INSTRUCTIONAL FOCUS DOCUMENT
U.S. History/HS Social Studies
UNIT: 06
TITLE: The Great Depression and New Deal
SUGGESTED DURATION: 10 days
State Resources:
Project Share Resources: https://www.epsilen.com
Exemplar Lesson 01: Effects of the Great Depression
Exemplar Lesson 02: The Dust Bowl
Exemplar Lesson 03: New Deal Policies
Exemplar Lesson 04: The Role of the Government
RATIONALE:
This unit bundles student expectations that address the Great Depression.
Prior to this unit, students learned about the “Roaring Twenties” and the economic causes of the Stock Market Crash. During this unit students study other
causes of the depression, the geographic impact of the Dust Bowl, Roosevelt’s New Deal efforts, and the changes in the role of the government.
Primary sources, such as images of the Great Depression are utilized to illustrate the other causes (bank failures, etc) and the impact of the depression on
individuals in different regions of the country. Students discover the geographic causes and effects of the Dust Bowl. The New Deal’s goals and agencies are
also addressed as well as the changes in executive power.
MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:
•
Students may have the perception that the government has always had social programs. It is important to clarify this misconception so they can understand
the governmental shift that took place as a result of the New Deal programs.
PERFORMANCE INDICATORS
CONCEPTS
KEY UNDERSTANDINGS FOR LEARNERS
Your goal is to inform the President of how the people in
the United States have been affected by the Great
Depression. Create a photo journal (minimum of 5
images) and write a summary of the effects depicted in
your journal. (US.16C; US.29D)
3H; 5F
Scarcity
Needs/Wants
Survival
A nation’s survival depends on its ability to respond to
crisis.
Use maps, graphs, charts and the problem solving
process to make a recommendation to the President on
how to prevent another geographic crisis such as the one
created by the Dust Bowl. (US.12A;US.31A; US.32A,
US.32B)
3D; 3G
Scarcity
Needs/Wants
Survival
Human and physical systems interact and impact one
another.
Create a Venn diagram to compare and contrast the New
Deal policies and its opponents’ approaches to resolving
the economic effects of the Great Depression. Write a
brief paragraph supporting one of the two approaches and
justify your position. (US.16D; US.29B)
Power
General Welfare
Democratic societies must balance the rights and
responsibilities of the government with the good of the
citizens.
©2012, TESCCC
06/01/12
page 1 of 10
INSTRUCTIONAL FOCUS DOCUMENT
U.S. History/HS Social Studies
UNIT: 06
TITLE: The Great Depression and New Deal
PERFORMANCE INDICATORS
SUGGESTED DURATION: 10 days
CONCEPTS
KEY UNDERSTANDINGS FOR LEARNERS
1C; 4G; 4K; 5F
Analyze selected editorial cartoons from the FDR Cartoon
Archive (database) and evaluate how the cartoons
illustrate the impact of the Great Depression and New
Deal era on the relationships between the branches of the
government. Select one cartoon and identify the
cartoonist’s bias. (US.19A, US.19B; US.20B; US.29E,
US.29F)
2H; 3D; 3G
Power
Checks and Balances
Federalism
During a crisis, government institutions are called upon to
help stabilize society and safeguard the welfare of its
citizens.
KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT
•
•
•
Economic depression – a sustained, long-term downturn in economic activity in one or more economies
Social welfare – governmental provision of economic assistance to persons in need
Drought – severe shortage of rainfall over an extended period of time
TEKS#
SE#
US.2
US.2A
TEKS
SPECIFICITY
History. The student understands traditional historical points of
reference in U.S. history from 1877 to the present. The student is
expected to:
Identify the major characteristics that define an historical era.
Identify
Supporting Standard
US.2B
Identify the major eras in U.S. history from 1877 to the present and
describe their defining characteristics.
MAJOR CHARACTERISTICS THAT DEFINE AN HISTORICAL ERA
Including, but not limited to:
• An era of history having a distinctive feature
• political, social or economic commonality
• considered to be relative chronology rather than absolute chronology
Identify, Describe
MAJOR ERAS IN U.S. HISTORY FROM 1877 TO PRESENT
Readiness Standard
Including, but not limited to:
Great Depression and New Deal
• Depression 1929-1941:
• Crash of stock market
• Great Depression
• Dust Bowl
• New Deal
©2012, TESCCC
06/01/12
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INSTRUCTIONAL FOCUS DOCUMENT
U.S. History/HS Social Studies
UNIT: 06
TEKS#
SE#
US.2C
TITLE: The Great Depression and New Deal
TEKS
Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods.
