a correlation of texas myworld social...

A Correlation of

Texas myWorld Social Studies Making Our Way

©2016

To the

Texas Essential Knowledge and Skills (TEKS) for Social Studies and the

Texas English Language Proficiency Standards (ELPS)

Grade 1

Chapter 113. Texas Essential Knowledge and Skills for Social Studies §113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012. Proclamation 2015

Page 1 of 181 Pearson Education, Inc., publishing as Scott Foresman: 9780328814619 Student Material

SubjectSubchapterCoursePublisherProgram TitleProgram ISBN

(4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.

Correlations to the Texas Essential Knowledge and Skills (TEKS): Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social StudiesSubchapter A. Elementary§113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012.Pearson Education, Inc., publishing as Scott ForesmanTexas myWorld Social Studies, Making Our Way, Print with Digital Access Edition9780328814619

(a) Introduction.

(1) In Grade 1, students study their relationship to the classroom, school, and community to establish the foundation for responsible citizenship in society. Students develop concepts of time and chronology by distinguishing among past, present, and future events. Students identify anthems and mottoes of the United States and Texas. Students create simple maps to identify the location of places in the classroom, school, and community. Students explore the concepts of goods and services and the value of work. Students identify individuals who exhibit good citizenship. Students describe the importance of family customs and traditions and identify how technology has changed family life. Students sequence and categorize information. Students practice problem-solving, decision-making, and independent-thinking skills.

(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich material is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies.

(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).

(6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.

(7) Students must demonstrate learning performance related to any federal and state mandates regarding classroom instruction. Although Grade 1 is not required to participate in Celebrate Freedom Week, according to the TEC, §29.907, primary grades lay the foundation for subsequent learning. As a result, Grade 1 Texas essential knowledge and skills include standards related to this patriotic observance.



Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:

(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day

(i) describe the origins of customs of the community, state, and nation

Instruction 9780328813506 152 Entire page

Review 9780328813506 153 Item 4Instruction 9780328813506 161 Entire page



(ii) describe the origins of holidays of the community, state, and nation


Review 9780328813506 165 Got it? Item 6



(iii) describe the origins of celebrations of the community, state, and nation Instruction 9780328813506 164 Entire page


(8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

(b) Knowledge and Skills.





(B) compare the observance of holidays and celebrations, past and present

(i) compare the observance of holidays, past and present Instruction 9780328813506 164 Our Nation's Holiday, Fourth

paragraph

Review 9780328813506 165 Item 5



(ii) compare the observance of celebrations, past and present Instruction 9780328813506 164 Our Nation's Holiday, Fourth

paragraph

Review 9780328813506 165 Item 5

(2) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to:

(A) identify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr., who have influenced the community, state, and nation

(i) identify contributions of historical figures, including Sam Houston, who have influenced the community, state, and nation Instruction 9780328813506 5 Entire page

Review 9780328813506 5 Item 1



(ii) identify contributions of historical figures, including George Washington, who have influenced the community, state, and nation

Instruction 9780328813506 162 Heroes for Freedom, First paragraph

Review 9780328813506 162 Item 3






(iii) identify contributions of historical figures, including Abraham Lincoln, who have influenced the community, state, and nation Instruction 9780328813506 162 Heroes for Freedom, Second

paragraph

Review 9780328813506 162 Item 3



(iv) identify contributions of historical figures, including Martin Luther King Jr., who have influenced the community, state, and nation


Review 9780328813506 163 Item 4


(B) identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett Morgan, and Richard Allen, and other individuals who have exhibited individualism and inventiveness

(i) identify historical figures who have exhibited individualism


Activity 9780328813506 159 Got it? Item 7






(ii) identify historical figures who have exhibited inventiveness




(C) compare the similarities and differences among the lives and activities of historical figures and other individuals who have influenced the community, state, and nation

(i) compare the similarities and differences among the lives of historical figures and other individuals who have influenced the community, state, and nation





(ii) compare the similarities and differences among the activities of historical figures and other individuals who have influenced the community, state, and nation

Instruction 9780328813506 156-157 Entire pages


(3) History. The student understands the concepts of time and chronology. The student is expected to:

(A) distinguish among past, present, and future

(i) distinguish among past, present, and future Instruction 9780328813506 186 Entire page






(B) describe and measure calendar time by days, weeks, months, and years

(i) describe calendar time by days Instruction 9780328813506 182 Entire page




(ii) describe calendar time by weeks Instruction 9780328813506 182 Entire page




(iii) describe calendar time by months Instruction 9780328813506 182 Entire page




(iv) describe calendar time by years Instruction 9780328813506 182 Entire page




(v) measure calendar time by days Instruction 9780328813506 182 Entire page







(vi) measure calendar time by weeks Instruction 9780328813506 182 Entire page




(vii) measure calendar time by months Instruction 9780328813506 182 Entire page




(viii) measure calendar time by years Instruction 9780328813506 182 Entire page



(C) create a calendar and simple timeline

(i) create a calendarInstruction 9780328813506 182 Entire page




(ii) create a simple timelineInstruction 9780328813506 190 Entire page

Review 9780328813506 191 Try it! Item 3




(4) Geography. The student understands the relative location of places. The student is expected to:

(A) locate places using the four cardinal directions

(i) locate places using the four cardinal directions Instruction 9780328813506 100 Entire page

Assessment 9780328813506 128 TEKS Practice Items 1, 2


(B) describe the location of self and objects relative to other locations in the classroom and school

(i) describe the location of self relative to other locations in the classroom Instruction 9780328813506 96-97 Entire pages




(ii) describe the location of self relative to other locations in the school Instruction 9780328813506 96 Entire page




(iii) describe the location of objects relative to other locations in the classroom Instruction 9780328813506 97 Where Places Are




(iv) describe the location of objects relative to other locations in the school Instruction 9780328813506 96 Entire page





(5) Geography. The student understands the purpose of maps and globes. The student is expected to:

(A) create and use simple maps such as maps of the home, classroom, school, and community

(i) create simple maps





(ii) use simple maps


Review 9780328813506 104 Item 3


(B) locate the community, Texas, and the United States on maps and globes

(i) locate the community on maps Instruction 9780328813506 102 Entire page




(ii) locate the community on globes Instruction 9780328813506 102 Entire page




(iii) locate Texas on maps


Review 9780328813506 106 Item 5






(iv) locate Texas on globes


Activity 9780328813506 7 Item 3



(v) locate the United States on maps Instruction 9780328813506 114 Entire page

Assessment 9780328813506 129 TEKS Practice Item 4



(vi) locate the United States on globes Instruction 9780328813506 103 Entire page


(6) Geography. The student understands various physical and human characteristics. The student is expected to:

(A) identify and describe the physical characteristics of place such as landforms, bodies of water, natural resources, and weather

(i) identify the physical characteristics of place

Instruction 9780328813506 108 Physical Characteristics

Review 9780328813506 109 Item 2






(ii) describe the physical characteristics of place




(B) identify examples of and uses for natural resources in the community, state, and nation

(i) identify examples of natural resources in the community, state, and nation


Review 9780328813506 118 Item 3



(ii) identify uses for natural resources in the community, state, and nation Instruction 9780328813506 118 Entire page

Review 9780328813506 118 Item 3


(C) identify and describe how the human characteristics of place such as shelter, clothing, food, and activities are based upon geographic location

(i) identify how the human characteristics of place are based upon geographic location Instruction 9780328813506 120 Entire page







(ii) describe how the human characteristics of place are based upon geographic location Instruction 9780328813506 120 Entire page


7) Economics. The student understands how families meet basic human needs. The student is expected to:

(A) describe ways that families meet basic human needs

(i) describe ways that families meet basic human needs

Instruction 9780328813506 60 Second and Third paragraphs



(B) describe similarities and differences in ways families meet basic human needs

(i) describe similarities in ways families meet basic human needs Instruction 9780328813506 60 Second and Third paragraphs


(7) Economics. The student understands how families meet basic human needs. The student is expected to:


(ii) describe differences in ways families meet basic human needs Instruction 9780328813506 60 Meeting Needs and Wants,

Second Paragraph


(8) Economics. The student understands the concepts of goods and services. The student is expected to:

(A) identify examples of goods and services in the home, school, and community

(i) identify examples of goods in the home Instruction 9780328813506 62 What Are Goods?




