Knowledge and Skills Statement
Student Expectation
Breakout
Citation Type
Component ISBN
Page (s)
Specific Location
(7) Mathematical modeling in fine arts. The student uses mathematical processes with algebra and geometry to study patterns and analyze data as it applies to fine arts. The student is expected to:
(C) use geometric transformations, proportions, and periodic motion to describe mathematical patterns and structure in music
(iii) use proportions to describe mathematical patterns in music
Instruction
9781305096691
94 95 96
Models and Patterns in Music Example 1
Example 1
Activity
9781305096691
100 106
Practice, #1-26 Lab Exercise 3
Instruction
9781305096691
97 98 99
Example 1 Continued Example 1 Continued Example 1 Continued
Review
9781305096691
101
Summary
Assessment
9781305096691
105
#25-27
(7) Mathematical modeling in fine arts. The student uses mathematical processes with algebra and geometry to study patterns and analyze data as it applies to fine arts. The student is expected to:
(C) use geometric transformations, proportions, and periodic motion to describe mathematical patterns and structure in music
(iv) use proportions to describe mathematical structure in music
Instruction
9781305096691
94 95 96
Models and Patterns in Music Example 1
Example 1
Activity
9781305096691
100 106
Practice, #1-26 Lab Exercise 3
Instruction
9781305096691
97 98 99
Example 1 Continued Example 1 Continued Example 1 Continued
Review
9781305096691
101
Summary
Assessment
9781305096691
105
#25-27
(7) Mathematical modeling in fine arts. The student uses mathematical processes with algebra and geometry to study patterns and analyze data as it applies to fine arts. The student is expected to:
(C) use geometric transformations, proportions, and periodic motion to describe mathematical patterns and structure in music
(v) use periodic motion to describe mathematical patterns in music
Instruction
9781305096691
94 95 96
Models and Patterns in Music Example 1
Example 1
Activity
9781305096691
100 106
Practice, #1-26 Lab Exercise 3
Instruction
9781305096691
97 98 99
Example 1 Continued Example 1 Continued Example 1 Continued
Review
9781305096691
101
Summary
Assessment
9781305096691
105
#25-27
(7) Mathematical modeling in fine arts. The student uses mathematical processes with algebra and geometry to study patterns and analyze data as it applies to fine arts. The student is expected to:
(C) use geometric transformations, proportions, and periodic motion to describe mathematical patterns and structure in music
(vi) use periodic motion to describe mathematical structure in music
Instruction
9781305096691
94 95 96
Models and Patterns in Music Example 1
Example 1
Activity
9781305096691
100 106
Practice, #1-26 Lab Exercise 3
Instruction
9781305096691
97 98 99
Example 1 Continued Example 1 Continued Example 1 Continued
Review
9781305096691
101
Summary
Assessment
9781305096691
105
#25-27
(7) Mathematical modeling in fine arts. The student uses mathematical processes with algebra and geometry to study patterns and analyze data as it applies to fine arts. The student is expected to:
(D) use scale factors with two-dimensional and three- dimensional objects to demonstrate proportional and non-proportional changes in surface area and volume as applied to fields
(i) use scale factors with two- dimensional objects
Instruction
9781305096691
88 89 91
Example 3 Example 4, 5 Example 6
Activity
9781305096691
39
#51-52
Activity
9781305096691
93 94 105
#15-20 #21-26
Lab Exercise 1
Review
9781305096691
103
#21-24
Assessment
9781305096691
104
#21-22
(7) Mathematical modeling in fine arts. The student uses mathematical processes with algebra and geometry to study patterns and analyze data as it applies to fine arts. The student is expected to:
(D) use scale factors with two-dimensional and three- dimensional objects to demonstrate proportional and non-proportional changes in surface area and volume as applied to fields
(ii) use scale factors with three-dimensional objects to demonstrate proportional changes in surface area as applied to fields
Instruction
9781305096691
54
Models and Patterns in Plane and Solid Geometry
(Drop-down menu)
Knowledge and Skills Statement
(7) Mathematical modeling in fine arts. The student uses mathematical processes with algebra and geometry to study patterns and analyze data as it applies to fine arts. The student is expected to:
(7) Mathematical modeling in fine arts. The student uses mathematical processes with algebra and geometry to study patterns and analyze data as it applies to fine arts. The student is expected to:
(7) Mathematical modeling in fine arts. The student uses mathematical processes with algebra and geometry to study patterns and analyze data as it applies to fine arts. The student is expected to:
(8) Mathematical modeling in social sciences. The student applies mathematical processes to determine the number of elements in a finite sample space and compute the probability of an event. The student is expected to:
(8) Mathematical modeling in social sciences. The student applies mathematical processes to determine the number of elements in a finite sample space and compute the probability of an event. The student is expected to:
(8) Mathematical modeling in social sciences. The student applies mathematical processes to determine the number of elements in a finite sample space and compute the probability of an event. The student is expected to:
Student Expectation
(D) use scale factors with two-dimensional and three- dimensional objects to demonstrate proportional and non-proportional changes in surface area and volume as applied to fields
(D) use scale factors with two-dimensional and three- dimensional objects to demonstrate proportional and non-proportional changes in surface area and volume as applied to fields
(D) use scale factors with two-dimensional and three- dimensional objects to demonstrate proportional and non-proportional changes in surface area and volume as applied to fields
(A) determine the number of ways an event may occur using combinations, permutations, and the Fundamental Counting Principle
(A) determine the number of ways an event may occur using combinations, permutations, and the Fundamental Counting Principle
(A) determine the number of ways an event may occur using combinations, permutations, and the Fundamental Counting Principle
Breakout
(iii) use scale factors with three-dimensional objects to demonstrate proportional changes in volume as applied to fields
(iv) use scale factors with three-dimensional objects to demonstrate non- proportional changes in surface area as applied to fields
(v) use scale factors with three-dimensional objects to demonstrate non- proportional changes in volume as applied to fields
(i) determine the number of ways an event may occur using combinations
(ii) determine the number of ways an event may occur using permutations
(iii) determine the number of ways an event may occur using the Fundamental Counting Principle
Citation Type
Instruction
(Drop-down menu)
Instruction
(Drop-down menu)
Instruction
(Drop-down menu)
Instruction
Activity
Instruction
Activity
Review
Instruction
Activity
Instruction
Review
Assessment
Instruction
Activity
Instruction
Review
Assessment
Component ISBN
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
Page (s)
54
54
54
330 331 332
333
348
349 350
353
356 356
348
349 350
353
351 352 353
356 358
359
334 335 336
337 353
348 349
356 357
358
Specific Location
Models and Patterns in Plane and Solid Geometry
Models and Patterns in Plane and Solid Geometry
Models and Patterns in Plane and Solid Geometry
Odds Example 1, 2 Example 3, 4
Practice, #1-20
The Counting Principle, Permutations, and Combinations; Example 1 Example 2, 3
Example 4
Practice, #1-15
Summary #31-33
Practice, #1-9
Example 5, 6, 7 Example 8, 9 Example 10, 11
Summary #32
#25
Tree Diagrams Example 1, 2, 3 Example 4, 5, 6
Practice, #1-8 Practice, #1-15
The Counting Principle, Permutations, and Combinations; Example 1 Example 2, 3
Summary #13-15
Test, #5-7
The Counting Principle, Permutations, and Combinations; Example 1
Example 2, 3
Example 4
Knowledge and Skills Statement
Student Expectation
Breakout
Citation Type
Component ISBN
Page (s)
Specific Location
(8) Mathematical modeling in social sciences. The student applies mathematical processes to determine the number of elements in a finite sample space and compute the probability of an event. The student is expected to:
(B) compare theoretical to empirical probability
(i) compare theoretical to empirical probability
Instruction
9781305096691
316 317 318
What Is Probability? Example 1, 2 Example 3
Activity
9781305096691
321 329
Practice, #2, 9, 11, 13 Practice, #1-39
Instruction
9781305096691
324 325 326
Theoretical Probability; Example 1 Example 2
Example 3
Activity
9781305096691
361
Lab Exercise 2
Review
9781305096691
356
Summary
(8) Mathematical modeling in social sciences. The student applies mathematical processes to determine the number of elements in a finite sample space and compute the probability of an event. The student is expected to:
