INSTRUCTIONAL FOCUS DOCUMENT
Grade 4 Mathematics
TITLE : 4M_U07_Data Representations_Nov2014 - ABILENE ISD
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UNIT OVERVIEW
This unit bundles student expectations that address multiple methods for representing data as well as analyzing data to solve problems. According to the Texas Education
Agency, mathematical process standards including application, a problem-solving model, tools and techniques, communication, representations, relationships, and
justifications should be integrated (when applicable) with content knowledge and skills so that students are prepared to use mathematics in everyday life, society, and the
workplace.
Prior to this unit, in Grade 3, students summarized a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals. They
used categorical data represented with frequency tables, dot plots, pictographs, or bar graphs with scaled intervals to solve one- and two-step problems. In Grade 4, students
have previously used numbers in whole number, decimal, or fraction form to solve problems involving all operations.
During this unit, students represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions. Students examine the characteristics
of each data representation, as well as compare the similarities and differences between them. Adequate understandings of these data representations allow students to solve
one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot.
After this unit, in Grade 5, students will represent categorical data with bar graphs or frequency tables, and represent numerical data, including data sets of measurements in
fractions or decimals, with dot plots or stem-and-leaf plots. Students will also solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stemand-leaf plot, or scatterplot.
In Grade 4 representing data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractionsis identified as STAAR Readiness Standard 4.9A,
and solving one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot is STAAR Supporting
Standard 4.9B. These standards are included in the Grade 4 STAAR Reporting Category 4: Data Analysis and Personal Financial Literacy. Both standards are named in the
following categories of the Grade 4 Texas Response to Curriculum Focal Points (TxRCFP): Developing fluency with efficient use of the four arithmetic operations on whole
numbers and using this knowledge to solve problems; Understanding decimals and addition and subtraction of decimals; and Building foundations for addition and subtraction
of fractions. This unit is supporting the development of the Texas College and Career Readiness Standards (TxCCRS): I. Numeric Reasoning, VI.B. Statistical Reasoning –
Describe Data, VIII. Problem Solving and Reasoning, and IX. Communication and Reasoning.
According to Van de Walle & Lovin(2006) “a focus in grades 3 – 5 should be to add to and refine the various forms of data representations that students have likely been
exposed to in the early grades. Students should see that the primary purpose of data, either in graphical form or in numeric form, is to answer questions about the population
from which the data are drawn” (p. 320). The National Council of Teachers of Mathematics find that, “In the elementary grades, representations of the distribution of data are
based on counts (frequencies) of individual data values. Using carefully designed questioning practices, elementary teachers must guide students’ construction of these
representations and their interpretation of results so that students are prepared to learn statistics in the middle grades” (p. 82).
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National Council of Teachers of Mathematics. (2011). Developing essential understanding of statistics grades 6 – 8. Reston, VA: National Council of Teachers of Mathematics,
Inc.
Texas Education Agency & Texas Higher Education Coordinating Board. (2009). Texas college and career readiness standards. Retrieved from
http://www.thecb.state.tx.us/collegereadiness/crs.pdf
Texas Education Agency. (2013). Texas response to curriculum focal points for kindergarten through grade 8 mathematics. Retrieved from
http://projectsharetexas.org/resource/txrcfp-texas-response-curriculum-focal-points-k-8-mathematics-revised-2013
Van de Walle, J., & Lovin, L. (2006). Teaching student­centered mathematics grades 3 – 5. Boston, MA: Pearson Education, Inc.
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS
UNIT CONCEPTS
Numeric Reasoning
UNIT UNDERSTANDINGS
Data can be collected, sorted, and organized.
Mathematics Grade 4 Unit 07 PA 01
Analyze the problem situation(s) described below.
Organize and record your work for each of the following
tasks. Using precise mathematical language, justify
and explain each solution process.
1) The table below shows the distances that Ellen ran
on each of the twenty days while training for a track
Decimals
Fractions
Whole Numbers
Algebraic Reasoning
Solve
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How does a question guide the collecting, sorting, and
organizing of data?