Review 9780328813506 62 Item 1



(ii) identify examples of goods in the school Instruction 9780328813506 63 Entire page




(iii) identify examples of goods in the community Instruction 9780328813506 63 Entire page




(iv) identify examples of services in the home Instruction 9780328813506 64 What Are Services? First

paragraph




(v) identify examples of services in the school Instruction 9780328813506 64 What Are Services? Second

paragraph







(vi) identify examples of services in the community Instruction 9780328813506 64 What Are Services? Third

paragraph



(B) identify ways people exchange goods and services

(i) identify ways people exchange goods and services




(C) identify the role of markets in the exchange of goods and services

(i) identify the role of markets in the exchange of goods and services



(9) Economics. The student understands the condition of not being able to have all the goods and services one wants. The student is expected to:

(A) identify examples of people wanting more than they can have

(i) identify examples of people wanting more than they can have Instruction 9780328813506 69 Entire page



(B) explain why wanting more than they can have requires that people make choices

(i) explain why wanting more than they can have requires that people make choices


Review 9780328813506 69 Item 2





(C) identify examples of choices families make when buying goods and services

(i) identify examples of choices families make when buying goods and services Instruction 9780328813506 70 We Choose Services


(10) Economics. The student understands the value of work. The student is expected to:

(A) describe the components of various jobs and the characteristics of a job well performed

(i) describe the components of various jobs Instruction 9780328813506 82-84 Entire pages

Review 9780328813506 86 Item 4



(ii) describe the characteristics of a job well performed Instruction 9780328813506 84 Entire page



(B) describe how specialized jobs contribute to the production of goods and services

(i) describe how specialized jobs contribute to the production of goods Instruction 9780328813506 86 Producing Goods and Services,

First paragraph




(ii) describe how specialized jobs contribute to the production of services Instruction 9780328813506 86 Producing Goods and Services,

Second paragraph

Review 9780328813506 86 Item 4




(11) Government. The student understands the purpose of rules and laws. The student is expected to:

(A) explain the purpose for rules and laws in the home, school, and community

(i) explain the purpose for rules and laws in the home Instruction 9780328813506 28 Rules and Laws at Home

Review 9780328813506 28 Item 2



(ii) explain the purpose for rules and laws in the school Instruction 9780328813506 29 Rules and Laws at School

Review 9780328813506 29 Item 3



(iii) explain the purpose for rules and laws in the community Instruction 9780328813506 30 Rules and Laws in the

Community



(B) identify rules and laws that establish order, provide security, and manage conflict

(i) identify rules and laws that establish order Instruction 9780328813506 27 Rules and Laws, First paragraph

Review 9780328813506 28 Item 2



(ii) identify rules and laws that provide security Instruction 9780328813506 27 Rules and Laws, Second

paragraph




Review 9780328813506 30 Item 4



(iii) identify rules and laws that manage conflict Instruction 9780328813506 27 Rules and Laws, Third paragraph


(12) Government. The student understands the role of authority figures, public officials, and citizens. The student is expected to:

(A) identify the responsibilities of authority figures in the home, school, and community

(i) identify the responsibilities of authority figures in the home Instruction 9780328813506 33 Entire page

Activity 9780328813506 35 Got it? Items 6, 7



(ii) identify the responsibilities of authority figures in the school Instruction 9780328813506 34 Leaders at School




(iii) identify the responsibilities of authority figures in the community Instruction 9780328813506 34 Leaders in the Community






(B) identify and describe the roles of public officials in the community, state, and nation

(i) identify the roles of public officials in the community, state, and nation

Instruction 9780328813506 37-39

Community Government, First paragraph; State Government, First paragraph; National Government, First paragraph




(ii) describe the roles of public officials in the community, state, and nation

Instruction 9780328813506 37-39

Community Government, Second paragraph; State Government, Second and Third paragraph; National Government, Second and Third paragraph



(C) identify and describe the role of a good citizen in maintaining a constitutional republic

(i) identify the role of a good citizen in maintaining a constitutional republic Instruction 9780328813506 40 Citizens and Government, First

paragraph




(ii) describe the role of a good citizen in maintaining a constitutional republic Instruction 9780328813506 40 Entire page





(13) Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:

(A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting

(i) identify characteristics of good citizenship, including truthfulness


Review 9780328813506 19 Got it? Item 4Activity 9780328813506 19 Got it? Item 7



(ii) identify characteristics of good citizenship, including justice








(iii) identify characteristics of good citizenship, including equality





(iv) identify characteristics of good citizenship, including respect for oneself


Review 9780328813506 16 Item 1






(v) identify characteristics of good citizenship, including respect for others





(vi) identify characteristics of good citizenship, including responsibility in daily life








(vii) identify characteristics of good citizenship, including participation in government, by educating oneself about the issues





(viii) identify characteristics of good citizenship, including participation in government by respectfully holding public officials to their word Instruction 9780328813506 163 Heroes for Justice, Second

paragraph







(ix) identify characteristics of good citizenship, including participation in government by voting

Instruction 9780328813506 40 Citizens and Government, Second paragraph



(B) identify historical figures such as Benjamin Franklin, Francis Scott Key, and Eleanor Roosevelt who have exemplified good citizenship

(i) identify historical figures who have exemplified good citizenship


Review 9780328813506 156 Item 1


(C) identify other individuals who exemplify good citizenship

(i) identify other individuals who exemplify good citizenship Instruction 9780328813506 158 Entire page

Review 9780328813506 158 Item 3




(14) Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to:

(A) explain state and national patriotic symbols, including the United States and Texas flags, the Liberty Bell, the Statue of Liberty, and the Alamo

(i) explain state patriotic symbols, including the Texas flag Instruction 9780328813506 11 Entire page

Review 9780328813506 11 Item 3



(ii) explain state patriotic symbols, including the Alamo Instruction 9780328813506 4 Entire page

Review 9780328813506 4 Item 1



(iii) explain national patriotic symbols, including the United States Flag Instruction 9780328813506 44-45 Entire pages

Review 9780328813506 45 Item 2



(iv) explain national patriotic symbols, including the Liberty Bell Instruction 9780328813506 45 Entire page

Review 9780328813506 45 Item 2






(v) explain national patriotic symbols, including the Statue of Liberty Instruction 9780328813506 45 Entire page