(C) use experiments to determine the reasonableness of a theoretical model such as binomial or geometric
(i) use experiments to determine the reasonableness of a theoretical model
Instruction
9781305096691
362
Lab Exercise 6
(Drop-down menu)
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(A) interpret information from various graphs, including line graphs, bar graphs, circle graphs, histograms, scatterplots, dot plots, stem-and-leaf plots, and box and whisker plots, to draw conclusions from the data and determine the strengths and weaknesses of conclusions
(i) interpret information from various graphs, including line graphs, to draw conclusions from the data
Instruction
9781305096691
115 116
Graphing Linear Equations; Example 1
Example 2
Activity
9781305096691
119
Practice #1-40
Instruction
9781305096691
119 120 135 136
Slope
Example 1, 2
Applications and Uses of Graphs Example 1
Review
9781305096691
143
Review, #1-28
Assessment
9781305096691
144 145
Test, #1-20 #21-24
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(A) interpret information from various graphs, including line graphs, bar graphs, circle graphs, histograms, scatterplots, dot plots, stem-and-leaf plots, and box and whisker plots, to draw conclusions from the data and determine the strengths and weaknesses of conclusions
(ii) interpret information from various graphs, including bar graphs, to draw conclusions from the data
Instruction
9781305096691
367
Example 2
Activity
9781305096691
371
#38-38
Instruction
9781305096691
372
Example 1
Instruction
9781305096691
374
Example 2
Review
9781305096691
378
#7-8
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(A) interpret information from various graphs, including line graphs, bar graphs, circle graphs, histograms, scatterplots, dot plots, stem-and-leaf plots, and box and whisker plots, to draw conclusions from the data and determine the strengths and weaknesses of conclusions
(iii) interpret information from various graphs, including circle graphs, to draw conclusions from the data
Instruction
9781305096691
374
Example 2
Activity
9781305096691
418
#8
Instruction
9781305096691
375
Example 3
Review
9781305096691
378 379
#3-4, 8 #13-14
Review
9781305096691
418
#8
Knowledge and Skills Statement
Student Expectation
Breakout
Citation Type
Component ISBN
Page (s)
Specific Location
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(A) interpret information from various graphs, including line graphs, bar graphs, circle graphs, histograms, scatterplots, dot plots, stem-and-leaf plots, and box and whisker plots, to draw conclusions from the data and determine the strengths and weaknesses of conclusions
(iv) interpret information from various graphs, including histograms, to draw conclusions from the data
Instruction
9781305096691
380
Frequency Tables and Histograms; Example 1
Activity
9781305096691
384
Practice, #1-5
Instruction
9781305096691
381 382
Example 1 Example 2
Instruction
9781305096691
383 384
Calculator Mini-Lesson
Calculator Mini-Lesson (Continued)
Activity
9781305096691
385
#6-10
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(A) interpret information from various graphs, including line graphs, bar graphs, circle graphs, histograms, scatterplots, dot plots, stem-and-leaf plots, and box and whisker plots, to draw conclusions from the data and determine the strengths and weaknesses of conclusions
(v) interpret information from various graphs, including scatterplots, to draw conclusions from the data
Instruction
9781305096691
409
Scatter Diagrams and Linear Regression; Example 1
Activity
9781305096691
413 415 416
Practice, #1-5 #13-17 #18-20
Instruction
9781305096691
410 411
Example 1 Continued Example 1 Continued
Instruction
9781305096691
412 413
Example 2, 3 Example 3 Continued
Review
9781305096691
419 420
#22 #23
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(A) interpret information from various graphs, including line graphs, bar graphs, circle graphs, histograms, scatterplots, dot plots, stem-and-leaf plots, and box and whisker plots, to draw conclusions from the data and determine the strengths and weaknesses of conclusions
(vi) interpret information from various graphs, including dot plots, to draw conclusions from the data
Instruction
9781305096691
110
Rectangular Coordinate System; Example 1
Activity
9781305096691
114
Practice, #1-39
Instruction
9781305096691
111 112
Example 2 Example 3, 4
Instruction
9781305096691
113
Example 5
Review
9781305096691
418
#15
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(A) interpret information from various graphs, including line graphs, bar graphs, circle graphs, histograms, scatterplots, dot plots, stem-and-leaf plots, and box and whisker plots, to draw conclusions from the data and determine the strengths and weaknesses of conclusions
(vii) interpret information from various graphs, including stem-and-leaf plots, to draw conclusions from the data
Instruction
9781305096691
375
Example 3
Activity
9781305096691
378
#4
Instruction
9781305096691
376
Example 4
Assessment
9781305096691
420
#9
Knowledge and Skills Statement
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
Student Expectation
(A) interpret information from various graphs, including line graphs, bar graphs, circle graphs, histograms, scatterplots, dot plots, stem-and-leaf plots, and box and whisker plots, to draw conclusions from the data and determine the strengths and weaknesses of conclusions
(A) interpret information from various graphs, including line graphs, bar graphs, circle graphs, histograms, scatterplots, dot plots, stem-and-leaf plots, and box and whisker plots, to draw conclusions from the data and determine the strengths and weaknesses of conclusions
(A) interpret information from various graphs, including line graphs, bar graphs, circle graphs, histograms, scatterplots, dot plots, stem-and-leaf plots, and box and whisker plots, to draw conclusions from the data and determine the strengths and weaknesses of conclusions
(B) analyze numerical data using measures of central tendency (mean, median, and mode) and variability (range, interquartile range or IQR, and standard deviation) in order to make inferences with normal distributions
Breakout
(viii) interpret information from various graphs, including box and whisker plots, to draw conclusions from the data
(ix) determine the strengths of conclusions
(x) determine the weaknesses of conclusions
(i) analyze numerical data using measures of central tendency (mean, median, and mode) in order to make inferences with normal distributions
Citation Type
Instruction
Activity
Instruction
Activity
Review
Instruction
Activity
Instruction
Review
Review
Instruction
Activity
Instruction
Review
Review
Instruction
Activity
Instruction
Review
Assessment
Component ISBN
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
9781305096691
Page (s)
396
397 398
406
402 404
408
415 420
372 374
377 378 379
375 376
416
417 418
372 374
377 378 379
375 376
416
417 418
385 386
390 391
387 388 389
416 418
418
Specific Location
Box-and-Whisker Plots and Normal Curves
Example 1
Example 2
Practice, #1-4
Example 3 Example 4
#20-40
#13 #11-13
Reading and Interpreting Graphical Information; Example 1 Example 2
Practice, #1-2 #3-8
#9-14
Example 3 Example 4
Summary
Review, #4-5 #6-8
Reading and Interpreting Graphical Information; Example 1 Example 2
Practice, #1-2 #3-8
#9-14
Example 3 Example 4
Summary
Review, #4-5 #6-8
Descriptive Statistics Example 1, 2, 3
Practice, #1-15 #16-30
Example 4, 5 Example 6, 7 Example 8
Summary #9-13
#7-8
Knowledge and Skills Statement
Student Expectation
Breakout
Citation Type
Component ISBN
Page (s)
Specific Location
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(B) analyze numerical data using measures of central tendency (mean, median, and mode) and variability (range, interquartile range or IQR, and standard deviation) in order to make inferences with normal distributions
(ii) analyze variability (range, interquartile range or IQR, and standard deviation) in order to make inferences with normal distributions
Instruction
9781305096691
392
Example 1
Activity
9781305096691
395 396
Practice, #1-13 #14-22
Instruction
9781305096691
394 395
Example 2 Example 3
Review
9781305096691
416 418 419
Summary #10-18 #19-20
Assessment
9781305096691
420
#19
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(C) distinguish the purposes and differences among types of research, including surveys, experiments, and observational studies
(i) distinguish the purposes of research, including surveys
Instruction
9781305096691
364
Introduction to Statistics
Activity
9781305096691
369
#1-6
Instruction
9781305096691
365
Example 1
Instruction
9781305096691
367
Example 2
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(C) distinguish the purposes and differences among types of research, including surveys, experiments, and observational studies
(ii) distinguish the purposes of research, including experiments
Instruction
9781305096691
?