How is data collected?
When given a collection of objects or the results of a survey,
how do you determine the sort?
How can data be organized effectively using attributes?
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TITLE : 4M_U07_Data Representations_Nov2014 - ABILENE ISD
PERFORMANCE ASSESSMENT(S)
meet.
SUGGESTED DURATION :
OVERARCHING CONCEPTS
UNIT CONCEPTS
Statistical Reasoning
Conclusions/Predictions
Data
Statistical Representations
a) Represent Ellen’s data with a frequency table
and a dot plot.
b) Describe how the frequency table and dot plot
you created are alike and different.
c) Explain if a frequency table or dot plot would
best answer each of the following questions:
How many more days did Ellen run between 3
and 4 miles than between 2 and 3 miles?
What was the total number of miles that Ellen
ran on the days that she ran 3 miles or greater?
Associated Mathematical Processes
Application
Communication
Justification
Problem-Solving Model
Relationships
Representations
Tools and Techniques
d) Create a stem­and­leaf plot using Ellen’s data.
e) Create a question that can be answered using
the data represented in the stem-and-leaf plot and
has an answer of “15 days”.
f) Describe how the stem-and-leaf plot would
change if Ellen trained for five additional days and
ran 3 miles or greater each day.
Standard(s): 4.1A , 4.1B , 4.1C , 4.1D , 4.1E , 4.1F ,
4.1G , 4.9A , 4.9B
UNIT UNDERSTANDINGS
Representations of data are based on counts (frequencies) or
measures of data values.
What does categorical data represent?
What does numerical data represent?
Different data representations can be constructed and their results
interpreted.
What are the characteristics of a frequency table?
What are the characteristics of a dot plot and how can it be
used to organize data?
How does the density of dots on a dot plot relate to the
frequency of distribution of the data?
What are the characteristics of a stem-and-leaf plot and how
can it be used to analyze and compare groups or clusters of
numerical data?
How does the density of leaves in a stem-and-leaf plot relate to
the frequency of distribution of the data?
Different representations of data can be used to solve one- and twostep problems.
What aspects of data representations help people understand
and interpret data in order to solve problems?
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PERFORMANCE ASSESSMENT(S)
SUGGESTED DURATION :
OVERARCHING CONCEPTS
UNIT CONCEPTS
xxx
UNIT UNDERSTANDINGS
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS
Misconceptions:
Some students may think that categorical and numerical data can always be displayed by the same representations rather than realizing that the appropriate
representation for a set of data depends on the type of question being asked about the data.
Some students may confuse numerical data with a count or measure of the data.
Some students may try to represent numerical data in a stem-and-leaf plot without first arranging the leaves for each stem in order.
Underdeveloped Concepts:
Some students may not recognize that the dots on a dot plot may represent more than one piece of data as do the symbols in a pictograph.
Although some students may be proficient at displaying data using different representations, they may lack the experience to solve problems by analyzing the data.
UNIT VOCABULARY
Categorical data – data that represents the attributes of a group of people, events, or objects
Data – information that is collected about people, events, or objects
Dot plot – a graphical representation to organize data that uses dots (or Xs) to show the frequency (number of times) that each category or number occurs
Frequency table – a table to organize data that lists categories and the frequency (number of times) that each category occurs
Numerical data – data that represents values or observations that can be measured and placed in ascending or descending order
Stem-and-leaf plot – a graphical representation used to analyze and compare groups or clusters of numerical data by separating one place value from another place
value of a data set. The larger of the two place values is called the stem and the smaller of the two place values is called the leaf.