Review 9780328813506 45 Item 2


(B) recite and explain the meaning of the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag

(i) recite the Pledge of Allegiance to the United States Flag Instruction 9780328813506 10 Entire page

Review 9780328813506 10 Item 2



(ii) recite the Pledge to the Texas Flag


Review 9780328813506 11 Item 2



(iii) explain the meaning of the Pledge of Allegiance to the United States Flag Instruction 9780328813506 47 Entire page

Review 9780328813506 47 Item 4






(iv) explain the meaning of the Pledge to the Texas Flag Instruction 9780328813506 11 Entire page

Activity 9780328813506 11 Item 3


(C) identify anthems and mottoes of Texas and the United States

(i) identify anthems of Texas


Review 9780328813506 9 Item 1



(ii) identify anthems of the United States


Review 9780328813506 46 Item 3



(iii) identify mottoes of the Texas


Review 9780328813506 8 Item 1






(iv) identify mottoes of the United States




(D) explain and practice voting as a way of making choices and decisions

(i) explain voting as a way of making choices and decisions Instruction 9780328813506 1 Entire page

Review 9780328813506 2 Item 2



(ii) practice voting as a way of making choices and decisions Instruction 9780328813506 66 Entire page



(E) explain how patriotic customs and celebrations reflect American individualism and freedom

(i) explain how patriotic customs reflect American individualism Instruction 9780328813506 46 Patriotic Songs, Third paragraph







(ii) explain how patriotic customs reflect freedom

Instruction 9780328813506 46 Patriotic Songs, Third paragraph




(iii) explain how patriotic celebrations reflect American individualism Instruction 9780328813506 46 Patriotic Songs, Third paragraph




(iv) explain how patriotic celebrations reflect freedom




(F) identify Constitution Day as a celebration of American freedom

(i) identify Constitution Day as a celebration of American freedom Instruction 9780328813506 48 Third paragraph

Review 9780328813506 48 Item 6




(15) Culture. The student understands the importance of family and community beliefs, customs, language, and traditions. The student is expected to:

(A) describe and explain the importance of various beliefs, customs, language, and traditions of families and communities

(i) describe the importance of various beliefs of families and communities Instruction 9780328813506 151-152 Entire pages




(ii) describe the importance of customs of families and communities Instruction 9780328813506 143 Last paragraph




(iii) describe the importance of language of families and communities Instruction 9780328813506 143 First paragraph




(iv) describe the importance of traditions of families and communities Instruction 9780328813506 144 First paragraph







(v) explain the importance of various beliefs of families and communities Instruction 9780328813506 143 Entire page




(vi) explain the importance of customs of families and communities Instruction 9780328813506 143 Entire page




(vii) explain the importance of language of families and communities Instruction 9780328813506 143 Entire page




(viii) explain the importance of traditions of families and communities Instruction 9780328813506 144 Families Share Culture, First

paragraph






(B) explain the way folktales and legends such as Aesop's fables reflect beliefs, customs, language, and traditions of communities

(i) explain the way folktales reflect beliefs of communities Instruction 9780328813506 166 First paragraph

Review 9780328813506 168 Item 3



(ii) explain the way folktales reflect customs of communities Instruction 9780328813506 166 Entire page

Review 9780328813506 166 Item 1



(iii) explain the way folktales reflect language of communities Instruction 9780328813506 166 First paragraph




(iv) explain the way folktales reflect traditions of communities Instruction 9780328813506 166 First paragraph







(v) explain the way legends reflect beliefs of communities Instruction 9780328813506 168 Entire page

Review 9780328813506 168 Item 3



(vi) explain the way legends reflect customs of communities Instruction 9780328813506 166 First paragraph

Review 9780328813506 166 Item 1



(vii) explain the way legends reflect language of communities Instruction 9780328813506 166 First paragraph




(viii) explain the way legends reflect traditions of communities Instruction 9780328813506 166 First paragraph

Review 9780328813506 166 Item 1




(16) Science, technology, and society. The student understands how technology affects daily life, past and present. The student is expected to:

(A) describe how technology changes the ways families live

(i) describe how technology changes the ways families live

Instruction 9780328813506 204 Third paragraph



(B) describe how technology changes communication, transportation, and recreation

(i) describe how technology changes communication





(ii) describe how technology changes transportation Instruction 9780328813506 210 Entire page




(iii) describe how technology changes recreation Instruction 9780328813506 206 School, Work, and Play



(C) describe how technology changes the way people work

(i) describe how technology changes the way people work

Instruction 9780328813506 209 Communication Now, Third paragraph





(17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:

(A) obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music

(i) obtain information about a topic using a variety of valid oral sources Instruction 9780328813506 192 First paragraph

Review 9780328813506 192 Item 1


(B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts

(i) obtain information about a topic using a variety of valid visual sources


Review 9780328813506 171 Try it! Items 1, 2


(C) sequence and categorize information

(i) sequence information





(ii) categorize information


Review 9780328813506 193 Item 2Review 9780328813506 194 Item 3




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

(A) express ideas orally based on knowledge and experiences

(i) express ideas orally based on knowledge Instruction 9780328813506 126 Entire page




(ii) express ideas orally based on experiences Instruction 9780328813506 126 Entire page



(B) create and interpret visual and written material

(i) create visual materialInstruction 9780328813506 3 Entire page




(ii) create written materialInstruction 9780328813506 3 Entire page




(iii) interpret visual materialInstruction 9780328813506 104 Entire page

Activity 9780328813506 36-37 Envision it!






(iv) interpret written material Instruction 9780328813506 193-194 Entire pages

Review 9780328813506 193 Item 2

(19) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:

(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

(i) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution




(B) use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, take action to implement a decision, and reflect on the effectiveness of that decision

(i) use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, take action to implement a decision, and reflect on the effectiveness of that decision




Page 37 of 181 Pearson Education, Inc., publishing as Scott Foresman: 9780328814619 Teacher Material


Correlations to the Texas Essential Knowledge and Skills (TEKS): Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social StudiesSubchapter A. Elementary§113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012.Pearson Education, Inc., publishing as Scott ForesmanTexas myWorld Social Studies, Making Our Way, Print with Digital Access Edition9780328814619

(7) Students must demonstrate learning performance related to any federal and state mandates regarding classroom instruction. Although Grade 1 is not required to participate in Celebrate Freedom Week, according to the TEC, §29.907, primary grades lay the foundation for subsequent learning. As a result, Grade 1 Texas essential knowledge and skills include standards related to this patriotic observance.

(6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.

(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).

(4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.

(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich material is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies.

(1) In Grade 1, students study their relationship to the classroom, school, and community to establish the foundation for responsible citizenship in society. Students develop concepts of time and chronology by distinguishing among past, present, and future events. Students identify anthems and mottoes of the United States and Texas. Students create simple maps to identify the location of places in the classroom, school, and community. Students explore the concepts of goods and services and the value of work. Students identify individuals who exhibit good citizenship. Students describe the importance of family customs and traditions and identify how technology has changed family life. Students sequence and categorize information. Students practice problem-solving, decision-making, and independent-thinking skills.

(a) Introduction.






(i) describe the origins of customs of the community, state, and nation


Review 9780328813612 153 Item 4Instruction 9780328813612 161 Entire page



(ii) describe the origins of holidays of the community, state, and nation





(iii) describe the origins of celebrations of the community, state, and nation Instruction 9780328813612 164 Entire page


(b) Knowledge and Skills.