(Drop-down menu)
9781305096691
9781305096691
9781305096691
9781305096691
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(C) distinguish the purposes and differences among types of research, including surveys, experiments, and observational studies
(iii) distinguish the purposes of research, including observational studies
Instruction
9781305096691
364 365 367
Introduction to Statistics Example 1
Example 2
Activity
9781305096691
384 385
Practice, #2 #6
Instruction
9781305096691
375 386
Example 3 Example 1
Review
9781305096691
417
Review, #3
Assessment
9781305096691
419
Test, #1
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(C) distinguish the purposes and differences among types of research, including surveys, experiments, and observational studies
(iv) distinguish the differences among types of research, including surveys
Instruction
9781305096691
364
Introduction to Statistics
Activity
9781305096691
369
#1-6
Instruction
9781305096691
365
Example 1
Instruction
9781305096691
367
Example 2
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(C) distinguish the purposes and differences among types of research, including surveys, experiments, and observational studies
(v) distinguish the differences among types of research, including experiments
Instruction
9781305096691
?
(Drop-down menu)
9781305096691
9781305096691
9781305096691
9781305096691
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(C) distinguish the purposes and differences among types of research, including surveys, experiments, and observational studies
(vi) distinguish the differences among types of research, including observational studies
Instruction
9781305096691
364 365 367
Introduction to Statistics Example 1
Example 2
Activity
9781305096691
384
Practice, #2
Instruction
9781305096691
375
Example 3
Instruction
9781305096691
386
Example 1
Activity
9781305096691
385
#6
Knowledge and Skills Statement
Student Expectation
Breakout
Citation Type
Component ISBN
Page (s)
Specific Location
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(D) use data from a sample to estimate population mean or population proportion
(i) use data from a sample to estimate population mean or population proportion
Instruction
9781305096691
193 185
Exponential Functions as Models Example 1
Example 3
Activity
9781305096691
19 26
#50
Lab Exercise 3
Instruction
9781305096691
317 318
Example 2 Example 3
Review
9781305096691
200 201
#43 #46
Assessment
9781305096691
49 202
#18 #19, 24
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(E) analyze marketing claims based on graphs and statistics from electronic and print media and justify the validity of stated or implied conclusions
(i) analyze marketing claims based on graphs from electronic media
Instruction
9781305096691
368
Paragraph 3
Activity
9781305096691
371
#47, 48
Review
9781305096691
421
Lab Exercise 1
9781305096691
9781305096691
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(E) analyze marketing claims based on graphs and statistics from electronic and print media and justify the validity of stated or implied conclusions
(ii) analyze marketing claims based on graphs from print media
Instruction
9781305096691
368
Paragraph 3
Activity
9781305096691
371
#47, 48
Review
9781305096691
421
Lab Exercise 1
9781305096691
9781305096691
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(E) analyze marketing claims based on graphs and statistics from electronic and print media and justify the validity of stated or implied conclusions
(iii) analyze marketing claims based on statistics from electronic media
Instruction
9781305096691
368
Paragraph 3
Activity
9781305096691
371
#47, 48
Review
9781305096691
421
Lab Exercise 1
9781305096691
9781305096691
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(E) analyze marketing claims based on graphs and statistics from electronic and print media and justify the validity of stated or implied conclusions
(iv) analyze marketing claims based on statistics from print media
Instruction
9781305096691
368
Paragraph 3
Activity
9781305096691
371
#47, 48
Review
9781305096691
421
Lab Exercise 1
9781305096691
9781305096691
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(E) analyze marketing claims based on graphs and statistics from electronic and print media and justify the validity of stated or implied conclusions
(v) justify the validity of stated or implied conclusions
Instruction
9781305096691
368
Paragraph 3
Activity
9781305096691
371
#47, 48
Review
9781305096691
421
Lab Exercise 1
9781305096691
9781305096691
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(F) use regression methods available through technology to model linear and exponential functions, interpret correlations, and make predictions
(i) use regression methods available through technology to model linear functions
Instruction
9781305096691
135
Applications and Uses of Graphs
Activity
9781305096691
203 414 424 425
Lab Exercise 2 #9, 11-12
Lab Exercise 8 Lab Exercise 9
;
Knowledge and Skills Statement
Student Expectation
Breakout
Citation Type
Component ISBN
Page (s)
Specific Location
Instruction
9781305096691
409 412
Scatter Diagrams and Linear Regression Example 1
Example 2, 3
Review
9781305096691
419
#23
Assessment
9781305096691
421
#21
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(F) use regression methods available through technology to model linear and exponential functions, interpret correlations, and make predictions
(ii) use regression methods available through technology to model exponential functions
Instruction
9781305096691
135
Applications and Uses of Graphs
Activity
9781305096691
425
Lab Exercise 9
Instruction
9781305096691
137
Example 2
Instruction
9781305096691
409
Scatter Diagrams and Linear Regression Example 1
Instruction
9781305096691
412
Example 2, 3
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(F) use regression methods available through technology to model linear and exponential functions, interpret correlations, and make predictions
(iii) use regression methods available through technology to interpret correlations
Instruction
9781305096691
135 137
Applications and Uses of Graphs Example 2
Activity
9781305096691
369 413 414 421
Practice, #1 #1-6
#11-12
Lab Exercise 5
Instruction
9781305096691
409 412
Scatter Diagrams and Liinear Regression; Example 1 Example 2, 3
Review
9781305096691
419
#22, 25-26
Assessment
9781305096691
421
#22
(9) Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences. The student is expected to:
(F) use regression methods available through technology to model linear and exponential functions, interpret correlations, and make predictions
(iv) use regression methods available through technology to make predictions
Instruction
9781305096691
135
Applications and Uses of Graphs
Activity
9781305096691
140 141 149
#13
#14-15
Lab Exercise 4
Instruction
9781305096691
136
Example 1
Instruction
9781305096691
137
Example 2
Instruction
9781305096691
138
Example 3
(10) Mathematical modeling in social sciences. The student applies mathematical processes to design a study and use graphical, numerical, and analytical techniques to communicate the results of the study. The student is expected to:
(A) formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions
(i) formulate a meaningful question
Instruction
Activity
9781305096691
416
# 19, 20
Activity
9781305096691
422
Lab Exercise 6
Activity
9781305096691
423
Lab Exercise 7
Activity
9781305096691
424
Lab Exercise 8
(10) Mathematical modeling in social sciences. The student applies mathematical processes to design a study and use graphical, numerical, and analytical techniques to communicate the results of the study. The student is expected to:
(A) formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions
(ii) determine the data needed to answer the question
Instruction
Activity
9781305096691
416
# 19, 20
Activity
9781305096691
422
Lab Exercise 6
Activity
9781305096691
423
Lab Exercise 7
Activity
9781305096691
424
Lab Exercise 8
(10) Mathematical modeling in social sciences. The student applies mathematical processes to design a study and use graphical, numerical, and analytical techniques to communicate the results of the study. The student is expected to:
(A) formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions
(iii) gather the appropriate data
Instruction
Activity
9781305096691
416
# 19, 20
Activity
9781305096691
422
Lab Exercise 6
Activity
9781305096691
423
Lab Exercise 7
Activity
9781305096691
424
Lab Exercise 8
Knowledge and Skills Statement
Student Expectation
Breakout
Citation Type
Component ISBN
Page (s)
Specific Location
(10) Mathematical modeling in social sciences. The student applies mathematical processes to design a study and use graphical, numerical, and analytical techniques to communicate the results of the study. The student is expected to:
(A) formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions
(iv) analyze the data
Instruction
Activity
9781305096691
416
# 19, 20
Activity
9781305096691
422
Lab Exercise 6
Activity
9781305096691
423
Lab Exercise 7
Activity
9781305096691
424
Lab Exercise 8
(10) Mathematical modeling in social sciences. The student applies mathematical processes to design a study and use graphical, numerical, and analytical techniques to communicate the results of the study. The student is expected to:
(A) formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions
(v) draw reasonable conclusions
Instruction
Activity
9781305096691
416
# 19, 20
Activity
9781305096691
422
Lab Exercise 6
Activity
9781305096691
423
Lab Exercise 7
Activity
9781305096691
424
Lab Exercise 8
(10) Mathematical modeling in social sciences. The student applies mathematical processes to design a study and use graphical, numerical, and analytical techniques to communicate the results of the study. The student is expected to:
(B) communicate methods used, analyses conducted, and conclusions drawn for a data-analysis project through the use of one or more of the following: a written report, a visual display, an oral report, or a multi-media presentation
(i) communicate methods used for a data-analysis project through the use of one or more of the following: a written report, a visual display, an oral report, or a multi-media presentation
Instruction
9781305096691
135
Applications and Uses of Graphs
Activity
9781305096691
371
#48
Instruction
9781305096691
313 367 372 375
Example 3 Example 2 Example 1 Example 3
Activity
9781305096691
377 385
Practice, #2 #7
Assessment
9781305096691
420
#9-11
