INSTRUCTIONALFOCUSDOCUMENT

Chemistry
TITLE: Unit01:LaboratoryManagement

SUGGESTEDDURATION: 3days

UNITOVERVIEW
Thisunitbundlesstudentexpectationsthataddresssafety,theuseoftoolsandequipment,chemicalhazards,resourcedisposalandrecycling,andsciencenotebooking.Itis
designedtogivestudentsanoverviewofsafetyissuesthatarespecifictothelaboratorywheretheywillbeconductingtheirinvestigations.
Priortothisunit,studentshavehadmanyopportunitiesinpriorgradestolearnandapplysafetyrules,includingsafebehaviorandsafeuseofequipment,aswellashowto
organizestudentworkusingsciencenotebooks.
Duringthisunit,studentsdemonstratesafepractices,includingtheuseofpersonalprotectiveequipment,suchassafetygoggles.Theyalsolearnthelocationsanduseof
othertypesofsafetyequipment,suchasfireblankets,eyewashfountains,safetyshowers,andfireextinguishers.Studentsareintroducedtosafetyinformationcontainedin
MSDS/SDS.Studentsalsolearntoconserveanddisposeofmaterialsappropriately.Finally,studentsdeveloptheirownsciencenotebookstocollect,record,andanalyze
dataandinformation.
Note:PleaserefertotheTEKSResourceSystemResource,ScienceNotebooking:AReflectiveToolforAssessingStudentUnderstanding(Secondary)formoreinformation.
Afterthisunit,safetywillbetaughtandreinforcedeverytimestudentsworkinthelaboratoryorfieldsetting.Notebookingwillbeutilizedthroughouttheyearaswell.
Accordingtoresearch:
Laboratoryinvestigationsareessentialfortheeffectiveteachingandlearningofscience.Aschoollaboratoryinvestigation(lab)isanexperienceinthelaboratory,
classroom,orthefieldthatprovidesstudentswithopportunitiestointeractdirectlywithnaturalphenomenaorwithdatacollectedbyothersusingtools,materials,data
collectiontechniques,andmodels.
NationalResearchCouncil(NRC).2006.Americaslabreport:Investigationsinhighschoolscience.Washington,DC:NationalAcademyPress,p.3.
Inherentinlaboratory-basedactivitiesisthepotentialforinjury.StudiesshowthatsafetyinK12schoolscienceinstructionneedsimmediateandsignificantattention.
NationalScienceTeachersAssociation.(2010)NSTApositionstatement:Liabilityofscienceeducatorsforlaboratorysafety.Retrievedfrom
http://www.nsta.org/about/positions/liability.aspx.

OVERARCHINGUNDERSTANDINGSANDQUESTIONS
Asystemisacollectionofinteractive,interrelated,orinterdependentcycles,structures,and/orprocesses(considertheclassroom,laboratory,andnotebookassystems
safetybeingoneparameter).

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INSTRUCTIONALFOCUSDOCUMENT
Chemistry
TITLE: Unit01:LaboratoryManagement

SUGGESTEDDURATION: 3days

Howarethecomponentsandparametersofasystemdefined?
Howarethefunctionsofthecomponentsinasystemrelatedtothecycles,structures,and/orprocessesofthesystem?
Howaresystemsaffectedbychange(s)?
Howcanonesystembeconsideredacomponentofanothersystem?

Patternsofconstancyandchangeinsystemscanbeobserved,measured,and/ormodeled(giventheclassroom,laboratoryandnotebookaresystems,patternsofprotocols
andproceduresmayemerge).
Whyisitimportanttoobserve,measureand/ormodelpatternsofasystem?
Whatinformationdopatternsprovideaboutasystem(s)?

Asystemcanbedescribedbyitsbasicpropertiesandanalyzedintermsofinteractions(considertheclassroom,laboratory,andnotebookassystems).
Inwhatwayscanasystembedescribedbyitsproperties?
Howareinteractionswithinasystemanalyzed?
Inwhatwaysdointeractionsaffectthebasicpropertiesofasystem?

Scientificprocessesareusedtoexploreandunderstandasystem.
Whatmakesaprocessscientific?
Inwhatwayscanasystembescientificallyexamined?
Whichscientificprocessesaremostappropriatewhenstudyingasystemandwhy?
Whatsignificantconclusionscanbedrawnfrominvestigatingasystem?

Scientificdecision-makingisawayofansweringquestionsaboutsystemswithinthenaturalworld.