SUGGESTED DURATION: 10 days
SPECIFICITY
• Expansion of the Federal government
• Relief, Reform, Recovery
Apply
ABSOLUTE CHRONOLOGY
Supporting Standard
Including, but not limited to:
• Significant individuals, events & time periods
• Absolute chronology – Exact date
RELATIVE CHRONOLOGY
US.2D
US.11
US.11F
Explain the significance of the following years as turning points:
1898 (Spanish-American War), 1914-1918 (World War I), 1929 (the
Great Depression begins), 1939-1945 (World War II), 1957 (Sputnik
launch ignites U.S.-Soviet space race), 1968-1969 (Martin Luther
King Jr. assassination and U.S. lands on the moon), 1991 (Cold
War ends), 2001 (terrorist attacks on World Trade Center and the
Pentagon), and 2008 (election of first black president, Barack
Obama).
Supporting Standard
History. The student understands the emerging political,
economic, and social issues of the United States from the 1990s
into the 21st century. The student is expected to:
Discuss the solvency of long-term entitlement programs such as
Social Security and Medicare.
Including, but not limited to:
• Significant individuals, events & time periods
• Relative chronology – General time period or era
Explain
SIGNIFICANCE OF DATES AS TURNING POINTS
Including, but not limited to:
• 1929 – Stock Market Crash, beginning of the Great Depression
• U.S. becomes economically vulnerable
• Changing role of federal government in domestic economic policy
Discuss
SOLVENCY OF LONG-TERM ENTITLEMENT PROGRAMS
Including, but not limited to:
• Entitlement Programs (government programs providing benefits to members of specified groups)
• Solvency – (in this context this term refers to the idea that assets are greater than liabilities)
• Social Security – According to the Brookings Institute this entitlement program will likely run out of
money sooner than expected.
• Medicare – According to the Brookings Institute this entitlement program will likely run out of money
sooner than anticipated.
US.12
US.12A
Geography. The student understands the impact of geographic
factors on major events. The student is expected to:
Analyze the impact of physical and human geographic factors on
the settlement of the Great Plains, the Klondike Gold Rush, the
Panama Canal, the Dust Bowl, and the levee failure in New Orleans
Analyze
IMPACT OF PHYSICAL AND HUMAN GEOGRAPHIC FACTORS
Including, but not limited to:
©2012, TESCCC
06/01/12
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INSTRUCTIONAL FOCUS DOCUMENT
U.S. History/HS Social Studies
UNIT: 06
TEKS#
SE#
TITLE: The Great Depression and New Deal
TEKS
after Hurricane Katrina.
Readiness Standard
US.13
US.13A
US.16
US.16C
SPECIFICITY
• The Dust Bowl
• Human Factors – Many farmers had misused the land (over planting, not rotating crops), millions of
acres of farmland became useless, and hundreds of thousands of people were forced to leave their
homes
• Physical Factors – Years of sustained drought caused the land to dry up, great clouds of dust and
sand were carried by the wind (where the name “Dust Bowl” came from)
Geography. The student understands the causes and effects of
migration and immigration on American society. The student is
expected to:
Analyze the causes and effects of changing demographic patterns
resulting from migration within the United States, including
western expansion, rural to urban, the Great Migration, and the
Rust Belt to the Sun Belt.
Analyze
Readiness Standard
Including, but not limited to:
• Great Depression – Move out of the Midwest because of the Dust Bowl
Economics. The student understands significant economic
developments between World War I and World War II. The student
is expected to:
Analyze the effects of the Great Depression on the U.S. economy
and society such as widespread unemployment and deportation
and repatriation of people of European and Mexican heritage and
others.
Analyze
Readiness Standard
US.16D
SUGGESTED DURATION: 10 days
Compare the New Deal policies and its opponents' approaches to
resolving the economic effects of the Great Depression.