(10) Mathematical modeling in social sciences. The student applies mathematical processes to design a study and use graphical, numerical, and analytical techniques to communicate the results of the study. The student is expected to:
(B) communicate methods used, analyses conducted, and conclusions drawn for a data-analysis project through the use of one or more of the following: a written report, a visual display, an oral report, or a multi-media presentation
(ii) communicate analyses conducted for a data- analysis project through the use of one or more of the following: a written report, a visual display, an oral report, or a multi-media presentation
Instruction
9781305096691
135 136
Applications and Uses of Graphs Example 1
(Drop-down menu)
Instruction
9781305096691
313 367
Example 3 Example 2
Instruction
9781305096691
372 375 376
Example 1 Example 3 Example 4
Instruction
9781305096691
380
Example 1
(10) Mathematical modeling in social sciences. The student applies mathematical processes to design a study and use graphical, numerical, and analytical techniques to communicate the results of the study. The student is expected to:
(B) communicate methods used, analyses conducted, and conclusions drawn for a data-analysis project through the use of one or more of the following: a written report, a visual display, an oral report, or a multi-media presentation
(iii) communicate conclusions drawn for a data-analysis project through the use of one or more of the following: a written report, a visual display, an oral report, or a multi-media presentation
Instruction
9781305096691
135
Applications and Uses of Graphs
Activity
9781305096691
371
#48
Instruction
9781305096691
313 367 372 375
Example 3 Example 2 Example 1 Example 3
Activity
9781305096691
377 385
Practice, #2 #7
Assessment
9781305096691
420
#9-11
Correlations to the English Language Proficiency Standards (ELPS): Student Material
S
S Course P
P
P
he English language proficiency standards (ELPS) outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement the ELPS as an integral part of each subje e required curriculum. This document outlines the ELPS that have been designated as appropriate for inclusion in instructional materials. Since the designated ELPS are included in student materials for English language arts and reading, the ELPS are n quired to be included in Proclamation 2015 instructional materials for Kindergarten through grade 5 where students are typically taught in self-contained classroom settings rather than departmentalized classes. Additionally, many of the designated ELPS ost appropriate for inclusion in teacher materials and are only required to be included in student materials where specifically indicated.
ubject
ubchapter
ublisher
rogram Title
rogram ISBN
Chapter 111. Mathematics
Subchapter C. High School
ยง111.43. Mathematical Models with Applications, Adopted 2012 (One-Half to One Credit).
Cengage Learning, Inc./Brooks Cole
Mathematical Models with Applications, TX Adoption Package
9781305215429
c) Cross-curricular second language acquisition essential knowledge and skills
nowledge and Skills Statement
Cross-curricular second language cquisition/learning strategies. The ELL uses
nguage learning strategies to develop an wareness of his or her own learning processes in
content areas. In order for the ELL to meet ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
he student is expected to:
Cross-curricular second language cquisition/learning strategies. The ELL uses
nguage learning strategies to develop an wareness of his or her own learning processes in
content areas. In order for the ELL to meet ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
he student is expected to:
Cross-curricular second language cquisition/learning strategies. The ELL uses
nguage learning strategies to develop an wareness of his or her own learning processes in
content areas. In order for the ELL to meet ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
he student is expected to:
Cross-curricular second language cquisition/learning strategies. The ELL uses
nguage learning strategies to develop an wareness of his or her own learning processes in
content areas. In order for the ELL to meet ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
he student is expected to:
Specific Location
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
Student Expectation
(A) use prior knowledge and experiences to understand meanings in English
(A) use prior knowledge and experiences to understand meanings in English
(B) monitor oral and written language production and employ self-corrective techniques or other resources
(B) monitor oral and written language production and employ self-corrective techniques or other resources
Breakout
(1) use prior knowledge to understand meanings in English
(2) use prior experiences to understand meanings in English
(1) monitor oral language production and employ self-corrective techniques or other resources
(2) monitor written language production and employ self-corrective techniques or other resources
Required Grade Level
T: 9-12 S: 9-12
T: 9-12 S: 9-12
T: 9-12
NA
Component ISBN
9781305096691
9781305096691
Page (s)
nowledge and Skills Statement
Specific Location
Student Expectation
Cross-curricular second language cquisition/learning strategies. The ELL uses
nguage learning strategies to develop an wareness of his or her own learning processes in
content areas. In order for the ELL to meet ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
he student is expected to:
Cross-curricular second language cquisition/learning strategies. The ELL uses
nguage learning strategies to develop an wareness of his or her own learning processes in
content areas. In order for the ELL to meet ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
he student is expected to:
Cross-curricular second language cquisition/learning strategies. The ELL uses
nguage learning strategies to develop an wareness of his or her own learning processes in
content areas. In order for the ELL to meet ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
he student is expected to:
Cross-curricular second language cquisition/learning strategies. The ELL uses
nguage learning strategies to develop an wareness of his or her own learning processes in
content areas. In order for the ELL to meet ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
he student is expected to:
Cross-curricular second language cquisition/learning strategies. The ELL uses
nguage learning strategies to develop an wareness of his or her own learning processes in
content areas. In order for the ELL to meet ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
he student is expected to:
Cross-curricular second language cquisition/learning strategies. The ELL uses
nguage learning strategies to develop an wareness of his or her own learning processes in
content areas. In order for the ELL to meet ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
he student is expected to:
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
(D) speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
Breakout
(1) use strategic learning techniques to acquire basic and grade-level vocabulary
(1) speak using learning strategies
(1) internalize new basic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment
(2) internalize new basic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment
(3) internalize new academic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment
(4) internalize new academic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment
Required Grade Level
NA
T: 9-12 S: 9-12
NA
NA
NA
NA
Component ISBN
9781305096691
Page (s)
nowledge and Skills Statement
Specific Location
Cross-curricular second language cquisition/learning strategies. The ELL uses
nguage learning strategies to develop an wareness of his or her own learning processes in
content areas. In order for the ELL to meet ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
he student is expected to:
Cross-curricular second language cquisition/learning strategies. The ELL uses
nguage learning strategies to develop an wareness of his or her own learning processes in
content areas. In order for the ELL to meet ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
he student is expected to:
Cross-curricular second language cquisition/learning strategies. The ELL uses
nguage learning strategies to develop an wareness of his or her own learning processes in
content areas. In order for the ELL to meet ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
he student is expected to:
Cross-curricular second language cquisition/learning strategies. The ELL uses
nguage learning strategies to develop an wareness of his or her own learning processes in
content areas. In order for the ELL to meet ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
he student is expected to:
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
Student Expectation
(F) use accessible language and learn new and essential language in the process
(G) demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
(G) demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
(H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations
(A) distinguish sounds and intonation patterns of English with increasing ease
(A) distinguish sounds and intonation patterns of English with increasing ease
Breakout
(1) use accessible language and learn new and essential language in the process
(1) demonstrate an increasing ability to distinguish between formal and informal English
(2) demonstrate an increasing knowledge of when to use [formal and informal English] commensurate with grade- level learning expectations
(1) develop and expand repertoire of learning strategies
(1) distinguish sounds of English with increasing ease
(2) distinguish intonation patterns of English with increasing ease
Required Grade Level
T: 9-12
NA
NA
NA
NA
NA
Component ISBN
Page (s)
nowledge and Skills Statement
Specific Location
Student Expectation
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
(B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
Breakout
(1) recognize elements of the English sound system in newly acquired vocabulary
(1) learn new language structures heard during classroom instruction and interactions
(2) learn new expressions heard during classroom instruction and interactions
(3) learn basic vocabulary heard during classroom instruction and interactions
(4) learn academic vocabulary heard during classroom instruction and interactions
Required Grade Level
NA
T: 9-12
T: 9-12
T: 9-12 S: 9-12
T: 9-12 S: 9-12
Component ISBN
9781305096691