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INSTRUCTIONALFOCUSDOCUMENT
Chemistry
TITLE: Unit01:LaboratoryManagement

SUGGESTEDDURATION: 3days

Whoshouldbescientificallyliterateandwhy?
Whatdoesitmeantobescientificallyliterate?
Howdoesscientificdecision-makingaffectthequalityofourlives?
Whatdistinguishesdecision-makinginsciencefromdecision-makinginotherareasofstudy?

PERFORMANCEASSESSMENT(S)

OVERARCHINGCONCEPTS
UNITCONCEPTS
Systems

ChemistryUnit01PA01
ClickonthePAtitletoviewrelatedrubric.
Withinthesciencenotebook,useagraphicorganizer
todemonstrateknowledgeofsafelaboratorypractices
byidentifyingthepotentialimpactofnotadheringto
safetyrules.

Additionally,identifysafetyequipmentthatwouldbe
usedinpreventingorrespondingtoanincidentinyour
classroom/laboratoryandhoweachwouldbeused.

Finally,includeasummaryparagraphdiscussingthe
importanceofthesciencenotebookasan
organizationalandreflectivetoolinthestudyof
chemistry.

Standard(s): C.1A, C.1B, C.2I ELPS.c.5B,

ELPS.c.5E

UNITUNDERSTANDINGS
Scientificinvestigationsshouldbeconductedinasafe,environmentally
appropriate,andethicalmanner.

Processes

Patterns
Systems

Constancy

Whatshouldbeconsideredwhenappropriatelyconductinga
scientificinvestigationandwhy?

Scientificprocessesleadtovalidconclusions.
Whyisitimportantforascientisttomaintainthorough
documentationofallwork?

Patterns

Change
Patterns

AssociatedScientificInvestigationand
ReasoningProcesses

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INSTRUCTIONALFOCUSDOCUMENT
Chemistry
TITLE: Unit01:LaboratoryManagement
PERFORMANCEASSESSMENT(S)

SUGGESTEDDURATION: 3days
OVERARCHINGCONCEPTS
UNITCONCEPTS

UNITUNDERSTANDINGS

Demonstratesafety
Demonstrateconservation
Askquestions
Collectdata
Makeobservations
Organizedata
Thinkcritically
Communicatedata
Analyze,interpret,andevaluate
Communicateconclusions

MISCONCEPTIONS/UNDERDEVELOPEDCONCEPTS
Misconception:
Studentsmaythinkallchemicalsarehazardous.

UnderdevelopedConcept:
Studentsmayhavedifficultyunderstandingthatallmatterischemical.Studentsmayhavedifficultyunderstandingthattheamountofchemicalexposuredetermines
toxicity.

UNITVOCABULARY
KeyContentVocabulary:
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INSTRUCTIONALFOCUSDOCUMENT
Chemistry
TITLE: Unit01:LaboratoryManagement

SUGGESTEDDURATION: 3days

MSDSand/orSDS(Material)SafetyDataSheetsareinformationalsheetsprovidedforeachchemicalusedorstoredinthechemicallaboratoryand/orclassroom.
Thesearerequiredtobemadeavailablesothatthehazardpotential(suchasflammability,corrosiveness,radioactivity)canbeassessedandpropersafetyandclean-up
precautionstaken.
Personalprotectiveequipment(PPE)safetygoggles,aprons,gloves
RelatedVocabulary:
Corrosiveness
Disposal
Eyewashfountain
Fireblanket
Fireextinguisher
Flammability

Fumehood
Hazardpotential
Hazardstatement
Pictogram
Precautionarystatement

UNITASSESSMENTITEMS
UnitAssessmentItemsthathavebeenpublishedby
yourdistrictmaybeaccessedthrough SearchAll
ComponentsintheDistrictResourcestab.
Assessmentitemsmayalsobefoundusingthe
AssessmentCreatorifyourdistricthasgrantedaccess
tothattool.

Radioactivity
Recycling
Safetyshower
Signalwords
Toxicity

SYSTEMRESOURCES

OTHERRESOURCES

ScienceNotebooking:AReflectiveToolfor
AssessingStudentUnderstanding(SecondaryChemistry)
ChemistryUnit01SampleGuidingQuestions:
LaboratoryManagement

State:
TexasEducationAgency-TexasSafetyStandards:
KindergartenThroughGrade12,2ndEdition
http://www.tea.state.tx.us/index2.aspx?
id=5483(lookunderDocuments)

TEKS#

TEKS

UNITLEVELSPECIFICITY

SE#

Legend:

Legend:

Boldblacktextinitalics:Knowledgeand
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Bluetext:SupportingInformation/ClarificationsfromTCMPC(Specificity)
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INSTRUCTIONALFOCUSDOCUMENT
Chemistry
TITLE: Unit01:LaboratoryManagement