Supporting Standard
CAUSES AND EFFECTS OF CHANGING DEMOGRAPHIC PATTERNS RESULTING FROM MIGRATION
WITHIN THE UNITED STATES
EFFECTS OF THE GREAT DEPRESSION ON THE U.S. ECONOMY AND SOCIETY
Including, but not limited to:
• Widespread unemployment – By 1933 unemployment was at 25% (according to Bureau of Labor
Statistics).
• Deportation and reparation of people of European and Mexican heritage – In the 1930s, the U.S.
government looked for ways to ease the country's financial hardship. In order to make more jobs
available, the government deported many people of European and Mexican heritage.
Compare
NEW DEAL POLICIES AND ITS OPPONENTS' APPROACHES TO RESOLVING THE ECONOMIC
EFFECTS OF THE GREAT DEPRESSION
Including, but not limited to:
•
©2012, TESCCC
Roosevelt
Introduced higher taxes on the
rich
•
Believed if it was good for
business then it was good for
America
•
New Deal divided into 3 parts
(Relief, Reform and Recovery)
06/01/12
•
Opponents
Believed too generous to the corporate interests
•
confiscate any personal fortune over $3 million
and use this money to give each family in
America
•
promised a national minimum wage, old age
pensions and cheap food for the poor
page 4 of 10
INSTRUCTIONAL FOCUS DOCUMENT
U.S. History/HS Social Studies
UNIT: 06
TEKS#
SE#
TITLE: The Great Depression and New Deal
TEKS
SUGGESTED DURATION: 10 days
SPECIFICITY
(opinions of Huey Long)
US.16E
Describe how various New Deal agencies and programs, including
the Federal Deposit Insurance Corporation, the Securities and
Exchange Commission, and the Social Security Administration,
continue to affect the lives of U.S. citizens.
Supporting Standard
US.19
US.19A
Government. The student understands changes in the role of
government over time. The student is expected to:
Evaluate the impact of New Deal legislation on the historical roles
of state and federal governments.
Readiness Standard
US.19B
Explain constitutional issues raised by federal government policy
changes during times of significant events, including World War I,
the Great Depression, World War II, the 1960s, and 9/11.
Describe
VARIOUS NEW DEAL AGENCIES AND PROGRAMS
Including, but not limited to:
• FDIC – Federal Deposit Insurance Corporation
• SEC – Security and Exchange Commission – Regulate the stock markets and businesses
• SSA – Social Security Administration – Retirement savings
• Expectation that government should step in during economic crises or when the people are suffering
• AAA – Agriculture Adjustment Act – Drastic measure to raise agricultural prices by limiting the
surplus/supply
• TVA – Tennessee Valley Authority – Brings electrical power to poverty stricken rural areas of
Tennessee Mississippi, Alabama and other states. Also provided jobs to the area.
Evaluate
IMPACT OF NEW DEAL LEGISLATION ON HISTORICAL ROLES OF STATE AND FEDERAL
GOVERNMENTS
Including, but not limited to:
• The increased expansion of the Federal Government and its role (whether wanted or unwanted) into
the daily lives of the citizens.
• Changed the way many citizens view the responsibilities of the government
Explain
CONSTITUTIONAL ISSUES RAISED BY FEDERAL GOVERNMENT POLICY CHANGES DURING TIMES
OF SIGNIFICANT EVENTS
Readiness Standard
Including, but not limited to:
• Great Depression – Roosevelt’s attempt to increase the number of Supreme Court justices from 9 to 15
would have created a shift in the “separation of powers” and “checks and balances”
US.19C
Describe the effects of political scandals, including Teapot Dome,
Watergate, and Bill Clinton's impeachment, on the views of U.S.
citizens concerning trust in the federal government and its leaders.
Supporting Standard
US.20
US.20B
©2012, TESCCC
Government. The student understands the changing relationships
among the three branches of the federal government. The student
is expected to:
Evaluate the impact of relationships among the legislative,
executive, and judicial branches of government, including Franklin
Describe
EFFECTS OF POLITICAL SCANDALS
Including, but not limited to:
•
Teapot Dome – scandal concerning the secret sale of oil rights to private companies from
government owned land in Wyoming
Evaluate
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INSTRUCTIONAL FOCUS DOCUMENT
U.S. History/HS Social Studies
UNIT: 06
TEKS#
SE#
TITLE: The Great Depression and New Deal
TEKS
SPECIFICITY
D. Roosevelt's attempt to increase the number of U.S. Supreme
Court justices and the presidential election of 2000.
