand that many vibrant cultures inhabited Texas before the region was colonized. In Grade 4, students learned about American Indian groups living in Texas. In each grade, beginning with Kindergarten, students have been building conceptual understanding of physical characteristics of place and the effect geography has on people as they adapt to and modify their environment to help meet their needs. During this unit, students study about the physical geographic regions of Texas and compare the major physical geographic characteristics of those regions. Students also study about the many American Indian groups that lived in Texas and about how the physical geography of Texas influenced the lifestyles of those groups. In the next unit, students examine the similarities and differences between the U.S. Constitution and the Texas Constitution in the Celebration of Freedom Week.
OVERARCHING UNDERSTANDINGS AND QUESTIONS Humans have a complex relationship with the environment. Are we controlled by the environment or do we control the environment?
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
UNIT UNDERSTANDINGS
Page 1 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 01: Natural Texas and Its People – 1200s-1800s PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS Spatial Patterns
Texas History Unit 01 PA 01 Click on the PA title to view related rubric.
Region/Borders Landforms
Create a map of the geographic regions of Texas. The map should include labels for major contemporary cities, rivers, landforms, and points of interest in Texas, along with the map elements, such as a compass rose and legend. On the map draw a textbox for each region of Texas. In the textbox list the physical characteristics that distinguish that region. Standard(s): 7.8A , 7.9A , 7.21B , 7.21C ELPS.c.5B , ELPS.c.5E
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
SUGGESTED DURATION : 5 days UNIT UNDERSTANDINGS The geography of Texas is characterized by a variety of physical landscapes. What geographic regions is Texas divided into? What is characteristic of the physical geography of the regions of Texas? Where are most cities in Texas located? Where are most rivers in Texas located? What physical geographic features help to define the borders of Texas?
Page 2 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 01: Natural Texas and Its People – 1200s-1800s PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS Spatial Patterns
Texas History Unit 01 PA 02 Click on the PA title to view related rubric. Create an overlay map that depicts the distribution of American Indian groups in Texas before the arrival of European explorers. This map should be an overlay of a map of the regions of Texas. On the overlay map, draw a textbox for each region of Texas. In the textbox write an explanation of how the physical geography of the region affected the lifestyle of the American Indian groups living in that region. Standard(s): 7.2A , 7.8A , 7.9B , 7.21B , 7.21C ELPS.c.5B , ELPS.c.5E
SUGGESTED DURATION : 5 days
Human/Environmental Interaction Cultural Patterns Community Customs/Traditions
UNIT UNDERSTANDINGS Several American Indian groups inhabited all the regions of Texas and adapted to the physical geography of those regions. What American Indian groups were the first to inhabit Texas? How did the physical geography of Texas impact the lifestyle of American Indian groups in Texas?
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS Horses and guns were not introduced to American Indian groups until after Europeans began to colonize Texas.
UNIT VOCABULARY physical geographic feature –any characteristic of the Earth’s surface that was created by natural processes region –a spatial area of land that is unified by a common characteristic, such as political unity, linguistic unity, or common climate patterns indigenous – originating in a specific place or region nomad – someone who moves from place to place with no permanent home agriculture – the process of growing plants and raising animals for food Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
Page 3 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 01: Natural Texas and Its People – 1200s-1800s
SUGGESTED DURATION : 5 days
adobe – sun-dried bricks made from a mixture of mud with a small amount of straw or grass native – living or growing naturally in a particular place natural resources – materials or substances that occur in nature climate – a pattern of the combination of precipitation and temperature over time era – a period of time with distinct political, economic, social characteristics Related Vocabulary artifacts landmarks elevation
prairie canyon aquifer
escarpment waterways mound
SYSTEM RESOURCES Catalog of Social Studies Performance Assessments Grade 7 Texas History Backward Design Interactive Student Notebooking in Social Studies Performance Assessments Universal Rubric Grade 4 – High School Social Studies K-12 Concept Tree Vertical Vocabulary for Social Studies K-12
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
Page 4 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 01: Natural Texas and Its People – 1200s-1800s
SUGGESTED DURATION : 5 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
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 uni 7
History.