Related Vocabulary:
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TITLE : 4M_U07_Data Representations_Nov2014 - ABILENE ISD
Horizontal
Interval
Key
Label
SUGGESTED DURATION :
Number line
Range
Scale
Tally marks
xxx
Title
Value
Vertical
SYSTEM RESOURCES
OTHER RESOURCES
Mathematics Grade 4 Implementation TAG Tool
STAAR Grade 4 Mathematics Enhanced Blueprint
Grade 4 TEKS Introduction and Focal Points with Aligned Standards
Texas Education Agency:
Texas Education Agency - Revised Mathematics TEKS: Side-by-Side TEKS
Comparison
Project Share Gateway at www.projectsharetexas.org (click on the
Resource Index; search for Side by Side)
Texas Education Agency - Revised Mathematics TEKS: Vertical Alignment Charts
Project Share Gateway at www.projectsharetexas.org (click on the
Resource Index; search for Vertical Alignment)
Texas Higher Education Coordinating Board and Texas Education Agency:
Texas College and Career Readiness Standards (beginning on page 59 or a11)
TEKS#
SE#
TEKS
4.1
Mathematical process standards. The student uses
mathematical processes to acquire and
demonstrate mathematical understanding. The
student is expected to:
4.1A
Apply mathematics to problems arising in
everyday life, society, and the workplace.
UNIT LEVEL SPECIFICITY
Apply
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
MATHEMATICS TO PROBLEMS ARISING IN EVERYDAY LIFE, SOCIETY, AND THE WORKPLACE
Note(s):
The mathematical process standards may be applied to all content standards as appropriate.
TxRCFP:
Developing fluency with efficient use of the four arithmetic operations on whole numbers
and using this knowledge to solve problems
Measuring angles
Understanding decimals and addition and subtraction of decimals
Building foundations for addition and subtraction of fractions
TxCCRS:
X. Connections
4.1B
Use a problem-solving model that incorporates
analyzing given information, formulating a plan
or strategy, determining a solution, justifying the
solution, and evaluating the problem-solving
process and the reasonableness of the solution.
Use
A PROBLEM-SOLVING MODEL THAT INCORPORATES ANALYZING GIVEN INFORMATION,
FORMULATING A PLAN OR STRATEGY, DETERMINING A SOLUTION, JUSTIFYING THE
SOLUTION, AND EVALUATING THE PROBLEM-SOLVING PROCESS AND THE
REASONABLENESS OF THE SOLUTION
Note(s):
The mathematical process standards may be applied to all content standards as appropriate.
TxRCFP:
Developing fluency with efficient use of the four arithmetic operations on whole numbers
and using this knowledge to solve problems
Measuring angles
Understanding decimals and addition and subtraction of decimals
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Building foundations for addition and subtraction of fractions
TxCCRS:
VIII. Problem Solving and Reasoning
4.1C
Select tools, including real objects,
manipulatives, paper and pencil, and technology
as appropriate, and techniques, including mental
math, estimation, and number sense as
appropriate, to solve problems.
Select
TOOLS, INCLUDING REAL OBJECTS, MANIPULATIVES, PAPER AND PENCIL, AND
TECHNOLOGY AS APPROPRIATE, TO SOLVE PROBLEMS
Select
TECHNIQUES, INCLUDING MENTAL MATH, ESTIMATION, AND NUMBER SENSE AS
APPROPRIATE, TO SOLVE PROBLEMS
Note(s):
The mathematical process standards may be applied to all content standards as appropriate.
TxRCFP:
Developing fluency with efficient use of the four arithmetic operations on whole numbers
and using this knowledge to solve problems
Measuring angles
Understanding decimals and addition and subtraction of decimals
Building foundations for addition and subtraction of fractions
TxCCRS:
VIII. Problem Solving and Reasoning
4.1D
Communicate mathematical ideas, reasoning,
and their implications using multiple
Communicate
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TEKS#
SE#
TEKS
representations, including symbols, diagrams,
graphs, and language as appropriate.
UNIT LEVEL SPECIFICITY
MATHEMATICAL IDEAS, REASONING, AND THEIR IMPLICATIONS USING MULTIPLE
REPRESENTATIONS, INCLUDING SYMBOLS, GRAPHS, AND LANGUAGE AS APPROPRIATE
Note(s):
The mathematical process standards may be applied to all content standards as appropriate.
TxRCFP:
Developing fluency with efficient use of the four arithmetic operations on whole numbers
and using this knowledge to solve problems
Measuring angles
Understanding decimals and addition and subtraction of decimals
Building foundations for addition and subtraction of fractions
TxCCRS:
IX. Communication and Representation
4.1E
Create and use representations to organize,
record, and communicate mathematical ideas.