(8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.






(i) compare the observance of holidays, past and present Instruction 9780328813612 164 Our Nation's Holiday, Fourth

paragraph

Review 9780328813612 165 Item 5



(ii) compare the observance of celebrations, past and present Instruction 9780328813612 164 Our Nation's Holiday, Fourth

paragraph

Review 9780328813612 165 Item 5



(i) identify contributions of historical figures, including Sam Houston, who have influenced the community, state, and nation Instruction 9780328813612 5 Entire page

Review 9780328813612 5 Item 1



(ii) identify contributions of historical figures, including George Washington, who have influenced the community, state, and nation

Instruction 9780328813612 162 Heroes for Freedom, First paragraph

Review 9780328813612 162 Item 3






(iii) identify contributions of historical figures, including Abraham Lincoln, who have influenced the community, state, and nation Instruction 9780328813612 162 Heroes for Freedom, Second

paragraph

Review 9780328813612 162 Item 3



(iv) identify contributions of historical figures, including Martin Luther King Jr., who have influenced the community, state, and nation


Review 9780328813612 163 Item 4



(i) identify historical figures who have exhibited individualism








(ii) identify historical figures who have exhibited inventiveness





(i) compare the similarities and differences among the lives of historical figures and other individuals who have influenced the community, state, and nation





(ii) compare the similarities and differences among the activities of historical figures and other individuals who have influenced the community, state, and nation




(A) distinguish among past, present, and future

(i) distinguish among past, present, and future Instruction 9780328813612 186 Entire page







(i) describe calendar time by days Instruction 9780328813612 182 Entire page




(ii) describe calendar time by weeks Instruction 9780328813612 182 Entire page




(iii) describe calendar time by months Instruction 9780328813612 182 Entire page




(iv) describe calendar time by years Instruction 9780328813612 182 Entire page




(v) measure calendar time by days Instruction 9780328813612 182 Entire page







(vi) measure calendar time by weeks Instruction 9780328813612 182 Entire page




(vii) measure calendar time by months Instruction 9780328813612 182 Entire page




(viii) measure calendar time by years Instruction 9780328813612 182 Entire page




(i) create a calendarInstruction 9780328813612 182 Entire page




(ii) create a simple timelineInstruction 9780328813612 190 Entire page






(A) locate places using the four cardinal directions

(i) locate places using the four cardinal directions Instruction 9780328813612 100 Entire page

Assessment 9780328813612 128 TEKS Practice Items 1, 2



(i) describe the location of self relative to other locations in the classroom Instruction 9780328813612 96-97 Entire pages




(ii) describe the location of self relative to other locations in the school Instruction 9780328813612 96 Entire page




(iii) describe the location of objects relative to other locations in the classroom Instruction 9780328813612 97 Where Places Are




(iv) describe the location of objects relative to other locations in the school Instruction 9780328813612 96 Entire page







(i) create simple maps





(ii) use simple maps


Review 9780328813612 104 Item 3



(i) locate the community on maps Instruction 9780328813612 102 Entire page




(ii) locate the community on globes Instruction 9780328813612 102 Entire page




(iii) locate Texas on maps


Review 9780328813612 106 Item 5






(iv) locate Texas on globes


Activity 9780328813612 7 Item 3



(v) locate the United States on maps Instruction 9780328813612 114 Entire page




(vi) locate the United States on globes Instruction 9780328813612 103 Entire page




(i) identify the physical characteristics of place

Instruction 9780328813612 108 Physical Characteristics

Review 9780328813612 109 Item 2






(ii) describe the physical characteristics of place





(i) identify examples of natural resources in the community, state, and nation


Review 9780328813612 118 Item 3



(ii) identify uses for natural resources in the community, state, and nation Instruction 9780328813612 118 Entire page

Review 9780328813612 118 Item 3



(i) identify how the human characteristics of place are based upon geographic location Instruction 9780328813612 120 Entire page







(ii) describe how the human characteristics of place are based upon geographic location Instruction 9780328813612 120 Entire page



(A) describe ways that families meet basic human needs

(i) describe ways that families meet basic human needs

Instruction 9780328813612 60 Second and Third paragraphs




(i) describe similarities in ways families meet basic human needs Instruction 9780328813612 60 Second and Third paragraphs


(7) Economics. The student understands how families meet basic human needs. The student is expected to:


(ii) describe differences in ways families meet basic human needs Instruction 9780328813612 60 Meeting Needs and Wants,

Second Paragraph




(i) identify examples of goods in the home Instruction 9780328813612 62 What Are Goods?




Review 9780328813612 62 Item 1



(ii) identify examples of goods in the school Instruction 9780328813612 63 Entire page




(iii) identify examples of goods in the community Instruction 9780328813612 63 Entire page




(iv) identify examples of services in the home Instruction 9780328813612 64 What Are Services? First

paragraph




(v) identify examples of services in the school Instruction 9780328813612 64 What Are Services? Second

paragraph







(vi) identify examples of services in the community Instruction 9780328813612 64 What Are Services? Third

paragraph



(B) identify ways people exchange goods and services

(i) identify ways people exchange goods and services




(C) identify the role of markets in the exchange of goods and services

(i) identify the role of markets in the exchange of goods and services




(A) identify examples of people wanting more than they can have

(i) identify examples of people wanting more than they can have Instruction 9780328813612 69 Entire page



(B) explain why wanting more than they can have requires that people make choices

(i) explain why wanting more than they can have requires that people make choices


Review 9780328813612 69 Item 2





(C) identify examples of choices families make when buying goods and services

(i) identify examples of choices families make when buying goods and services Instruction 9780328813612 70 We Choose Services




(i) describe the components of various jobs Instruction 9780328813612 82-84 Entire pages

Review 9780328813612 86 Item 4



(ii) describe the characteristics of a job well performed Instruction 9780328813612 84 Entire page




(i) describe how specialized jobs contribute to the production of goods Instruction 9780328813612 86 Producing Goods and Services,

First paragraph




(ii) describe how specialized jobs contribute to the production of services Instruction 9780328813612 86 Producing Goods and Services,

Second paragraph

Review 9780328813612 86 Item 4






(i) explain the purpose for rules and laws in the home Instruction 9780328813612 28 Rules and Laws at Home

Review 9780328813612 28 Item 2



(ii) explain the purpose for rules and laws in the school Instruction 9780328813612 29 Rules and Laws at School

Review 9780328813612 29 Item 3



(iii) explain the purpose for rules and laws in the community Instruction 9780328813612 30 Rules and Laws in the

Community




(i) identify rules and laws that establish order Instruction 9780328813612 27 Rules and Laws, First paragraph

Review 9780328813612 28 Item 2



(ii) identify rules and laws that provide security Instruction 9780328813612 27 Rules and Laws, Second

paragraph




Review 9780328813612 30 Item 4



(iii) identify rules and laws that manage conflict Instruction 9780328813612 27 Rules and Laws, Third paragraph




(i) identify the responsibilities of authority figures in the home Instruction 9780328813612 33 Entire page




(ii) identify the responsibilities of authority figures in the school Instruction 9780328813612 34 Leaders at School




(iii) identify the responsibilities of authority figures in the community Instruction 9780328813612 34 Leaders in the Community