IMPACT OF EVENTS
Readiness Standard
US.21
US.21C
SUGGESTED DURATION: 10 days
Government. The student understands the impact of constitutional
issues on American society. The student is expected to:
Evaluate constitutional change in terms of strict construction
versus judicial interpretation.
Including, but not limited to:
• Franklin Roosevelt's attempt to increase the number of U.S. Supreme Court justices
• Impact – Each branch of government became more aware of the important nature of the checks and
balances
Evaluate
CONSTITUTIONAL CHANGE IN TERMS OF STRICT CONSTRUCTION VERSUS JUDICIAL
INTERPRETATION
Including, but not limited to:
• Strict Construction – Is when the judiciary makes decisions based on the strict text and reading of the
Constitution.
• Judicial Interpretation – Is a judicial theory that involves how the judiciary could interpret the constitution
or a law; they make decisions based on the text of the document or their belief on the intent of
document.
US.25
US.25A
Culture. The student understands the relationship between the arts
and the times during which they were created. The student is
expected to:
Describe how the characteristics and issues in U.S. history have
been reflected in various genres of art, music, film, and literature.
Supporting Standard
US.25B
Describe both the positive and negative impacts of significant
examples of cultural movements in art, music, and literature such
as Tin Pan Alley, the Harlem Renaissance, the Beat Generation,
rock and roll, the Chicano Mural Movement, and country and
western music on American society
Readiness Standard
©2012, TESCCC
Describe
CHARACTERISTICS AND ISSUES IN U.S. HISTORY HAVE BEEN REFLECTED IN VARIOUS GENRES
OF ART, MUSIC, AND LITERATURE
Including, but not limited to:
• Literature: John Steinbeck (Grapes of Wrath, Of Mice and Men)
• Langston Hughes (Harlem Renaissance)
• Art/Photography: Dorothea Lange (Great Depression)
• Films: The Wizard of Oz and other musicals helped people escape from their economic woes.
Describe
BOTH POSITIVE AND NEGATIVE IMPACTS OF SIGNIFICANT EXAMPLES OF CULTURAL MOVEMENTS
IN ART, MUSIC, AND LITERATURE
Including, but not limited to:
• Tin Pan Alley – American popular music that arose in the late 19th century and continued well into the
early 20th century centered in New York City. “Tin Pan” was a phrase for the sounds that came from
pianos. The phonograph and radio fueled the music industry.
• Harlem Renaissance – African-American literature, art, music, dance, and social commentary began to
flourish in Harlem, a section of New York City. This African-American cultural movement became
known as "The New Negro Movement" and later as the Harlem Renaissance. More than a literary
movement, the Harlem Renaissance exalted the unique culture of African-Americans and redefined
African-American expression.
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INSTRUCTIONAL FOCUS DOCUMENT
U.S. History/HS Social Studies
UNIT: 06
TEKS#
SE#
US.29
US.29B
TITLE: The Great Depression and New Deal
SUGGESTED DURATION: 10 days
TEKS
SPECIFICITY
Social studies skills. The student applies critical-thinking skills to
organize and use information acquired from a variety of sources
including electronic technology. The student is expected to:
Analyze information by sequencing, categorizing, Identifying
cause-and-effect relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and predictions,
and drawing inferences and conclusions.
Analyze
INFORMATION
Including, but not limited to:
• Sequencing
• Categorizing
• Identifying cause and effect relationships
• Comparing
• Contrasting
• Finding the main idea
• Making generalization and predictions
• Drawing inferences and conclusions
US.29D
Use the process of historical inquiry to research, interpret, and use
multiple types of source of evidence.
STAAR Note:
• These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be
identified along with content standards.
Use
PROCESS OF HISTORICAL INQUIRY
Including, but not limited to:
• Research
• Interpret
• Use multiple sources of evidence
US.29E
US.29F
Evaluate the validity of a source based on language, corroboration
with other sources, and information about the author, including
points of view, frames of reference, and historical context.