7.1
History. The student understands traditional historical points of reference in Texas history. The student is expected to:
7.1A
Identify the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into eras, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great
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
Identify MAJOR ERAS IN TEXAS HISTORY Describe DEFINING CHARACTERISTICS OF MAJOR ERAS IN TEXAS HISTORY
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
Page 5 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 01: Natural Texas and Its People – 1200s-1800s
SUGGESTED DURATION : 5 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Depression and World War II; Civil Rights and Conservatism; and Contemporary Texas.
Including, but not limited to: Natural Texas and Its People Coastal Plains – Karankawas, Coahuiltecans, Atakapans Southeastern – Caddoes, Wichitas Plains – Comanches, Apaches Pueblos – Jumanos, Tiguas Explain WHY HISTORIANS DIVIDE THE PAST INTO ERAS Including, but not limited to: Historians divide the past into eras in order to examine how political, economic, geographic and social patterns change over time.
7.2
History. The student understands how individuals, events, and issues through the Mexican National Era shaped the history of Texas. The student is expected to:
7.2A
Compare the cultures of American Indians in Texas prior to European colonization such as Gulf, Plains, Puebloan, and Southeastern.
Compare CULTURES OF AMERICAN INDIANS IN TEXAS PRIOR TO EUROPEAN COLONIZATION Including, but not limited to: Gulf Coast – nomadic and hunters/gatherers Karankawa – Southeast, used dugout canoes to fish and hunt small animals. Cabeza de
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
Page 6 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 01: Natural Texas and Its People – 1200s-1800s
SUGGESTED DURATION : 5 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Vaca wrote about Karankawas. Coalhuiltecan – South Texas, ate bugs and small animals Atakapan – hunted small animals and fished in dugout canoes, some farming Plains – nomadic, dependent on the buffalo, and were fierce warriors Comanche – used every part of the buffalo, lived in tipis, domesticated animals before horses were introduced to the area by the Europeans Apache – used buffalo hide as protection from the harsh landscape. For part of the year lived in farming communities along rivers and streams called rancherias. Kiowa – recorded oral histories on their tipis, made beautiful crafts, developed a calendar, and were the most-feared group on the plains Puebloan – sedentary, farmers, and lived in houses made of adobe Jumano – farmed, hunted, traded, and lived in painted adobe homes Tigua – known for their beautiful pottery Southeastern Texas – sedentary food-rich environment and complex social systems Caddo – built dome shaped huts, organized government system led by a chief, women played important roles, greeted Europeans with the word Tejas, which means friends Wichita – hunted buffalos, grew crops, and known for the tattoos around their eyes known as “raccoon eyes” 7
Geography.
7.8
Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
7.8A
Create and interpret thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th, 20th, and 21st centuries.
Create, Interpret THEMATIC MAPS, GRAPHS, CHARTS, MODELS, AND DATABASES REPRESENTING VARIOUS ASPECTS OF TEXAS DURING THE 19th, 20th, AND 21st CENTURIES
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
Page 7 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 01: Natural Texas and Its People – 1200s-1800s
SUGGESTED DURATION : 5 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Including, but not limited to: Map Regions of Texas Major physical geographic features in Texas, including rivers and cities Regions that American Indians inhabited in Texas Other sources of geographic data Population of American Indians in Texas prior to the arrival of Europeans 7.9
Geography. The student understands the location and characteristics of places and regions of Texas. The student is expected to:
7.9A
Locate the Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains regions and places of importance in Texas during the 19th, 20th, and 21st centuries such as major cities, rivers, natural and historic landmarks, political and cultural regions, and local points of interest.
Locate REGIONS AND PLACES OF IMPORTANCE IN TEXAS DURING THE 19th, 20th, AND 21st CENTURIES Including, but not limited to: Regions Mountains and Basins Great Plains North Central Plains Coastal Plains Cities 19th Century San Antonio El Paso
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
Page 8 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 01: Natural Texas and Its People – 1200s-1800s
SUGGESTED DURATION : 5 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Goliad San Felipe de Austin Galveston Houston Brownsville Victoria 20th century and 21st century Austin San Antonio Houston Ft. Worth Dallas El Paso Brownsville Lubbock Amarillo Midland Odessa Rivers Sabine Red Rio Grande Nueces Neches Trinity Brazos Colorado Guadalupe San Antonio
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
Page 9 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 01: Natural Texas and Its People – 1200s-1800s
SUGGESTED DURATION : 5 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Pecos Canadian Natural and historic landmarks Llano Estacado (natural) Balcones Escarpment (natural) Palo Duro Canyon (natural) Alamo (historic) San Jacinto (historic) Capitol Building (historic) Political and cultural regions Dallas/Ft. Worth Metro (political) Houston Metro (political) Austin/San Antonio Corridor (political) African-Americans – East/Southeast Texas (cultural) Mexican Americans/Tejanos – South Texas (cultural) Cowboys – West Texas (cultural) Local points of interest Big Bend National Park Padre National Seashore San Antonio Missions National Historical Landmark Big Thicket National Preserve Local areas 7.9B
Compare places and regions of Texas in terms of physical and human characteristics.