Note(s):
The mathematical process standards may be applied to all content standards as appropriate.
TxRCFP:
Developing fluency with efficient use of the four arithmetic operations on whole numbers
and using this knowledge to solve problems
Measuring angles
Understanding decimals and addition and subtraction of decimals
Building foundations for addition and subtraction of fractions
TxCCRS:
IX. Communication and Representation
Create, Use
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
REPRESENTATIONS TO ORGANIZE, RECORD, AND COMMUNICATE MATHEMATICAL IDEAS
4.1F
Analyze mathematical relationships to connect
and communicate mathematical ideas.
Analyze
MATHEMATICAL RELATIONSHIPS TO CONNECT AND COMMUNICATE MATHEMATICAL IDEAS
Note(s):
The mathematical process standards may be applied to all content standards as appropriate.
TxRCFP:
Developing fluency with efficient use of the four arithmetic operations on whole numbers
and using this knowledge to solve problems
Measuring angles
Understanding decimals and addition and subtraction of decimals
Building foundations for addition and subtraction of fractions
TxCCRS:
X. Connections
4.1G
Display, explain, and justify mathematical ideas
and arguments using precise mathematical
language in written or oral communication.
Display, Explain, Justify
MATHEMATICAL IDEAS AND ARGUMENTS USING PRECISE MATHEMATICAL LANGUAGE IN
WRITTEN OR ORAL COMMUNICATION
Note(s):
The mathematical process standards may be applied to all content standards as appropriate.
TxRCFP:
Developing fluency with efficient use of the four arithmetic operations on whole numbers
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TEKS#
TEKS
SE#
UNIT LEVEL SPECIFICITY
and using this knowledge to solve problems
Measuring angles
Understanding decimals and addition and subtraction of decimals
Building foundations for addition and subtraction of fractions
TxCCRS:
IX. Communication and Representation
4.9
Data analysis. The student applies mathematical
process standards to solve problems by collecting,
organizing, displaying, and interpreting data. The
student is expected to:
4.9A
Represent data on a frequency table, dot plot, or
stem-and-leaf plot marked with whole numbers
and fractions.
Readiness Standard
Represent
DATA ON A FREQUENCY TABLE, DOT PLOT, OR STEM-AND-LEAF PLOT MARKED WITH WHOLE
NUMBERS AND FRACTIONS
Including, but not limited to:
Whole numbers
Decimals (less than or greater than one to the tenths and hundredths)
Fractions (proper, improper, and mixed numbers)
Data – information that is collected about people, events, or objects
Categorical data – data that represents the attributes of a group of people, events, or
objects
Categorical data may represent numbers or ranges of numbers.
Numerical data – data that represents values or observations that can be measured and
placed in ascending or descending order
Numerical data can be counted or measured.
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Data representations
Frequency table – a table to organize data that lists categories and the frequency
(number of times) that each category occurs
Characteristics of a frequency table
Title clarifies the meaning of the data represented.
Categorical data is represented with labels.
Data represented may be objects, events, numbers, or a range of
numbers.
Tally marks are used to record frequencies.
Numbers are used to represent the count of tally marks in each category.
Count of tally marks represents the frequency of how often a category
occurs.
Dot plot – a graphical representation to organize data that uses dots (or Xs) to show the
frequency (number of times) that each category or number occurs
Characteristics of a dot plot
Title clarifies the meaning of the data represented.
Categorical data is represented with labels.
When categorical data is used it is orderly and not arbitrary.
Numerical data is represented with labels and may be whole numbers,
fractions, or decimals.
Data represented may be objects, events, numbers, or a range of
numbers.
Categories are represented by a line, or number line, labeled with
categories.
Counts related to numbers represented by a number line.
Dots (or Xs) recorded vertically above the line to represent the frequency of
each category or number.
Dots (or Xs) generally represent one count.
Dots (or Xs) may represent multiple counts if indicated with a key.