9781305096691
Page (s)
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
nowledge and Skills Statement
Specific Location
Student Expectation
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
(D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
(D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
Breakout
(1) monitor understanding of spoken language during classroom instruction and interactions
(2) seek clarification [of spoken language] as needed
(1) use visual support to enhance and confirm understanding of increasingly complex and elaborated spoken language
(2) use contextual support to enhance and confirm understanding of increasingly complex and elaborated spoken language
(3) use linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
Required Grade Level
T: 9-12
T: 9-12 S: 9-12
NA
NA
T: 9-12 S: 9-12
Component ISBN
9781305096691
9781305096691
Page (s)
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
nowledge and Skills Statement
Specific Location
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
Student Expectation
(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
Breakout
(1) listen to and derive meaning from a variety of media to build and reinforce concept attainment
(2) listen to and derive meaning from a variety of media to build and reinforce language attainment
(1) understand the general meaning of spoken language ranging from situations in which topics are familiar to unfamiliar
(2) understand the general meaning of spoken language ranging from situations in which language [is] are familiar to unfamiliar
(3) understand the general meaning of spoken language ranging from situations in which contexts are familiar to unfamiliar
Required Grade Level
NA
NA
NA
NA
NA
Component ISBN
Page (s)
nowledge and Skills Statement
Specific Location
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
Student Expectation
(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
Breakout
(4) understand the main points of spoken language ranging from situations in which topics are familiar to unfamiliar
(5) understand the main points of spoken language ranging from situations in which language [is] are familiar to unfamiliar
(6) understand the main points of spoken language ranging from situations in which contexts are familiar to unfamiliar
(7) understand the important details of spoken language ranging from situations in which topics are familiar to unfamiliar
(8) understand the important details of spoken language ranging from situations in which language [is] are familiar to unfamiliar
Required Grade Level
NA
NA
NA
NA
NA
Component ISBN
Page (s)
nowledge and Skills Statement
Specific Location
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
Student Expectation
(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
(H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
(H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs
(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs
Breakout
(9) understand the important details of spoken language ranging from situations in which contexts are familiar to unfamiliar
(1) understand implicit ideas in increasingly complex spoken language commensurate with grade- level learning expectations
(2) understand information in increasingly complex spoken language commensurate with grade- level learning expectations
(1) demonstrate listening comprehension of increasingly complex spoken English by following directions commensurate with content and grade-level needs
(2) demonstrate listening comprehension of increasingly complex spoken English by retelling or summarizing spoken messages commensurate with content and grade-level needs
Required Grade Level
NA
NA
NA
NA
NA
Component ISBN
Page (s)
nowledge and Skills Statement
Specific Location
Student Expectation
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/listening. The ELL listens to a variety of peakers including teachers, peers, and electronic
edia to gain an increasing level of omprehension of newly acquired language in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in listening. In order
r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/speaking. The ELL speaks in a variety
modes for a variety of purposes with an wareness of different language registers ormal/informal) using vocabulary with increasing uency and accuracy in language arts and all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in speaking. In order r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs
(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs
(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs
Breakout
(3) demonstrate listening comprehension of increasingly complex spoken English by responding to questions and requests commensurate with content and grade-level needs
(4) demonstrate listening comprehension of increasingly complex spoken English by collaborating with peers commensurate with content and grade-level needs
(5) demonstrate listening comprehension of increasingly complex spoken English by taking notes commensurate with content and grade-level needs
Required Grade Level
T: 9-12 S: 9-12
T: 9-12
T: 9-12 S: 9-12
Component ISBN
9781305096691
9781305096691
Page (s)
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
(A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
(1) practice producing sounds of newly acquired vocabulary to pronounce English words in a manner that is increasingly comprehensible
NA
nowledge and Skills Statement
Specific Location
Student Expectation
) Cross-curricular second language cquisition/speaking. The ELL speaks in a variety
modes for a variety of purposes with an wareness of different language registers ormal/informal) using vocabulary with increasing uency and accuracy in language arts and all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in speaking. In order r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/speaking. The ELL speaks in a variety
modes for a variety of purposes with an wareness of different language registers ormal/informal) using vocabulary with increasing uency and accuracy in language arts and all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in speaking. In order r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/speaking. The ELL speaks in a variety
modes for a variety of purposes with an wareness of different language registers ormal/informal) using vocabulary with increasing uency and accuracy in language arts and all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in speaking. In order r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/speaking. The ELL speaks in a variety
modes for a variety of purposes with an wareness of different language registers ormal/informal) using vocabulary with increasing uency and accuracy in language arts and all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in speaking. In order r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
(B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
(B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
(B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
Breakout
(1) expand and internalize initial English vocabulary by learning and using high- frequency English words necessary for identifying and describing people, places, and objects
(2) expand and internalize initial English vocabulary by retelling simple stories and basic information represented or supported by pictures
(3) expand and internalize initial English vocabulary by learning and using routine language needed for classroom communication
Required Grade Level
NA
NA
T: 9-12 S: 9-12
Component ISBN
9781305096691
Page (s)
(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
(1) speak using a variety of grammatical structures with increasing accuracy and ease as more English is acquired
NA
nowledge and Skills Statement
Specific Location
Student Expectation
) Cross-curricular second language cquisition/speaking. The ELL speaks in a variety
modes for a variety of purposes with an wareness of different language registers ormal/informal) using vocabulary with increasing uency and accuracy in language arts and all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in speaking. In order r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/speaking. The ELL speaks in a variety
modes for a variety of purposes with an wareness of different language registers ormal/informal) using vocabulary with increasing uency and accuracy in language arts and all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in speaking. In order r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/speaking. The ELL speaks in a variety
modes for a variety of purposes with an wareness of different language registers ormal/informal) using vocabulary with increasing uency and accuracy in language arts and all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in speaking. In order r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/speaking. The ELL speaks in a variety
modes for a variety of purposes with an wareness of different language registers ormal/informal) using vocabulary with increasing uency and accuracy in language arts and all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in speaking. In order r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
Breakout
(2) speak using a variety of sentence lengths with increasing accuracy and ease as more English is acquired
(3) speak using a variety of sentence types with increasing accuracy and ease as more English is acquired
(4) speak using a variety of connecting words with increasing accuracy and ease as more English is acquired
(1) speak using grade- level content area vocabulary in context to internalize new English words
Required Grade Level
NA
NA
T: 9-12 S: 9-12
T: 9-12 S: 9-12
Component ISBN
9781305096691
9781305096691
Page (s)
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
nowledge and Skills Statement
Specific Location
Student Expectation
) Cross-curricular second language cquisition/speaking. The ELL speaks in a variety
modes for a variety of purposes with an wareness of different language registers ormal/informal) using vocabulary with increasing uency and accuracy in language arts and all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in speaking. In order r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/speaking. The ELL speaks in a variety
modes for a variety of purposes with an wareness of different language registers ormal/informal) using vocabulary with increasing uency and accuracy in language arts and all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in speaking. In order r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/speaking. The ELL speaks in a variety
