INSTRUCTIONAL FOCUS DOCUMENT
Grade 6 Social Studies
UNIT : 03
TITLE : Unit 03: Central America/Caribbean
SUGGESTED DURATION : 10 days
State Resources:
IFD Legend
Bold, italic black: Knowledge and Skill Statement (TEKS)
Bold black: Student Expectation (TEKS)
Blue: Supporting information / Clarifications and notes from CSCOPE (Specificity)
Italics blue: provides unit level clarification
Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future units
EXEMPLAR LESSONS
Grade 06 Social Studies Unit 03 Exemplar Lesson 03:
Unlimited Government in Cuba
Grade 06 Social Studies Unit 03 Exemplar Lesson 02:
Geography and Economy of Panama and Haiti
Grade 06 Social Studies Unit 03 Exemplar Lesson 01:
Culture and History of Central America
RUBRIC(S) FOR PERFORMANCE INDICATORS
Grade 06 Social Studies Unit 03 Rubric 01
Grade 06 Social Studies Unit 03 Rubric 02
Grade 06 Social Studies Unit 03 Rubric 03
UNIT TEST
Social Studies Grade 06 Unit 03: Central America and
Caribbean
RATIONALE:
This unit builds further on the ideas of cultural traits and culture regions by examining the geography, demographics, economies, and governments of Central America and the
Caribbean. This unit focuses on TEKS that address the interplay between historic events and current conditions- social, political, and economic; it addresses scarcity of resources and
allows students to explore how countries with similar geographic advantages have developed in different ways due to political and social factors, and it examines Cuba, one of the few
remaining communist countries in the world, to provide an exploration of how a communist government works and how it differs from other limited forms of government.
Prior to this unit, students have been introduced to the concepts of culture and diversity, which are further explored here. This unit looks at issues that combine culture with history
(colonialism), politics (discrimination against indigenous populations), and economics. The unit ends by exploring limited and unlimited government (taking advantage of Cuba’s
inclusion in the region). These issues are reinforced in Unit 04, which focuses on South America.
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Grade 6 Social Studies
UNIT : 03
TITLE : Unit 03: Central America/Caribbean
SUGGESTED DURATION : 10 days
MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:
Students often think that the Maya “disappeared mysteriously” hundreds of years ago.
Students often cannot differentiate between the Central American nations. They see it as one large, homogeneous region.
Students usually know little about Haiti, except for the earthquake.
Many students do not know that Cuba continues to be a communist country, nearly 20 years after the end of the Cold War.
PERFORMANCE INDICATORS
CONCEPTS
KEY UNDERSTANDINGS FOR LEARNERS
Region
Contemporary societies reflect cultural traits of different
Cultural traits
groups inhabiting the same location over time, the
Read the biographical sketch (provided) of a new friend
Linguistic diversity
influences of past conflicts on the present, and the
from Central America. Write a letter to your social studies
Colonialism
relationship between geographic factors and population
teacher where you apply what you know about cultural
Demography
patterns.
traits, historical events (invasion, conquests, colonization,
Population patterns
immigration, and trade) and geographic factors (patterns
Economic, social, political, geographic factors
Grade 06 Social Studies Unit 03 PI 01
of population) of Central America to make inferences and
draw conclusions about your friend, explaining your
conclusions and the reasoning behind them.
Standard(s): 6.1A , 6.4B , 6.15A , 6.21B , 6.22A
ELPS ELPS.c.1C , ELPS.c.4J
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Grade 6 Social Studies
UNIT : 03
TITLE : Unit 03: Central America/Caribbean
SUGGESTED DURATION : 10 days
PERFORMANCE INDICATORS
Grade 06 Social Studies Unit 03 PI 02
CONCEPTS
KEY UNDERSTANDINGS FOR LEARNERS
Relative scarcity
Economic, social, political, and geographic factors affect
Economic interdependence
economic development and interdependence of countries.
As an advisor to an American company interested in
International trade
investing in Central America or the Caribbean, prepare a
Geographic advantage
presentation to the board of directors recommending
Transportation corridor
where they should invest. Support your recommendation
Natural resources
with information on the economic, social, political, and
Scarcity
geographic factors that influenced your choice.
Standard(s): 6.5A , 6.8A , 6.23B
ELPS ELPS.c.3D , ELPS.c.3G , ELPS.c.5F
Grade 06 Social Studies Unit 03 PI 03
Communism
Societies differ with regard to the way they organize
Cold War
government and economic systems.