Identify bias in written, oral, and visual material.
STAAR Note:
• These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be
identified along with content standards.
Evaluate
VALIDITY OF A SOURCE
Including, but not limited to:
• Based on language
• Corroboration with other source
• Information about the author
Identify
BIAS IN MATERIAL
Including, but not limited to:
• Written
©2012, TESCCC
06/01/12
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INSTRUCTIONAL FOCUS DOCUMENT
U.S. History/HS Social Studies
UNIT: 06
TEKS#
SE#
TITLE: The Great Depression and New Deal
TEKS
SUGGESTED DURATION: 10 days
SPECIFICITY
• Oral
• Visual
US.31
US.31A
Social studies skills. The student uses geographic tools to collect,
analyze, and interpret data. The student is expected to:
Create thematic maps, graphs, and charts representing various
aspects of the United States.
Create
THEMATIC MAPS, GRAPHS, CHARTS, MODELS, AND DATABASES REPRESENTING VARIOUS
ASPECTS OF THE UNITED STATES
US.31B
Pose and answer questions about geographic distributions and
patterns shown on maps, graphs, charts, and available databases.
Including, but not limited to:
• Urbanization,
• Patterns of settlement,
• Immigration charts and graphs,
• Urbanization,
• Environmental Impacts
Pose and Answer
QUESTIONS ABOUT GEOGRAPHIC DISTRIBUTIONS AND PATTERNS SHOWN ON MAPS, GRAPHS,
CHARTS, MODELS, AND DATABASES
Including, but not limited to:
• What were the physical and human reasons for the spatial distribution of people and resources in the
United States?
• Why do people immigrate to certain areas of the United States?
STAAR Note:
• These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be
identified along with content standards.
US.32
US.32A
US.32B
©2012, TESCCC
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:
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.
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
PROBLEM SOLVING PROCESS
Including, but not limited to:
• Identify a problem
• Gather information
• List and consider options
• Consider advantages and disadvantages
• Choose and implement a solution
• Evaluate the effectiveness of the solution
Use
DECISION–MAKING PROCESS
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INSTRUCTIONAL FOCUS DOCUMENT
U.S. History/HS Social Studies
UNIT: 06
TITLE: The Great Depression and New Deal
TEKS#
SE#
TEKS
SUGGESTED DURATION: 10 days
SPECIFICITY
Including, but not limited to:
• Identify a situation that requires a decision
• Gather information
• Identify options
• Predict consequences
• Take action to implement a decision
TEKS#
SE#
US.29
US.29A
US.29B
US.29C
US.29D
US.29E
US.29F
US.29G
US.29H
US.30
US.30A
US.30B
US.30C
US.31
US.31A
US.31B
US.32
US.32A
US.32B
Social Studies Skills TEKS: Use appropriate social studies skills to support instruction.
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The
student is expected to:
Use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions.
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.
Understand how historians interpret the past (historiography) and how their interpretations of history may change over time.
Use the process of historical inquiry to research, interpret, and use multiple types of source of evidence.
Evaluate the validity of a source based on language, corroboration with other sources, and information about the author, including points of view, frames of reference, and
historical context.
Identify bias in written, oral, and visual material.
Identify and support with historical evidence a point of view on a social studies issue or event.
Use appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons.
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
Create written, oral, and visual presentations of social studies information.
Use correct social studies terminology to explain historical concepts.
Use different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate.
Social studies skills. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
Create thematic maps, graphs, and charts representing various aspects of the United States.
Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, and available databases.
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:
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.
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.
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
©2012, TESCCC
06/01/12
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INSTRUCTIONAL FOCUS DOCUMENT
U.S. History/HS Social Studies
UNIT: 06
TITLE: The Great Depression and New Deal
SUGGESTED DURATION: 10 days
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(2)
2H
C(3)
Subsection C: Cross-curricular second language acquisition essential knowledge and skills.
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:
Understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations.
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:
3D
Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency.
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.
3H
Narrate, describe, and explain with increasing specificity and detail as more English is acquired.
C(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:
4G
Demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes
commensurate with content area and grade level needs.
4K
Demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with
content area and grade-level needs.
C(5)
5F
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:
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.
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06/01/12
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