modes for a variety of purposes with an wareness of different language registers ormal/informal) using vocabulary with increasing uency and accuracy in language arts and all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in speaking. In order r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/speaking. The ELL speaks in a variety
modes for a variety of purposes with an wareness of different language registers ormal/informal) using vocabulary with increasing uency and accuracy in language arts and all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in speaking. In order r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
(E) share information in cooperative learning interactions
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
(F) ask and give information ranging from using a very limited bank of high-frequency, high- need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
(F) ask and give information ranging from using a very limited bank of high-frequency, high- need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
Breakout
(2) speak using grade- level content area vocabulary in context to build academic language proficiency
(1) share information in cooperative learning interactions
(1) ask [for] information ranging from using a very limited bank of high- frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
(2) give information ranging from using a very limited bank of high- frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
Required Grade Level
T: 9-12 S: 9-12
T: 9-12 S: 9-12
T: 9-12 S: 9-12
T: 9-12 S: 9-12
Component ISBN
9781305096691
9781305096691
9781305096691
9781305096691
Page (s)
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
nowledge and Skills Statement
Specific Location
) Cross-curricular second language cquisition/speaking. The ELL speaks in a variety
modes for a variety of purposes with an wareness of different language registers ormal/informal) using vocabulary with increasing uency and accuracy in language arts and all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in speaking. In order r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/speaking. The ELL speaks in a variety
modes for a variety of purposes with an wareness of different language registers ormal/informal) using vocabulary with increasing uency and accuracy in language arts and all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in speaking. In order r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/speaking. The ELL speaks in a variety
modes for a variety of purposes with an wareness of different language registers ormal/informal) using vocabulary with increasing uency and accuracy in language arts and all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in speaking. In order r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/speaking. The ELL speaks in a variety
modes for a variety of purposes with an wareness of different language registers ormal/informal) using vocabulary with increasing uency and accuracy in language arts and all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in speaking. In order r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
Student Expectation
(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade- appropriate academic topics
(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade- appropriate academic topics
(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade- appropriate academic topics
(H) narrate, describe, and explain with increasing specificity and detail as more English is acquired
Breakout
(1) express opinions ranging from communicating single words and short phrases
to participating in
extended discussions on a variety of social and grade- appropriate academic topics
(2) express ideas ranging from communicating
single words and short phrases to participating in extended discussions on a variety of social and grade- appropriate academic topics
(3) express feelings ranging from communicating single words and short phrases
to participating in
extended discussions on a variety of social and grade- appropriate academic topics
(1) narrate with increasing specificity and detail as more English is acquired
Required Grade Level
T: 9-12
T: 9-12
NA
NA
Component ISBN
Page (s)
nowledge and Skills Statement
Specific Location
Student Expectation
) Cross-curricular second language cquisition/speaking. The ELL speaks in a variety
modes for a variety of purposes with an wareness of different language registers ormal/informal) using vocabulary with increasing uency and accuracy in language arts and all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in speaking. In order r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/speaking. The ELL speaks in a variety
modes for a variety of purposes with an wareness of different language registers ormal/informal) using vocabulary with increasing uency and accuracy in language arts and all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in speaking. In order r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/speaking. The ELL speaks in a variety
modes for a variety of purposes with an wareness of different language registers ormal/informal) using vocabulary with increasing uency and accuracy in language arts and all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in speaking. In order r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/speaking. The ELL speaks in a variety
modes for a variety of purposes with an wareness of different language registers ormal/informal) using vocabulary with increasing uency and accuracy in language arts and all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in speaking. In order r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
(H) narrate, describe, and explain with increasing specificity and detail as more English is acquired
(H) narrate, describe, and explain with increasing specificity and detail as more English is acquired
(I) adapt spoken language appropriately for formal and informal purposes
(I) adapt spoken language appropriately for formal and informal purposes
Breakout
(2) describe with increasing specificity and detail as more English is acquired
(3) explain with increasing specificity and detail as more English is acquired
(1) adapt spoken language appropriately for formal purposes
(2) adapt spoken language appropriately for informal purposes
Required Grade Level
NA
T: 9-12 S: 9-12
NA
NA
Component ISBN
9781305096691
Page (s)
nowledge and Skills Statement
Specific Location
) Cross-curricular second language cquisition/speaking. The ELL speaks in a variety
modes for a variety of purposes with an wareness of different language registers ormal/informal) using vocabulary with increasing uency and accuracy in language arts and all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in speaking. In order r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/speaking. The ELL speaks in a variety
modes for a variety of purposes with an wareness of different language registers ormal/informal) using vocabulary with increasing uency and accuracy in language arts and all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in speaking. In order r the ELL to meet grade-level learning xpectations across the foundation and
nrichment curriculum, all instruction delivered in nglish must be linguistically accommodated ommunicated, sequenced, and scaffolded) ommensurate with the student's level of English nguage proficiency. The student is expected to:
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
Student Expectation
(J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment
(J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment
(A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound- letter relationships and identifying cognates, affixes, roots and base words
(A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound- letter relationships and identifying cognates, affixes, roots and base words
Breakout
(1) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept attainment
(2) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce language attainment
(1) learn relationships between sounds and letters of the English language
(2) decode (sound out) words using a combination of skills
Required Grade Level
NA
N/A
NA
NA
Component ISBN
Page (s)
nowledge and Skills Statement
Specific Location
Student Expectation
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
(B) recognize directionality of English reading such as left to right and top to bottom
(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
Breakout
(1) recognize directionality of English reading
(1) develop basic sight vocabulary used routinely in written classroom materials
(2) derive meaning of environmental print
(3) comprehend English vocabulary used routinely in written classroom materials
Required Grade Level
NA
T: 9-12 S: 9-12
T: 9-12 S: 9-12
T: 9-12 S: 9-12
Component ISBN
9781305096691
9781305096691
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
9781305096691
Page (s)
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
nowledge and Skills Statement
Specific Location
Student Expectation
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
(D) use prereading supports such as graphic organizers, illustrations, and pretaught topic- related vocabulary and other prereading activities to enhance comprehension of written text
(E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
(F) use visual and contextual support and support from peers and teachers to read grade- appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
Breakout
(4) comprehend English language structures used routinely in written classroom materials
(1) use prereading supports to enhance comprehension of written text
(1) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
(1) use visual and contextual support to read grade-appropriate content area text
Required Grade Level
T: 9-12 S: 9-12
T: 9-12 S: 9-12
T: 9-12
T: 9-12 S: 9-12
Component ISBN
9781305096691
9781305096691
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
9781305096691
Page (s)
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
nowledge and Skills Statement
Specific Location
Student Expectation
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
(F) use visual and contextual support and support from peers and teachers to read grade- appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
(F) use visual and contextual support and support from peers and teachers to read grade- appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