(i) identify the roles of public officials in the community, state, and nation

Instruction 9780328813612 37-39

Community Government, First paragraph; State Government, First paragraph; National Government, First paragraph




(ii) describe the roles of public officials in the community, state, and nation

Instruction 9780328813612 37-39

Community Government, Second paragraph; State Government, Second and Third paragraph; National Government, Second and Third paragraph




(i) identify the role of a good citizen in maintaining a constitutional republic Instruction 9780328813612 40 Citizens and Government, First

paragraph




(ii) describe the role of a good citizen in maintaining a constitutional republic Instruction 9780328813612 40 Entire page







(i) identify characteristics of good citizenship, including truthfulness





(ii) identify characteristics of good citizenship, including justice








(iii) identify characteristics of good citizenship, including equality





(iv) identify characteristics of good citizenship, including respect for oneself


Review 9780328813612 16 Item 1






(v) identify characteristics of good citizenship, including respect for others





(vi) identify characteristics of good citizenship, including responsibility in daily life








(vii) identify characteristics of good citizenship, including participation in government, by educating oneself about the issues





(viii) identify characteristics of good citizenship, including participation in government by respectfully holding public officials to their word Instruction 9780328813612 163 Heroes for Justice, Second

paragraph







(ix) identify characteristics of good citizenship, including participation in government by voting

Instruction 9780328813612 40 Citizens and Government, Second paragraph



(B) identify historical figures such as Benjamin Franklin, Francis Scott Key, and Eleanor Roosevelt who have exemplified good citizenship

(i) identify historical figures who have exemplified good citizenship


Review 9780328813612 156 Item 1


(C) identify other individuals who exemplify good citizenship

(i) identify other individuals who exemplify good citizenship Instruction 9780328813612 158 Entire page

Review 9780328813612 158 Item 3






(i) explain state patriotic symbols, including the Texas flag Instruction 9780328813612 11 Entire page

Review 9780328813612 11 Item 3



(ii) explain state patriotic symbols, including the Alamo Instruction 9780328813612 4 Entire page

Review 9780328813612 4 Item 1



(iii) explain national patriotic symbols, including the United States Flag Instruction 9780328813612 44-45 Entire pages

Review 9780328813612 45 Item 2



(iv) explain national patriotic symbols, including the Liberty Bell Instruction 9780328813612 45 Entire page

Review 9780328813612 45 Item 2






(v) explain national patriotic symbols, including the Statue of Liberty Instruction 9780328813612 45 Entire page

Review 9780328813612 45 Item 2



(i) recite the Pledge of Allegiance to the United States Flag Instruction 9780328813612 10 Entire page

Review 9780328813612 10 Item 2



(ii) recite the Pledge to the Texas Flag


Review 9780328813612 11 Item 2



(iii) explain the meaning of the Pledge of Allegiance to the United States Flag Instruction 9780328813612 47 Entire page

Review 9780328813612 47 Item 4






(iv) explain the meaning of the Pledge to the Texas Flag Instruction 9780328813612 11 Entire page

Activity 9780328813612 11 Item 3



(i) identify anthems of Texas


Review 9780328813612 9 Item 1



(ii) identify anthems of the United States


Review 9780328813612 46 Item 3



(iii) identify mottoes of the Texas


Review 9780328813612 8 Item 1






(iv) identify mottoes of the United States





(i) explain voting as a way of making choices and decisions Instruction 9780328813612 1 Entire page

Review 9780328813612 2 Item 2



(ii) practice voting as a way of making choices and decisions Instruction 9780328813612 66 Entire page




(i) explain how patriotic customs reflect American individualism Instruction 9780328813612 46 Patriotic Songs, Third paragraph







(ii) explain how patriotic customs reflect freedom





(iii) explain how patriotic celebrations reflect American individualism Instruction 9780328813612 46 Patriotic Songs, Third paragraph




(iv) explain how patriotic celebrations reflect freedom




(F) identify Constitution Day as a celebration of American freedom

(i) identify Constitution Day as a celebration of American freedom Instruction 9780328813612 48 Third paragraph

Review 9780328813612 48 Item 6






(i) describe the importance of various beliefs of families and communities Instruction 9780328813612 151-152 Entire pages




(ii) describe the importance of customs of families and communities Instruction 9780328813612 143 Last paragraph




(iii) describe the importance of language of families and communities Instruction 9780328813612 143 First paragraph




(iv) describe the importance of traditions of families and communities Instruction 9780328813612 144 First paragraph







(v) explain the importance of various beliefs of families and communities Instruction 9780328813612 143 Entire page




(vi) explain the importance of customs of families and communities Instruction 9780328813612 143 Entire page




(vii) explain the importance of language of families and communities Instruction 9780328813612 143 Entire page




(viii) explain the importance of traditions of families and communities Instruction 9780328813612 144 Families Share Culture, First

paragraph







(i) explain the way folktales reflect beliefs of communities Instruction 9780328813612 166 First paragraph

Review 9780328813612 168 Item 3



(ii) explain the way folktales reflect customs of communities Instruction 9780328813612 166 Entire page

Review 9780328813612 166 Item 1



(iii) explain the way folktales reflect language of communities Instruction 9780328813612 166 First paragraph




(iv) explain the way folktales reflect traditions of communities Instruction 9780328813612 166 First paragraph







(v) explain the way legends reflect beliefs of communities Instruction 9780328813612 168 Entire page

Review 9780328813612 168 Item 3



(vi) explain the way legends reflect customs of communities Instruction 9780328813612 166 First paragraph

Review 9780328813612 166 Item 1



(vii) explain the way legends reflect language of communities Instruction 9780328813612 166 First paragraph




(viii) explain the way legends reflect traditions of communities Instruction 9780328813612 166 First paragraph

Review 9780328813612 166 Item 1





(A) describe how technology changes the ways families live

(i) describe how technology changes the ways families live

Instruction 9780328813612 204 Third paragraph




(i) describe how technology changes communication





(ii) describe how technology changes transportation Instruction 9780328813612 210 Entire page




(iii) describe how technology changes recreation Instruction 9780328813612 206 School, Work, and Play



(C) describe how technology changes the way people work

(i) describe how technology changes the way people work

Instruction 9780328813612 209 Communication Now, Third paragraph






(A) obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music

(i) obtain information about a topic using a variety of valid oral sources Instruction 9780328813612 192 First paragraph

Review 9780328813612 192 Item 1


(B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts

(i) obtain information about a topic using a variety of valid visual sources





(i) sequence information





(ii) categorize information


Review 9780328813612 193 Item 2Review 9780328813612 194 Item 3






(i) express ideas orally based on knowledge Instruction 9780328813612 126 Entire page




(ii) express ideas orally based on experiences Instruction 9780328813612 126 Entire page




(i) create visual materialInstruction 9780328813612 3 Entire page




(ii) create written materialInstruction 9780328813612 3 Entire page




(iii) interpret visual materialInstruction 9780328813612 104 Entire page

Activity 9780328813612 36-37 Envision it!