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SE#
TEKS
UNIT LEVEL SPECIFICITY
Value of the category is determined by the number of dots (or Xs) drawn.
Density of dots relates to the frequency of distribution of the data.
Stem­and­leaf plot – a graphical representation used to analyze and compare groups or
clusters of numerical data by separating one place value from another place value of a
data set. The larger of the two place values is called the stem and the smaller of the two
place values is called the leaf.
Characteristics of a stem-and-leaf plot
Title clarifies the meaning of the data represented.
Numerical data is represented with labels and may be whole numbers,
fractions, or decimals.
The place value of the stem and leaf is dependent upon the values of data
in the set.
For decimals and fractions, usually the whole number is the stem
and decimal or fractional values are the leaves.
For sets of data close in value, usually the stem is represented by
the place value of a number before the last digit and the leaves are
represented by the last digit in the number.
The stem represents one or more piece of data in the set.
The leaf represents one piece of data in the set.
Density of leaves relates to the frequency of distribution of the data.
Note(s):
Grade Level(s):
Grade 3 summarized a data set with multiple categories using a frequency table, dot
plot, pictograph, or bar graph with scaled intervals.
Grade 5 will represent categorical data with bar graphs or frequency tables and
numerical data, including data sets of measurements in fractions or decimals, with dot
plots or stem-and-leaf plots.
Various mathematical process standards will be applied to this student expectation as
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TEKS#
TEKS
SE#
UNIT LEVEL SPECIFICITY
appropriate.
TxRCFP:
Developing fluency with efficient use of the four arithmetic operations on whole numbers
and using this knowledge to solve problems
Understanding decimals and addition and subtraction of decimals
Building foundations for addition and subtraction of fractions
TxCCRS:
VI.B. Statistical Reasoning – Describe Data
VIII. Problem Solving and Reasoning
IX. Communication and Representation
4.9B
Solve one- and two-step problems using data in
whole number, decimal, and fraction form in a
frequency table, dot plot, or stem-and-leaf plot.
Supporting Standard
Solve
ONE- AND TWO-STEP PROBLEMS USING DATA IN WHOLE NUMBER, DECIMAL, AND FRACTION
FORM IN A FREQUENCY TABLE, DOT PLOT, OR STEM-AND-LEAF PLOT
Including, but not limited to:
Whole numbers
Decimals (less than or greater than one to the tenths and hundredths)
Fractions (proper, improper, and mixed numbers)
Addition
Sums of whole numbers
Sums of decimals up to the hundredths
Sums of fractions limited to equal denominators
Subtraction
Differences of whole numbers
Differences of decimals with values limited to the hundredths
Differences of fractions limited to equal denominators
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Multiplication
Products of whole numbers up to two-digit factors by two-digit factors and up to four-digit
factors by one-digit factors
Division
Quotients of whole numbers up to four-digit dividends by one-digit divisors
Data – information that is collected about people, events, or objects
Categorical data – data that represents the attributes of a group of people, events, or
objects
Categorical data may represent numbers or ranges of numbers.
Numerical data – data that represents values or observations that can be measured and
placed in ascending or descending order
Numerical data can be counted or measured.
Data Representations
Frequency table – a table to organize data that lists categories and the frequency
(number of times) that each category occurs
Dot plot – a graphical representation to organize data that uses dots (or Xs) to show the
frequency (number of times) that each category or number occurs
Stem­and­leaf plot – a graphical representation used to analyze and compare groups or
clusters of numerical data by separating one place value from another place value of a
data set. The larger of the two place values is called the stem and the smaller of the two
place values is called the leaf.
One- and two-step problem situations using graphical representations
Note(s):
Grade Level(s):
Grade 3 solved one- and two-step problems using categorical data represented with a
frequency table, dot plot, pictograph, or bar graph with scaled intervals.
Grade 5 will solve one- and two-step problems using data from a frequency table, dot
plot, bar graph, stem-and-leaf plot, or scatterplot.
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Various mathematical process standards will be applied to this student expectation as
appropriate.