(F) use visual and contextual support and support from peers and teachers to read grade- appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
(F) use visual and contextual support and support from peers and teachers to read grade- appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
Breakout
(2) use visual and contextual support to enhance and confirm understanding
(3) use visual and contextual support to develop vocabulary needed to comprehend increasingly challenging language
(4) use visual and contextual support to develop grasp of language structures needed to comprehend increasingly challenging language
(5) use visual and contextual support to develop background knowledge needed to comprehend increasingly challenging language
Required Grade Level
T: 9-12 S: 9-12
T: 9-12 S: 9-12
NA
T: 9-12 S: 9-12
Component ISBN
9781305096691
9781305096691
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
9781305096691
Page (s)
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
nowledge and Skills Statement
Specific Location
Student Expectation
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
(F) use visual and contextual support and support from peers and teachers to read grade- appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
(F) use visual and contextual support and support from peers and teachers to read grade- appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
(F) use visual and contextual support and support from peers and teachers to read grade- appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
(F) use visual and contextual support and support from peers and teachers to read grade- appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
Breakout
(6) use support from peers and teachers to read grade-appropriate content area text
(7) use support from peers and teachers to enhance and confirm understanding
(8) use support from peers and teachers to develop vocabulary needed to comprehend increasingly challenging language
(9) use support from peers and teachers to develop grasp of language structures needed to comprehend increasingly challenging language
Required Grade Level
T: 9-12 S: 9-12
T: 9-12 S: 9-12
T: 9-12 S: 9-12
T: 9-12 S: 9-12
Component ISBN
9781305096691
9781305096691
9781305096691
9781305096691
Page (s)
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
nowledge and Skills Statement
Specific Location
Student Expectation
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
(F) use visual and contextual support and support from peers and teachers to read grade- appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
Breakout
(10) use support from peers and teachers to develop background knowledge needed to comprehend increasingly challenging language
(1) demonstrate comprehension of increasingly complex English by participating in shared reading commensurate with content area and grade level needs
(2) demonstrate comprehension of increasingly complex English by retelling or summarizing material commensurate with content area and grade level needs
(3) demonstrate comprehension of increasingly complex English by responding to questions commensurate with content area and grade level needs
Required Grade Level
T: 9-12 S: 9-12
NA
T: 9-12 S: 9-12
T: 9-12 S: 9-12
Component ISBN
9781305096691
9781305096691
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
9781305096691
Page (s)
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
nowledge and Skills Statement
Specific Location
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
http://www.cenga com/math/book_ tent/ap_math/act ies_tx_elps.pdf
Student Expectation
(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
(H) read silently with increasing ease and comprehension for longer periods
(H) read silently with increasing ease and comprehension for longer periods
(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text and distinguishing main ideas from details commensurate with content area needs
Breakout
(4) demonstrate comprehension of increasingly complex English by taking notes commensurate with content area and grade level needs
(1) read silently with increasing ease for longer periods
(2) read silently with increasing comprehension for longer periods
(1) demonstrate English comprehension by employing basic reading skills commensurate with content area needs
Required Grade Level
T: 9-12 S: 9-12
NA
NA
NA
Component ISBN
9781305096691
Page (s)
nowledge and Skills Statement
Specific Location
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
) Cross-curricular second language cquisition/reading. The ELL reads a variety of
xts for a variety of purposes with an increasing vel of comprehension in all content areas. ELLs ay be at the beginning, intermediate, advanced,
advanced high stage of English language cquisition in reading. In order for the ELL to meet
ade-level learning expectations across the undation and enrichment curriculum, all struction delivered in English must be guistically accommodated (communicated,
equenced, and scaffolded) commensurate with
e student's level of English language proficiency.
or kindergarten and grade 1, certain of these udent expectations apply to text read aloud for udents not yet at the stage of decoding written xt. The student is expected to:
) Cross-curricular second language cquisition/writing. The ELL writes in a variety of
rms with increasing accuracy to effectively ddress a specific purpose and audience in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in writing. In order for e ELL to meet grade-level learning expectations cross foundation and enrichment curriculum, all struction delivered in English must be
guistically accommodated (communicated, equenced, and scaffolded) commensurate with
e student's level of English language proficiency. or kindergarten and grade 1, certain of these udent expectations do not apply until the student as reached the stage of generating original
ritten text using a standard writing system. The udent is expected to:
Student Expectation
(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text and distinguishing main ideas from details commensurate with content area needs
(J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
(K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade level needs
(A) learn relationships between sounds and letters of the English language to represent sounds when writing in English
Breakout
(2) expand reading skills commensurate with content area needs
(1) demonstrate English comprehension and expand reading skills by employing inferential skills
(1) demonstrate English comprehension and expand reading skills by employing analytical skills
(1) learn relationships between sounds and letters of the English language to represent sounds when writing in English
Required Grade Level
NA
NA
NA
NA
Component ISBN
Page (s)
nowledge and Skills Statement
Specific Location
) Cross-curricular second language cquisition/writing. The ELL writes in a variety of
rms with increasing accuracy to effectively ddress a specific purpose and audience in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in writing. In order for e ELL to meet grade-level learning expectations cross foundation and enrichment curriculum, all struction delivered in English must be
guistically accommodated (communicated, equenced, and scaffolded) commensurate with
e student's level of English language proficiency. or kindergarten and grade 1, certain of these udent expectations do not apply until the student as reached the stage of generating original
ritten text using a standard writing system. The udent is expected to:
) Cross-curricular second language cquisition/writing. The ELL writes in a variety of
rms with increasing accuracy to effectively ddress a specific purpose and audience in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in writing. In order for e ELL to meet grade-level learning expectations cross foundation and enrichment curriculum, all struction delivered in English must be
guistically accommodated (communicated, equenced, and scaffolded) commensurate with
e student's level of English language proficiency. or kindergarten and grade 1, certain of these udent expectations do not apply until the student as reached the stage of generating original
ritten text using a standard writing system. The udent is expected to:
) Cross-curricular second language cquisition/writing. The ELL writes in a variety of
rms with increasing accuracy to effectively ddress a specific purpose and audience in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in writing. In order for e ELL to meet grade-level learning expectations cross foundation and enrichment curriculum, all struction delivered in English must be
guistically accommodated (communicated, equenced, and scaffolded) commensurate with
e student's level of English language proficiency. or kindergarten and grade 1, certain of these udent expectations do not apply until the student as reached the stage of generating original
ritten text using a standard writing system. The udent is expected to:
) Cross-curricular second language cquisition/writing. The ELL writes in a variety of
rms with increasing accuracy to effectively ddress a specific purpose and audience in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in writing. In order for e ELL to meet grade-level learning expectations cross foundation and enrichment curriculum, all struction delivered in English must be
guistically accommodated (communicated, equenced, and scaffolded) commensurate with
e student's level of English language proficiency. or kindergarten and grade 1, certain of these udent expectations do not apply until the student as reached the stage of generating original
ritten text using a standard writing system. The udent is expected to:
Student Expectation
(B) write using newly acquired basic vocabulary and content- based grade-level vocabulary
(B) write using newly acquired basic vocabulary and content- based grade-level vocabulary
(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
Breakout
(1) write using newly acquired basic vocabulary
(2) write using content- based grade-level vocabulary
(1) spell familiar English words with increasing accuracy
(2) employ English spelling pattern with increasing accuracy as more English is acquired
Required Grade Level
NA
NA
NA
NA
Component ISBN
Page (s)
nowledge and Skills Statement
Specific Location
) Cross-curricular second language cquisition/writing. The ELL writes in a variety of