(iv) interpret written material Instruction 9780328813612 193-194 Entire pages

Review 9780328813612 193 Item 2


(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

(i) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution




(B) use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, take action to implement a decision, and reflect on the effectiveness of that decision

(i) use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, take action to implement a decision, and reflect on the effectiveness of that decision



Chapter 113. Social Studies §113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012. Proclamation 2015

Page 73 of 181 Pearson Education, Inc., publishing as Scott Foresman: 9780328814619 ELPS: Student Material


Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location

1) Cross-curricular second language acquisition/learning strategies. 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:

(A) use prior knowledge and experiences to understand meanings in English

(1) use prior knowledge to understand meanings in English

NA NA NA NA

9780328814619

The English language proficiency standards (ELPS) outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement the ELPS as an integral part of each subject in the required curriculum. This document outlines the ELPS that have been designated as appropriate for inclusion in instructional materials. Since the designated ELPS are included in student materials for English language arts and reading, the ELPS are not required to be included in Proclamation 2015 instructional materials for Kindergarten through grade 5 where students are typically taught in self-contained classroom settings rather than departmentalized classes. Additionally, many of the designated ELPS are most appropriate for inclusion in teacher materials and are only required to be included in student materials where specifically indicated.

(c) Cross-curricular second language acquisition essential knowledge and skills

Correlations to the English Language Proficiency Standards (ELPS): Student Material

Chapter 113. Social StudiesSubchapter A. Elementary§113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012.Pearson Education, Inc., publishing as Scott ForesmanTexas myWorld Social Studies, Making Our Way, Print with Digital Access Edition






(2) use prior experiences to understand meanings in English

NA NA NA NA


(B) monitor oral and written language production and employ self-corrective techniques or other resources

(1) monitor oral language production and employ self-corrective techniques or other resources

NA NA NA NA



(2) monitor written language production and employ self-corrective techniques or other resources

NA NA NA NA





(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

(1) use strategic learning techniques to acquire basic and grade-level vocabulary

NA NA NA NA


(D) 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)

(1) speak using learning strategies

NA NA NA NA


(E) 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

(1) internalize new basic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA NA NA NA






(2) internalize new basic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA NA NA NA



(3) internalize new academic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA NA NA NA



(4) internalize new academic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA NA NA NA





(F) use accessible language and learn new and essential language in the process

(1) use accessible language and learn new and essential language in the process

NA NA NA NA


(G) 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

(1) demonstrate an increasing ability to distinguish between formal and informal English

NA NA NA NA



(2) demonstrate an increasing knowledge of when to use [formal and informal English] commensurate with grade-level learning expectations

NA NA NA NA





(H) 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

(1) develop and expand repertoire of learning strategies

NA NA NA NA

(2) Cross-curricular second language acquisition/listening. 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:

(A) distinguish sounds and intonation patterns of English with increasing ease

(1) distinguish sounds of English with increasing ease

NA NA NA NA



(2) distinguish intonation patterns of English with increasing ease

NA NA NA NA





(B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters

(1) recognize elements of the English sound system in newly acquired vocabulary

NA NA NA NA


(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

(1) learn new language structures heard during classroom instruction and interactions

NA NA NA NA






(2) learn new expressions heard during classroom instruction and interactions

NA NA NA NA



(3) learn basic vocabulary heard during classroom instruction and interactions

NA NA NA NA






(4) learn academic vocabulary heard during classroom instruction and interactions

NA NA NA NA


(D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed

(1) monitor understanding of spoken language during classroom instruction and interactions

NA NA NA NA






(2) seek clarification [of spoken language] as needed

NA NA NA NA


(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

(1) use visual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA NA NA NA






(2) use contextual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA NA NA NA



(3) use linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA NA NA NA





(F) 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

(1) listen to and derive meaning from a variety of media to build and reinforce concept attainment

NA NA NA NA



(2) listen to and derive meaning from a variety of media to build and reinforce language attainment

NA NA NA NA





(G) 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

(1) understand the general meaning of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA



(2) understand the general meaning of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA NA NA NA






(3) understand the general meaning of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA NA NA NA



(4) understand the main points of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA






(5) understand the main points of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA NA NA NA



(6) understand the main points of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA NA NA NA






(7) understand the important details of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA



(8) understand the important details of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA NA NA NA






(9) understand the important details of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA NA NA NA


(H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations

(1) understand implicit ideas in increasingly complex spoken language commensurate with grade-level learning expectations

NA NA NA NA






(2) understand information in increasingly complex spoken language commensurate with grade-level learning expectations

NA NA NA NA


(I) 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

(1) demonstrate listening comprehension of increasingly complex spoken English by following directions commensurate with content and grade-level needs

NA NA NA NA






(2) demonstrate listening comprehension of increasingly complex spoken English by retelling or summarizing spoken messages commensurate with content and grade-level needs

NA NA NA NA



(3) demonstrate listening comprehension of increasingly complex spoken English by responding to questions and requests commensurate with content and grade-level needs

NA NA NA NA






(4) demonstrate listening comprehension of increasingly complex spoken English by collaborating with peers commensurate with content and grade-level needs

NA NA NA NA



(5) demonstrate listening comprehension of increasingly complex spoken English by taking notes commensurate with content and grade-level needs

NA NA NA NA




(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) 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

(1) practice producing sounds of newly acquired vocabulary to pronounce English words in a manner that is increasingly comprehensible

NA NA NA NA


(B) 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

(1) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects

NA NA NA NA






(2) expand and internalize initial English vocabulary by retelling simple stories and basic information represented or supported by pictures

NA NA NA NA



(3) expand and internalize initial English vocabulary by learning and using routine language needed for classroom communication

NA NA NA NA





(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired

(1) speak using a variety of grammatical structures with increasing accuracy and ease as more English is acquired

NA NA NA NA



(2) speak using a variety of sentence lengths with increasing accuracy and ease as more English is acquired

NA NA NA NA






(3) speak using a variety of sentence types with increasing accuracy and ease as more English is acquired

NA NA NA NA



(4) speak using a variety of connecting words with increasing accuracy and ease as more English is acquired

NA NA NA NA





(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency

(1) speak using grade-level content area vocabulary in context to internalize new English words

NA NA NA NA



(2) speak using grade-level content area vocabulary in context to build academic language proficiency

NA NA NA NA





(E) share information in cooperative learning interactions

() share information in cooperative learning interactions

NA NA NA NA


(F) 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

(1) ask [for] 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

NA NA NA NA






(2) 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

NA NA NA NA


(G) 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

(1) express opinions ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

NA NA NA NA






(2) express ideas ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

NA NA NA NA



(3) express feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

NA NA NA NA





(H) narrate, describe, and explain with increasing specificity and detail as more English is acquired

(1) narrate with increasing specificity and detail as more English is acquired

NA NA NA NA



(2) describe with increasing specificity and detail as more English is acquired

NA NA NA NA






(3) explain with increasing specificity and detail as more English is acquired

NA NA NA NA


(I) adapt spoken language appropriately for formal and informal purposes

(1) adapt spoken language appropriately for formal purposes

NA NA NA NA






(2) adapt spoken language appropriately for informal purposes

NA NA NA NA


(J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment

(1) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept attainment

NA NA NA NA






(2) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce language attainment

NA NA NA NA

(4) Cross-curricular second language acquisition/reading. 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:

(A) 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

(1) learn relationships between sounds and letters of the English language

NA NA NA NA






(2) decode (sound out) words using a combination of skills

NA NA NA NA


(B) recognize directionality of English reading such as left to right and top to bottom