Compare PLACES AND REGIONS OF TEXAS IN TERMS OF PHYSICAL AND HUMAN CHARACTERISTICS Including, but not limited to:
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
Page 10 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 01: Natural Texas and Its People – 1200s-1800s
SUGGESTED DURATION : 5 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Region – a spatial area of the Earth’s surface that is defined by common properties Physical and human characteristics – physical characteristics of places include landforms and soils, bodies and sources of water, vegetation, climate, weather patterns, and animal life. Human characteristics of places include the language, religion, political systems, economic systems, population distribution, ethnicity, age, and standards of living. Coastal Plains Physical characteristics Plains, desert, hills, Balcones Escarpment All rivers flow through this region Wrong way rivers that take water from driest part of state to the wettest part of the state Climate – mild Human Characteristics Highway systems Location of most major cities Industries – timber, agriculture, oil and gas, technology, industry, education Dams Fishing, tourism, intra-coastal waterway North Central Plains Physical characteristics Rolling prairies, a few rivers Climate – hot short summer, cool to cold winters Human characteristics Industries – agriculture, manufacturing, military defense Great Plains Physical characteristics Canyons, escarpments, plains, aquifers, plateaus Climate – hot summers, cold winters Human characteristics
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
Page 11 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 01: Natural Texas and Its People – 1200s-1800s
SUGGESTED DURATION : 5 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Irrigation Industries – ranching and agriculture Wind farms Dams – Amistad Oil/gas and ranching Mountains and Basins Physical characteristics River, deserts Climate – hot days, cold nights, hot short summers, cold winters Human characteristics Industries – cattle, sheep and goat ranching Big Bend National Park Dams 7
Social studies skills.
7.21
Social studies skills. The student applies criticalthinking 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:
7.21B
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.
Analyze INFORMATION Including, but not limited to:
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
Page 12 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 01: Natural Texas and Its People – 1200s-1800s
SUGGESTED DURATION : 5 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
By using skills of: Sequencing Categorizing Identifying cause-and-effect relationships Comparing Contrasting Finding the main idea Summarizing Making generalizations and predictions Drawing inferences and conclusions 7.21C
Organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps.
Organize, Interpret INFORMATION Including, but not limited to: Information from Outlines Reports Databases Visuals Graphs Charts Timelines Maps
ELPS#
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
Page 13 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 01: Natural Texas and Its People – 1200s-1800s
SUGGESTED DURATION : 5 days
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Choose appropriate ELPS to support instruction. ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A
use prior knowledge and experiences to understand meanings in English
ELPS.c.1B
monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D
speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F
use accessible language and learn new and essential language in the process
ELPS.c.1G
demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
Page 14 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 01: Natural Texas and Its People – 1200s-1800s ELPS#
SUGGESTED DURATION : 5 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.1H
develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2
The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A
distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B
recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C
learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D
monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E
use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I
demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
Page 15 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 01: Natural Texas and Its People – 1200s-1800s ELPS#
SUGGESTED DURATION : 5 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3F
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I
adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J
respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
Page 16 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 01: Natural Texas and Its People – 1200s-1800s ELPS#
SUGGESTED DURATION : 5 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B
recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C
develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D
use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H
read silently with increasing ease and comprehension for longer periods
ELPS.c.4I
demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
Page 17 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 01: Natural Texas and Its People – 1200s-1800s ELPS#
SUGGESTED DURATION : 5 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet 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:
ELPS.c.5A
learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B
write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C
spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D
edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E
employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F
write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 06/13/2017
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
Page 18 of 18