TxRCFP:
Developing fluency with efficient use of the four arithmetic operations on whole numbers
and using this knowledge to solve problems
Understanding decimals and addition and subtraction of decimals
Building foundations for addition and subtraction of fractions
TxCCRS:
I. Numeric Reasoning
VI.B. Statistical Reasoning – Describe Data
VIII. Problem Solving and Reasoning
IX. Communication and Representation
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
Choose appropriate ELPS to support instruction.
ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to
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ELPS#
SUGGESTED DURATION :
xxx
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically
accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is
expected to:
ELPS.c.1A
use prior knowledge and experiences to understand meanings in English
ELPS.c.1B
monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and
grade-level vocabulary
ELPS.c.1D
speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying
ideas by defining or describing when exact English words are not known)
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept
and language attainment
ELPS.c.1F
use accessible language and learn new and essential language in the process
ELPS.c.1G
demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one
commensurate with grade-level learning expectations
ELPS.c.1H
develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and
analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2
The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly
acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language
acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all
instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's
level of English language proficiency. The student is expected to:
ELPS.c.2A
distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B
recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant
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page 16 of 20 INSTRUCTIONAL FOCUS DOCUMENT
Grade 4 Mathematics
TITLE : 4M_U07_Data Representations_Nov2014 - ABILENE ISD
ELPS#
SUGGESTED DURATION :
xxx
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
clusters
ELPS.c.2C
learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D
monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E
use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language
attainment
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and
contexts are familiar to unfamiliar
ELPS.c.2H
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I
demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken
messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary
with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced
high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and
enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded)
commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce
English words in a manner that is increasingly comprehensible
ELPS.c.3B
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing
people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using
routine language needed for classroom communication
ELPS.c.3C
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as
more English is acquired
Last Updated 08/29/2014
Print Date 10/02/2014 Printed By Monica Warn, ONE AISD CENTER
page 17 of 20 INSTRUCTIONAL FOCUS DOCUMENT
Grade 4 Mathematics
TITLE : 4M_U07_Data Representations_Nov2014 - ABILENE ISD
ELPS#
SUGGESTED DURATION :
xxx
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3F
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and
expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended
speaking assignments
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a
variety of social and grade-appropriate academic topics
ELPS.c.3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I
adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J
respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and
language attainment.
ELPS.c.4
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the
beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level
learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated
(communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1,
certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as
recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B
recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C
develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used
routinely in written classroom materials
ELPS.c.4D
use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to
enhance comprehension of written text
Last Updated 08/29/2014
Print Date 10/02/2014 Printed By Monica Warn, ONE AISD CENTER
page 18 of 20 INSTRUCTIONAL FOCUS DOCUMENT
Grade 4 Mathematics
TITLE : 4M_U07_Data Representations_Nov2014 - ABILENE ISD
ELPS#
SUGGESTED DURATION :
xxx
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.4E
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm
understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly
challenging language
ELPS.c.4G
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding
to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H
read silently with increasing ease and comprehension for longer periods
ELPS.c.4I
demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of
supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with
content area needs
ELPS.c.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between
ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content
area needs
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and
performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may
be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet gradelevel learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated
(communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1,
certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing
system. The student is expected to:
ELPS.c.5A
learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B
write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C
spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English
Last Updated 08/29/2014
Print Date 10/02/2014 Printed By Monica Warn, ONE AISD CENTER
page 19 of 20 INSTRUCTIONAL FOCUS DOCUMENT
Grade 4 Mathematics
TITLE : 4M_U07_Data Representations_Nov2014 - ABILENE ISD
ELPS#
SUGGESTED DURATION :
xxx
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
is acquired
ELPS.c.5D
edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses
commensurate with grade-level expectations as more English is acquired
ELPS.c.5E
employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F
write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in
increasingly accurate ways as more English is acquired
ELPS.c.5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 08/29/2014
Last Updated 08/29/2014
Print Date 10/02/2014 Printed By Monica Warn, ONE AISD CENTER
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