() recognize directionality of English reading

NA NA NA NA





(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials

(1) develop basic sight vocabulary used routinely in written classroom materials

NA NA NA NA



(2) derive meaning of environmental print

NA NA NA NA






(3) comprehend English vocabulary used routinely in written classroom materials

NA NA NA NA



(4) comprehend English language structures used routinely in written classroom materials

NA NA NA NA





(D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text

(1) use prereading supports to enhance comprehension of written text

NA NA NA NA


(E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

(1) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

NA NA NA NA





(F) 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

(1) use visual and contextual support to read grade-appropriate content area text

NA NA NA NA



(2) use visual and contextual support to enhance and confirm understanding

NA NA NA NA






(3) use visual and contextual support to develop vocabulary needed to comprehend increasingly challenging language

NA NA NA NA



(4) use visual and contextual support to develop grasp of language structures needed to comprehend increasingly challenging language

NA NA NA NA






(5) use visual and contextual support to develop background knowledge needed to comprehend increasingly challenging language

NA NA NA NA



(6) use support from peers and teachers to read grade-appropriate content area text

NA NA NA NA






(7) use support from peers and teachers to enhance and confirm understanding

NA NA NA NA



(8) use support from peers and teachers to develop vocabulary needed to comprehend increasingly challenging language

NA NA NA NA






(9) use support from peers and teachers to develop grasp of language structures needed to comprehend increasingly challenging language

NA NA NA NA



(10) use support from peers and teachers to develop background knowledge needed to comprehend increasingly challenging language

NA NA NA NA





(G) 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

(1) demonstrate comprehension of increasingly complex English by participating in shared reading commensurate with content area and grade level needs

NA NA NA NA



(2) demonstrate comprehension of increasingly complex English by retelling or summarizing material commensurate with content area and grade level needs

NA NA NA NA






(3) demonstrate comprehension of increasingly complex English by responding to questions commensurate with content area and grade level needs

NA NA NA NA



(4) demonstrate comprehension of increasingly complex English by taking notes commensurate with content area and grade level needs

NA NA NA NA





(H) read silently with increasing ease and comprehension for longer periods

(1) read silently with increasing ease for longer periods

NA NA NA NA



(2) read silently with increasing comprehension for longer periods

NA NA NA NA





(I) 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

(1) demonstrate English comprehension by employing basic reading skills commensurate with content area needs

NA NA NA NA



(2) expand reading skills commensurate with content area needs

NA NA NA NA





(J) 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

(1) demonstrate English comprehension and expand reading skills by employing inferential skills

NA NA NA NA


(K) 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

(1) demonstrate English comprehension and expand reading skills by employing analytical skills

NA NA NA NA




(5) Cross-curricular second language acquisition/writing. 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:

(A) learn relationships between sounds and letters of the English language to represent sounds when writing in English

(1) learn relationships between sounds and letters of the English language to represent sounds when writing in English

NA NA NA NA


(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary

(1) write using newly acquired basic vocabulary

NA NA NA NA






(2) write using content-based grade-level vocabulary

NA NA NA NA


(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired

(1) spell familiar English words with increasing accuracy

NA NA NA NA






(2) employ English spelling pattern with increasing accuracy as more English is acquired

NA NA NA NA



(3) employ English spelling rules with increasing accuracy as more English is acquired

NA NA NA NA





(D) 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

(1) edit writing for standard grammar and usage, including subject-verb agreement commensurate with grade-level expectations as more English is acquired

NA NA NA NA



(2) edit writing for standard grammar and usage, including pronoun agreement, commensurate with grade-level expectations as more English is acquired

NA NA NA NA






(3) edit writing for standard grammar and usage, including appropriate verb tenses, commensurate with grade-level expectations as more English is acquired

NA NA NA NA


(E) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations such as (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe -s) correctly; and, (iii) using negatives and contractions correctly

(1) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations

NA NA NA NA





(F) 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

(1) write using a variety of grade-appropriate sentence lengths in increasingly accurate ways as more English is acquired

NA NA NA NA



(2) write using a variety of grade-appropriate sentence patterns in increasingly accurate ways as more English is acquired

NA NA NA NA






(3) write using a variety of grade-appropriate connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

NA NA NA NA


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

(1) narrate with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA NA NA NA






(2) describe with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA NA NA NA



(3) explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA NA NA NA


Page 127 of 181 Pearson Education, Inc., publishing as Scott Foresman: 9780328814619 ELPS: Teacher Material





(1) use prior knowledge to understand meanings in English

T: K-12S: 6-12

9780328813612 21 ELPS Bottom Panel


9780328814619

The English language proficiency standards (ELPS) outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement the ELPS as an integral part of each subject in the required curriculum. This document outlines the ELPS that have been designated as appropriate for inclusion in instructional materials. Since the designated ELPS are included in student materials for English language arts and reading, the ELPS are not required to be included in Proclamation 2015 instructional materials for Kindergarten through grade 5 where students are typically taught in self-contained classroom settings rather than departmentalized classes. Additionally, many of the designated ELPS are most appropriate for inclusion in teacher materials and are only required to be included in student materials where specifically indicated.

(c) Cross-curricular second language acquisition essential knowledge and skills

Correlations to the English Language Proficiency Standards (ELPS): Teacher Material

Chapter 113. Social StudiesSubchapter A. Elementary§113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012.Pearson Education, Inc., publishing as Scott ForesmanTexas myWorld Social Studies, Making Our Way, Print with Digital Access Edition






(2) use prior experiences to understand meanings in English

T: K-12S: 6-12


9780328813612 17 ELPS Bottom Panel9780328813612 109 ELPS Bottom Panel9780328813612 125 ELPS Bottom Panel



(1) monitor oral language production and employ self-corrective techniques or other resources

T: K-12







(2) monitor written language production and employ self-corrective techniques or other resources

NA


(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

(1) use strategic learning techniques to acquire basic and grade-level vocabulary

T: K-12S: 6-12




(D) 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)

(1) speak using learning strategies

T: K-12S: 6-12








(1) internalize new basic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA



(2) internalize new basic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA



(3) internalize new academic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA






(4) internalize new academic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA


(F) use accessible language and learn new and essential language in the process

(1) use accessible language and learn new and essential language in the process

T: K-12





(1) demonstrate an increasing ability to distinguish between formal and informal English

NA






(2) demonstrate an increasing knowledge of when to use [formal and informal English] commensurate with grade-level learning expectations

NA


(H) 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

(1) develop and expand repertoire of learning strategies

NA



(1) distinguish sounds of English with increasing ease

NA






(2) distinguish intonation patterns of English with increasing ease

NA


(B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters

(1) recognize elements of the English sound system in newly acquired vocabulary

NA






(1) learn new language structures heard during classroom instruction and interactions

T: K-12





(2) learn new expressions heard during classroom instruction and interactions

T: K-12


9780328813612 17 ELPS Bottom Panel9780328813612 125 ELPS Bottom Panel






(3) learn basic vocabulary heard during classroom instruction and interactions

T: K-12S: 6-12





(4) learn academic vocabulary heard during classroom instruction and interactions

T: K-12S: 6-12








(1) monitor understanding of spoken language during classroom instruction and interactions

T: K-12





(2) seek clarification [of spoken language] as needed

T: K-12S: 6-12








(1) use visual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA



(2) use contextual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA






(3) use linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

T: K-12S: 6-12





(1) listen to and derive meaning from a variety of media to build and reinforce concept attainment