rms with increasing accuracy to effectively ddress a specific purpose and audience in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in writing. In order for e ELL to meet grade-level learning expectations cross foundation and enrichment curriculum, all struction delivered in English must be
guistically accommodated (communicated, equenced, and scaffolded) commensurate with
e student's level of English language proficiency. or kindergarten and grade 1, certain of these udent expectations do not apply until the student as reached the stage of generating original
ritten text using a standard writing system. The udent is expected to:
) Cross-curricular second language cquisition/writing. The ELL writes in a variety of
rms with increasing accuracy to effectively ddress a specific purpose and audience in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in writing. In order for e ELL to meet grade-level learning expectations cross foundation and enrichment curriculum, all struction delivered in English must be
guistically accommodated (communicated, equenced, and scaffolded) commensurate with
e student's level of English language proficiency. or kindergarten and grade 1, certain of these udent expectations do not apply until the student as reached the stage of generating original
ritten text using a standard writing system. The udent is expected to:
) Cross-curricular second language cquisition/writing. The ELL writes in a variety of
rms with increasing accuracy to effectively ddress a specific purpose and audience in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in writing. In order for e ELL to meet grade-level learning expectations cross foundation and enrichment curriculum, all struction delivered in English must be
guistically accommodated (communicated, equenced, and scaffolded) commensurate with
e student's level of English language proficiency. or kindergarten and grade 1, certain of these udent expectations do not apply until the student as reached the stage of generating original
ritten text using a standard writing system. The udent is expected to:
) Cross-curricular second language cquisition/writing. The ELL writes in a variety of
rms with increasing accuracy to effectively ddress a specific purpose and audience in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in writing. In order for e ELL to meet grade-level learning expectations cross foundation and enrichment curriculum, all struction delivered in English must be
guistically accommodated (communicated, equenced, and scaffolded) commensurate with
e student's level of English language proficiency. or kindergarten and grade 1, certain of these udent expectations do not apply until the student as reached the stage of generating original
ritten text using a standard writing system. The udent is expected to:
Student Expectation
(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade- level expectations as more English is acquired
(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade- level expectations as more English is acquired
(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade- level expectations as more English is acquired
Breakout
(3) employ English spelling rules with increasing accuracy as more English is acquired
(1) edit writing for standard grammar and usage, including subject- verb agreement commensurate with grade- level expectations as more English is acquired
(2) edit writing for standard grammar and usage, including pronoun agreement, commensurate with grade- level expectations as more English is acquired
(3) edit writing for standard grammar and usage, including appropriate verb tenses, commensurate with grade- level expectations as more English is acquired
Required Grade Level
NA
NA
NA
NA
Component ISBN
Page (s)
nowledge and Skills Statement
Specific Location
) Cross-curricular second language cquisition/writing. The ELL writes in a variety of
rms with increasing accuracy to effectively ddress a specific purpose and audience in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in writing. In order for e ELL to meet grade-level learning expectations cross foundation and enrichment curriculum, all struction delivered in English must be
guistically accommodated (communicated, equenced, and scaffolded) commensurate with
e student's level of English language proficiency. or kindergarten and grade 1, certain of these udent expectations do not apply until the student as reached the stage of generating original
ritten text using a standard writing system. The udent is expected to:
) Cross-curricular second language cquisition/writing. The ELL writes in a variety of
rms with increasing accuracy to effectively ddress a specific purpose and audience in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in writing. In order for e ELL to meet grade-level learning expectations cross foundation and enrichment curriculum, all struction delivered in English must be
guistically accommodated (communicated, equenced, and scaffolded) commensurate with
e student's level of English language proficiency. or kindergarten and grade 1, certain of these udent expectations do not apply until the student as reached the stage of generating original
ritten text using a standard writing system. The udent is expected to:
) Cross-curricular second language cquisition/writing. The ELL writes in a variety of
rms with increasing accuracy to effectively ddress a specific purpose and audience in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in writing. In order for e ELL to meet grade-level learning expectations cross foundation and enrichment curriculum, all struction delivered in English must be
guistically accommodated (communicated, equenced, and scaffolded) commensurate with
e student's level of English language proficiency. or kindergarten and grade 1, certain of these udent expectations do not apply until the student as reached the stage of generating original
ritten text using a standard writing system. The udent is expected to:
) Cross-curricular second language cquisition/writing. The ELL writes in a variety of
rms with increasing accuracy to effectively ddress a specific purpose and audience in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in writing. In order for e ELL to meet grade-level learning expectations cross foundation and enrichment curriculum, all struction delivered in English must be
guistically accommodated (communicated, equenced, and scaffolded) commensurate with
e student's level of English language proficiency. or kindergarten and grade 1, certain of these udent expectations do not apply until the student as reached the stage of generating original
ritten text using a standard writing system. The udent is expected to:
Student Expectation
(E) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations such as (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe -s) correctly; and, (iii) using negatives and contractions correctly
(F) write using a variety of grade- appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
(F) write using a variety of grade- appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
(F) write using a variety of grade- appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
Breakout
(1) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations
(1) write using a variety of grade-appropriate sentence lengths in increasingly accurate ways as more English is acquired
(2) write using a variety of grade-appropriate sentence patterns in increasingly accurate ways as more English is acquired
(3) write using a variety of grade-appropriate connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
Required Grade Level
NA
NA
NA
NA
Component ISBN
Page (s)
nowledge and Skills Statement
Specific Location
) Cross-curricular second language cquisition/writing. The ELL writes in a variety of
rms with increasing accuracy to effectively ddress a specific purpose and audience in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in writing. In order for e ELL to meet grade-level learning expectations cross foundation and enrichment curriculum, all struction delivered in English must be
guistically accommodated (communicated, equenced, and scaffolded) commensurate with
e student's level of English language proficiency. or kindergarten and grade 1, certain of these udent expectations do not apply until the student as reached the stage of generating original
ritten text using a standard writing system. The udent is expected to:
) Cross-curricular second language cquisition/writing. The ELL writes in a variety of
rms with increasing accuracy to effectively ddress a specific purpose and audience in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in writing. In order for e ELL to meet grade-level learning expectations cross foundation and enrichment curriculum, all struction delivered in English must be
guistically accommodated (communicated, equenced, and scaffolded) commensurate with
e student's level of English language proficiency. or kindergarten and grade 1, certain of these udent expectations do not apply until the student as reached the stage of generating original
ritten text using a standard writing system. The udent is expected to:
) Cross-curricular second language cquisition/writing. The ELL writes in a variety of
rms with increasing accuracy to effectively ddress a specific purpose and audience in all ontent areas. ELLs may be at the beginning,
termediate, advanced, or advanced high stage of nglish language acquisition in writing. In order for e ELL to meet grade-level learning expectations cross foundation and enrichment curriculum, all struction delivered in English must be
guistically accommodated (communicated, equenced, and scaffolded) commensurate with
e student's level of English language proficiency. or kindergarten and grade 1, certain of these udent expectations do not apply until the student as reached the stage of generating original
ritten text using a standard writing system. The udent is expected to:
Student Expectation
(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired
(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired
(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired
Breakout
(1) narrate with increasing specificity and detail to fulfill content area writing needs as more English is acquired
(2) describe with increasing specificity and detail to fulfill content area writing needs as more English is acquired
(3) explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired
Required Grade Level
NA
NA
NA
Component ISBN
Page (s)
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