Write a letter to your pen pal in Cuba noting similarities
Governance
and differences in economic, social, and political factors
Socialism
you notice between life in the two countries, including what
Communist
you have learned about the historical origins of the
Economic system
democratic form of government. Expand on two economic
Free enterprise
differences and two political differences.
Standard(s): 6.9A , 6.9B , 6.11A , 6.11B , 6.22A
ELPS ELPS.c.4I , ELPS.c.5F
KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT
Demography – the statistical study of human populations, especially with reference to size and density, distribution, and vital statistics
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Grade 6 Social Studies
UNIT : 03
TITLE : Unit 03: Central America/Caribbean
SUGGESTED DURATION : 10 days
Economic Interdependence – characteristic of a society (and increasingly that of the world) with a high degree of division-of-labor, where people depend
on other people to produce most of the goods and services required to sustain life and living
Communism – a theory or system of social organization based on the holding of all property in common, actual ownership being ascribed to the community
as a whole or to the state
Socialism – a theory or system of social organization that advocates the vesting of the ownership and control of the means of production and distribution
of capital, land, etc., in the community as a whole
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
6.1
History. The student understands that historical events influence
contemporary events. The student is expected to:
6.1A
trace characteristics of various contemporary societies in regions that
resulted from historical events or factors such as invasion, conquests,
colonization, immigration, and trade
Trace
CHARACTERISTICS OF SOCIETIES
Including, but not limited to:
Regions in Central America and the Caribbean: Haiti,
Cuba, Guatemala, Panama
Invaded primarily by Spain
Natives were conquered and enslaved
Lands were colonized by Spain and France
Trade – a major source enabling world trade is the
Panama Canal
Contemporary societies of this region vary vastly
economically, politically and socially. While government
instability has played an important role in the shaping
of the region (Haiti), countries remain sovereign.
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Grade 6 Social Studies
UNIT : 03
TITLE : Unit 03: Central America/Caribbean
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
6.1B
analyze the historical background of various contemporary societies to
evaluate relationships between past conflicts and current conditions.
Analyze
HISTORICAL BACKGROUNDS OF SOCIETIES
Including, but not limited to:
Past conflicts as defined by historical challenges that
impact the current economic, social, and/or political life
in a contemporary society. For example:
Cold War sanctions on Cuba
Revolution and minimally effective government
(kleptocracy) in Haiti
6.4
Geography. The student understands the factors that influence the locations
and characteristics of locations of various contemporary societies on maps
and globes and uses latitude and longitude to determine absolute locations.
The student is expected to:
6.4B
identify and explain the geographic factors responsible for patterns of
population in places and regions
Identify, Explain
GEOGRAPHIC FACTORS
Including, but not limited to:
Factors such as natural disasters; climatic phenomena;
water, land, and natural resource distribution; etc.
Early Maya settled in the mountains because of rich
natural resources; those populations still there instead
of the large cities now because they are difficult to
reach.
Major cities in various areas and the geographic and
historical reasons for their locations
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Grade 6 Social Studies
UNIT : 03
TITLE : Unit 03: Central America/Caribbean
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Cities on coast for access to trade.
Bodies of water that form the borders of selected
areas.
Major water sources that have been significant in the
settlement of selected areas (Panama Canal)
Countries impacted by contemporary natural disasters
(e.g., earthquake in Haiti in 2010); rebuilding efforts
today
6.5
Geography. The student understands how geographic factors influence the
economic development, political relationships, and policies of societies. The
student is expected to:
6.5A
identify and explain the geographic factors responsible for the location of
economic activities in places and regions
Identify, Explain
GEOGRAPHIC FACTORS RESPONSIBLE FOR THE LOCATION OF
ECONOMIC ACTIVITIES
Including, but not limited to:
Rivers – trade
Panama Canal
Natural resources (e.g., oil, wind power, solar power)
Seacoasts (ports)
Cuba and Haiti in key positions during colonial
era for protection and trade
Fertile soil/mild climate (agriculture)
Haiti – sugar
6.5B
identify geographic factors such as location, physical features,
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Identify
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Grade 6 Social Studies
UNIT : 03
TITLE : Unit 03: Central America/Caribbean
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
transportation corridors and barriers, and distribution of natural
resources that influence a society's ability to control territory
GEOGRAPHIC FACTORS THAT INFLUENCE SOCIETY’S ABILITY TO
CONTROL TERRITORY
Including, but not limited to:
Location and physical features:
Panama’s crucial location on trade route so as
to avoid sailing around South America
Transportation corridors and barriers:
Bodies of water (rivers, etc.)