NA






(2) listen to and derive meaning from a variety of media to build and reinforce language attainment

NA



(1) understand the general meaning of spoken language ranging from situations in which topics are familiar to unfamiliar

NA






(2) understand the general meaning of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA



(3) understand the general meaning of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA






(4) understand the main points of spoken language ranging from situations in which topics are familiar to unfamiliar

NA



(5) understand the main points of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA






(6) understand the main points of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA



(7) understand the important details of spoken language ranging from situations in which topics are familiar to unfamiliar

NA






(8) understand the important details of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA



(9) understand the important details of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA






(1) understand implicit ideas in increasingly complex spoken language commensurate with grade-level learning expectations

NA



(2) understand information in increasingly complex spoken language commensurate with grade-level learning expectations

NA






(1) demonstrate listening comprehension of increasingly complex spoken English by following directions commensurate with content and grade-level needs

NA



(2) demonstrate listening comprehension of increasingly complex spoken English by retelling or summarizing spoken messages commensurate with content and grade-level needs

T: K-12S: 6-12








(3) demonstrate listening comprehension of increasingly complex spoken English by responding to questions and requests commensurate with content and grade-level needs

T: K-12S: 6-12





(4) demonstrate listening comprehension of increasingly complex spoken English by collaborating with peers commensurate with content and grade-level needs

T: K-12







(5) demonstrate listening comprehension of increasingly complex spoken English by taking notes commensurate with content and grade-level needs

T: K-12S: 6-12




(A) 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

(1) practice producing sounds of newly acquired vocabulary to pronounce English words in a manner that is increasingly comprehensible

NA






(1) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects

NA



(2) expand and internalize initial English vocabulary by retelling simple stories and basic information represented or supported by pictures

T: K-12S: 6-12








(3) expand and internalize initial English vocabulary by learning and using routine language needed for classroom communication

T: K-12S: 6-12





(1) speak using a variety of grammatical structures with increasing accuracy and ease as more English is acquired

NA






(2) speak using a variety of sentence lengths with increasing accuracy and ease as more English is acquired

NA



(3) speak using a variety of sentence types with increasing accuracy and ease as more English is acquired

T: K-12S: 6-12








(4) speak using a variety of connecting words with increasing accuracy and ease as more English is acquired

T: K-12S: 6-12





(1) speak using grade-level content area vocabulary in context to internalize new English words

T: K-12S: 6-12








(2) speak using grade-level content area vocabulary in context to build academic language proficiency

T: K-12S: 6-12




(E) share information in cooperative learning interactions

(1) share information in cooperative learning interactions

T: K-12S: 6-12








(1) ask [for] 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

T: K-12S: 6-12





(2) 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

T: K-12S: 6-12








(1) express opinions ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

T: K-12





(2) express ideas ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

T: K-12








(3) express feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

NA



(1) narrate with increasing specificity and detail as more English is acquired

NA






(2) describe with increasing specificity and detail as more English is acquired

NA



(3) explain with increasing specificity and detail as more English is acquired

T: K-12S: 6-12








(1) adapt spoken language appropriately for formal purposes

NA



(2) adapt spoken language appropriately for informal purposes

NA






(1) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept attainment

NA



(2) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce language attainment

NA






(1) learn relationships between sounds and letters of the English language

NA



(2) decode (sound out) words using a combination of skills

NA





(B) recognize directionality of English reading such as left to right and top to bottom

(1) recognize directionality of English reading

NA



(1) develop basic sight vocabulary used routinely in written classroom materials

T: K-12S: 6-12








(2) derive meaning of environmental print

T: K-12S: 6-12





(3) comprehend English vocabulary used routinely in written classroom materials

T: K-12S: 6-12








(4) comprehend English language structures used routinely in written classroom materials

T: K-12S: 6-12



(D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text

(1) use prereading supports to enhance comprehension of written text

T: K-12S: 6-12







(E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

(1) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

T: K-12





(1) use visual and contextual support to read grade-appropriate content area text

T: K-12S: 6-12








(2) use visual and contextual support to enhance and confirm understanding

T: K-12S: 6-12





(3) use visual and contextual support to develop vocabulary needed to comprehend increasingly challenging language

T: K-12S: 6-12








(4) use visual and contextual support to develop grasp of language structures needed to comprehend increasingly challenging language

NA



(5) use visual and contextual support to develop background knowledge needed to comprehend increasingly challenging language

T: K-12S: 6-12








(6) use support from peers and teachers to read grade-appropriate content area text

T: K-12S: 6-12





(7) use support from peers and teachers to enhance and confirm understanding

T: K-12S: 6-12







(8) use support from peers and teachers to develop vocabulary needed to comprehend increasingly challenging language

T: K-12S: 6-12




(9) use support from peers and teachers to develop grasp of language structures needed to comprehend increasingly challenging language

T: K-12S: 6-12







(10) use support from peers and teachers to develop background knowledge needed to comprehend increasingly challenging language

T: K-12S: 6-12





(1) demonstrate comprehension of increasingly complex English by participating in shared reading commensurate with content area and grade level needs

NA






(2) demonstrate comprehension of increasingly complex English by retelling or summarizing material commensurate with content area and grade level needs

T: K-12S: 6-12





(3) demonstrate comprehension of increasingly complex English by responding to questions commensurate with content area and grade level needs

T: K-12S: 6-12








(4) demonstrate comprehension of increasingly complex English by taking notes commensurate with content area and grade level needs

T: K-12S: 6-12





(1) read silently with increasing ease for longer periods

NA






(2) read silently with increasing comprehension for longer periods

NA



(1) demonstrate English comprehension by employing basic reading skills commensurate with content area needs

NA






(2) expand reading skills commensurate with content area needs

NA


(J) 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

(1) demonstrate English comprehension and expand reading skills by employing inferential skills

NA





(K) 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

(1) demonstrate English comprehension and expand reading skills by employing analytical skills

NA


(A) learn relationships between sounds and letters of the English language to represent sounds when writing in English

(1) learn relationships between sounds and letters of the English language to represent sounds when writing in English

NA






(1) write using newly acquired basic vocabulary

NA



(2) write using content-based grade-level vocabulary

NA






(1) spell familiar English words with increasing accuracy

NA



(2) employ English spelling pattern with increasing accuracy as more English is acquired

NA






(3) employ English spelling rules with increasing accuracy as more English is acquired

NA



(1) edit writing for standard grammar and usage, including subject-verb agreement commensurate with grade-level expectations as more English is acquired

NA






(2) edit writing for standard grammar and usage, including pronoun agreement, commensurate with grade-level expectations as more English is acquired

NA



(3) edit writing for standard grammar and usage, including appropriate verb tenses, commensurate with grade-level expectations as more English is acquired

NA





(E) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations such as (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe -s) correctly; and, (iii) using negatives and contractions correctly

(1) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations

NA



(1) write using a variety of grade-appropriate sentence lengths in increasingly accurate ways as more English is acquired

NA






(2) write using a variety of grade-appropriate sentence patterns in increasingly accurate ways as more English is acquired

NA



(3) write using a variety of grade-appropriate connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

NA






(1) narrate with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA



(2) describe with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA






(3) explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA

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