Panama lost control over canal because of
larger economic interests
6.5C
explain the impact of geographic factors on economic development and
the domestic and foreign policies of societies.
Explain
IMPACT OF GEOGRAPHIC FACTORS ON ECONOMIC DEVELOPMENT
AND THE DOMESTIC AND FOREIGN POLICIES OF SOCIETIES
Including, but not limited to:
Economic development:
Limited
Unlimited resources
Agriculture (farming communities)
Land good for grazing/livestock
Domestic and Foreign Policies
Conservation
Government regulation versus no government
regulation—how Panama deals with canal policy
NAFTA, CAFTA, GATT
Global climate change
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UNIT : 03
TITLE : Unit 03: Central America/Caribbean
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
6.6
Geography. The student understands that geographical patterns result from
physical environmental processes. The student is expected to:
6.6A
describe and explain the effects of physical environmental processes
such as erosion, ocean currents, and earthquakes on Earth's surface
Describe, Explain
EFFECTS OF PHYSICAL ENVIRONMENTAL PROCESSES ON
EARTH’S SURFACE
Including, but not limited to:
Earthquakes – Haiti (2010)
Can cause tsunamis, landslides, avalanches,
fires, soil liquefaction, and floods
6.7
Geography. The student understands the impact of interactions between
people and the physical environment on the development and conditions of
places and regions. The student is expected to:
6.7B
identify and analyze ways people have modified the physical environment
such as mining, irrigation, and transportation infrastructure
Identify, Analyze
WAYS PEOPLE HAVE MODIFIED THE PHYSICAL ENVIRONMENT
Including, but not limited to:
Transportation infrastructure – building canal for trade
Large­scale agriculture – removing forests for
plantation sugar in Haiti
6.8
Economics. The student understands the factors of production in a society's
economy. The student is expected to:
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page 8 of 20 INSTRUCTIONAL FOCUS DOCUMENT
Grade 6 Social Studies
UNIT : 03
TITLE : Unit 03: Central America/Caribbean
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
6.8A
describe ways in which the factors of production (natural resources,
labor, capital, and entrepreneurs) influence the economies of various
contemporary societies
Describe
WAYS FACTORS OF PRODUCTION INFLUENCE ECONOMIES
Including, but not limited to:
Natural Resources – rich soil in Haiti for large­scale
agriculture drew interest from those who wanted to
extract resources
Labor – slavery and its downfall in Haiti
Capital – no capital after revolution, had to repay
France
Entrepreneurs – job creation; economic growth;
inventiveness; competition; global interdependence –
almost nonexistent in Haiti
6.8B
identify problems and issues that may arise when one or more of the
factors of production is in relatively short supply
Identify
PROBLEMS AND ISSUES THAT ARISE WHEN FACTORS OF
PRODUCTION ARE IN SHORT SUPPLY
Including, but not limited to:
Labor – slave system; now a relatively uneducated
work force
Capital – Countries remain underdeveloped – Haiti
today
6.8C
explain the impact of relative scarcity of resources on international trade
and economic interdependence among and within societies.
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Explain
IMPACT OF RELATIVE SCARCITY OF RESOURCES ON
INTERNATIONAL TRADE AND ECONOMIC INTERDEPENDENCE
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TITLE : Unit 03: Central America/Caribbean
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
AMONG AND WITHIN SOCIETIES
Including, but not limited to:
U.S. embargo and its effects on Cuba’s economy
Haiti’s dependence on foreign Non­Governmental
Organizations (NGOs)
6.9
Economics. The student understands the various ways in which people
organize economic systems. The student is expected to:
6.9A
compare ways in which various societies organize the production and
distribution of goods and services
Compare
WAYS IN WHICH SOCIETIES ORGANIZE PRODUCTION AND
DISTRIBUTION OF GOODS AND SERVICES
Including, but not limited to:
Examples:
Capitalism – Production and distribution of
goods and services is based on private
ownership.
Communism – National ownership of all
production and distribution of goods and
services. (Cuba)
6.9B
compare and contrast free enterprise, socialist, and communist
economies in various contemporary societies, including the benefits of
the U.S. free enterprise system
Compare, Contrast
FREE ENTERPRISE, SOCIALIST, AND COMMUNIST ECONOMIES
Including, but not limited to:
A free enterprise system is a market economy in which
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UNIT : 03
TITLE : Unit 03: Central America/Caribbean
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
individuals depend on supply, demand, and prices to
determine the answers to four economic questions:
“what to produce,” how to produce,” “how much to
produce,” and “for who to produce.” The system has
four characteristics: economic freedom, voluntary
exchange, private property, and profit motive.
A communist system is a political economy in which
factors of production are collectively owned and
directed by the state. Because everything in a
communist system is theoretically for the common
good, communism fosters a classless society in which
everyone contributes equally toward a shared goal.
There is no private property, no voluntary exchange
because the government owns and controls all
resources and means of production, no economic
freedom, and no profit motive.
Benefits of a U.S. free enterprise system:
Individuals and businesses have the freedom to
operate and compete (minimum government
regulation)
Private ownership (land, minerals, manufacturing
plants, goods and services)
Opportunities for innovativeness and
inventiveness.
Opportunities to earn a profit.
6.11
Government. The student understands the concepts of limited and unlimited
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UNIT : 03
TITLE : Unit 03: Central America/Caribbean
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
governments. The student is expected to:
6.11A
identify and describe examples of limited and unlimited governments
such as constitutional (limited) and totalitarian (unlimited)
Identify, Describe
EXAMPLES OF LIMITED AND UNLIMITED GOVERNMENTS
Including, but not limited to:
In a limited government led by the citizens, everyone,
including all authority figures, must obey the laws.
Constitutions, statements of rights, or other laws define
the limits of those in power so they cannot take
advantage of their elected, appointed, or inherited
positions.
Study and discuss our constitutional government
and the system of checks and balances in the
three branches of U.S. government
U.S. citizens care about individual freedoms,
equal opportunities and fair treatment of all
people, as well as private ownership
(government and the Constitution and laws
protect the people)
In an unlimited government, control is placed solely
with the ruler and his/her appointees, and there are no
limits imposed on his/her authority.
Castro’s control or influence in Cuba is a
totalitarian form of government (unlimited
government)
Saddam Hussein’s regime in which he had
unlimited power and control over the people of
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UNIT : 03
TITLE : Unit 03: Central America/Caribbean
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Iraq
Afghanistan and Iraq developing government
and constitution
Each country has its own form of government
6.11B
compare the characteristics of limited and unlimited governments
Compare
CHARACTERISTICS OF LIMITED AND UNLIMITED GOVERNMENT
Including, but not limited to:
Limited – U.S.
Multi party, free elections
Limitations placed on rulers by laws/constitution
Freedom of speech and other human rights
Unlimited – Cuba
One-party rule, no elections or controlled
elections
Written laws suspended or not upheld
Repression of rights
6.12
Government. The student understands various ways in which people
organize governments. The student is expected to:
6.12A
identify and give examples of governments with rule by one, few, or many
Identify, Give examples
GOVERNMENTS WITH RULE BY ONE, FEW, OR MANY
Including, but not limited to:
Rule by one – monarchy or dictatorship
A single ruler controls government and claims
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UNIT : 03
TITLE : Unit 03: Central America/Caribbean
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
the responsibility due to divine or hereditary
right. Either birth or God determines who will
rule, the people do not. Dictators or despots
also maintain complete control of government in
their countries. – unlimited government
Ex: Cuba, North Korea
Rule by a few – small group has power – oligarchy
Government with rule by a few also occurs when
a group of persons seize power after an
overthrow of the previous government. The new
rulers constitute a junta – usually an unlimited
government
Ex: Iran, Nepal, Vietnam
Rule by many – people have power – limited
government
A government ruled by many is a republic or a
democracy.
Ex: United States, Germany, Israel
6.15
Culture. The student understands the similarities and differences within and
among cultures in various world societies. The student is expected to:
6.15A
define culture and the common traits that unify a culture region
Define
CULTURE AND THE COMMON TRAITS THAT UNIFY A CULTURE
REGION
Including, but not limited to:
Culture – the way of life of a group of people who
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UNIT : 03
TITLE : Unit 03: Central America/Caribbean
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
share similar beliefs and customs. (Maya)
Culture region – a way of dividing the world into areas
that a particular form of government, religion,
economic system, language, or traditions predominate.
Central America – different indigenous groups in
history, but shared colonial past
6.17
Culture. The student understands relationships that exist among world
cultures. The student is expected to:
6.17D
identify and define the impact of cultural diffusion on individuals and
world societies
Identify, Define
IMPACT OF CULTURAL DIFFUSION ON INDIVIDUALS AND WORLD
SOCIETIES
Including, but not limited to:
Guatemala
Positive impact – Maya spread throughout
region, strong cultural traits still there;
Colombian exchange; Spanish brought global
trade networks, language, religion, government
Negative impact – subjugation of Maya, racism
still apparent today
6.21
Social studies skills. The student applies critical-thinking skills to organize
and use information acquired through established research methodologies
from a variety of valid sources, including electronic technology. The student
is expected to:
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UNIT : 03
TITLE : Unit 03: Central America/Caribbean
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
6.21B
analyze information by sequencing, categorizing, identifying cause-andeffect relationships, comparing, contrasting, finding the main idea,
summarizing, making generalizations and predictions, and drawing
inferences and conclusions
Analyze
INFORMATION
Including, but not limited to:
Sequencing
Categorizing
Identifying cause-and-effect relationships
Comparing
Contrasting
Finding the main idea
Summarizing
Making generalizations and predictions
Drawing inferences and conclusions
6.22
Social studies skills. The student communicates in written, oral, and visual
forms. The student is expected to:
6.22A
use social studies terminology correctly
6.23
Social studies skills. The student uses problem-solving and decision-making
skills, working independently and with others, in a variety of settings. The
student is expected to:
6.23B
use a decision-making process to identify a situation that requires a
decision, gather information, identify options, predict consequences, and
take action to implement a decision
Use
SOCIAL STUDIES TERMINOLOGY CORRECTLY
Use
DECISION-MAKING PROCESS
Including, but not limited to:
Identify a situation that requires a decision
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TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Gather information
Identify options
Predict consequences
Take action to implement a decision
TEKS#
SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION.
SE#
6.21
Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research
methodologies from a variety of valid sources, including electronic technology. The student is expected to:
6.21A
differentiate between, locate, and use valid primary and secondary sources such as computer software interviews biographies oral,
print, and visual material artifacts to acquire information about various world cultures
6.21B
analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main
idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
6.21C
organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
6.21D
identify different points of view about an issue or current topic
6.21E
identify the elements of frame of reference that influenced participants in an event
6.21F
use appropriate mathematical skills to interpret social studies information such as maps and graphs.
6.22
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
6.22A
use social studies terminology correctly
6.22B
incorporate main and supporting ideas in verbal and written communication based on research
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TEKS#
SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION.
SE#
6.22C
express ideas orally based on research and experiences
6.22D
create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on
research
6.22E
use standard grammar, spelling, sentence structure, and punctuation
6.22F
use proper citations to avoid plagiarism.
6.23
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of
settings. The student is expected to:
6.23A
use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and
disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
6.23B
use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict
consequences, and take action to implement a decision
ELPS#
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English
language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement
ELPS as an integral part of each subject in the required curriculum.
School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with
the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.
School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a
manner that is linguistically accommodated to help the student acquire English language proficiency.
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4
ELPS.c.1
Cross-curricular second language acquisition/learning strategies
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ELPS#
TITLE : Unit 03: Central America/Caribbean
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order
for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in
English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of
English language proficiency. The student is expected to:
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to
acquire basic and grade-level vocabulary
ELPS.c.3
Cross-curricular second language acquisition/speaking
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal)
using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning,
intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level
learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically
accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency.
The student is expected to:
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language
proficiency
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended
discussions on a variety of social and grade-appropriate academic topics
ELPS.c.5
Cross-curricular second language acquisition/writing
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content
areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In
order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in
English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of
English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has
reached the stage of generating original written text using a standard writing system. The student is expected to:
Last Updated 02/05/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 19 of 20 INSTRUCTIONAL FOCUS DOCUMENT
Grade 6 Social Studies
UNIT : 03
ELPS#
ELPS.c.5F
TITLE : Unit 03: Central America/Caribbean
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
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
Last Updated 02/05/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 20 of 20