SUGGESTEDDURATION: 3days

TEKS#

TEKS

UNITLEVELSPECIFICITY

SE#

SkillsStatement(TEKS)
Bluetextinitalics:Unit-specificclarification
Boldblacktext:StudentExpectation(TEKS)
Blacktext:TexasEducationAgency(TEA)TexasCollegeandCareerReadinessStandards
(TxCCRS)NotesfromtheAmericanAssociationfortheAdvancementofScience(AAAS)
Project2061

Boldedredtextinitalics:Student
ExpectationidentifiedbyTEAasaReadiness
Standard
Boldedgreentextinitalics:Student
ExpectationidentifiedbyTEAasa
SupportingStandard
Strike-through:IndicatesportionsoftheStudent
Expectationthatarenotincludedinthisunitbut
aretaughtinpreviousorfutureunit(s)
C.1

Scientificprocesses.Thestudent,foratleast40%
ofinstructionaltime,conductslaboratoryandfield
investigationsusingsafe,environmentally
appropriate,andethicalpractices.Thestudentis
expectedto:

C.1A

Demonstratesafepracticesduringlaboratoryand
fieldinvestigations,includingtheappropriateuse
ofsafetyshowers,eyewashfountains,safety
goggles,andfireextinguishers.

Demonstrate
SAFEPRACTICESDURINGLABORATORYANDFIELDINVESTIGATIONS
Including,butnotlimitedto:
Usesafetyequipmentappropriately
Safetyshowers

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INSTRUCTIONALFOCUSDOCUMENT
Chemistry
TITLE: Unit01:LaboratoryManagement

SUGGESTEDDURATION: 3days

TEKS#

TEKS

UNITLEVELSPECIFICITY

SE#

Eyewashfountains
Safetygoggles
Fireextinguishers
Protectiveclothing(aprons,gloves)
Followclassroomsafetyguidelines,asoutlinedintheTexasEducationAgencyTexasSafety
Standards,2ndEdition
Usechemicalsandequipmentappropriately
C.1B

Knowspecifichazardsofchemicalsubstances
suchasflammability,corrosiveness,and
radioactivityassummarizedontheMaterial
SafetyDataSheets(MSDS).

Know
SPECIFICHAZARDSOFCHEMICALSUBSTANCES
Including,butnotlimitedto:
AssummarizedontheMaterialSafetyDataSheets(MSDS)/SafetyDataSheets(SDS)
Hazards
Flammability
Corrosiveness
Toxicity
Hazardscale(hazardidentification/statements)
Signalword(SDS)
Pictogram(SDS)
Precautionarystatements

C.1C

Demonstrateanunderstandingoftheuseand
conservationofresourcesandtheproperdisposal
orrecyclingofmaterials.

Demonstrate
ANUNDERSTANDINGOFTHEUSEANDCONSERVATIONOFRESOURCESANDTHEPROPER
DISPOSALORRECYCLINGOFMATERIALS

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INSTRUCTIONALFOCUSDOCUMENT
Chemistry
TITLE: Unit01:LaboratoryManagement

SUGGESTEDDURATION: 3days

TEKS#

TEKS

UNITLEVELSPECIFICITY

SE#

Including,butnotlimitedto:
Useandconservationofresources
Usemolecalculationstomeasurepreciseamountsofreactants
Properdisposalorrecyclingofmaterials
Disposal
Solidandliquidchemicalwaste
Brokenglassware
Spillcleanup
Recycling
Paperproducts
Plastics
Glass
Metals
C.2

Scientificprocesses.Thestudentusesscientific
methodstosolveinvestigativequestions.The
studentisexpectedto:

C.2I

Communicatevalidconclusionssupportedbythe
datathroughmethodssuchaslabreports,labeled
drawings,graphs,journals,summaries,oral
reports,andtechnology-basedreports.

Communicate
VALIDCONCLUSIONSSUPPORTEDBYDATA
Including,butnotlimitedto:
Communicateconclusionsinwrittenandgraphicforms
Useessentialvocabularyofthedisciplinetocommunicateconclusions
Useappropriatewritingpracticesconsistentwithscientificwriting
Presentscientificinformationinappropriateformatsforvariousaudiences

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INSTRUCTIONALFOCUSDOCUMENT
Chemistry
TITLE: Unit01:LaboratoryManagement

SUGGESTEDDURATION: 3days

TEKS#

TEKS

UNITLEVELSPECIFICITY

SE#

Variousmethodsforcommunicatingconclusions
Journals(sciencenotebooks)
Summaries
Note(s):
TxCCRS:
IV.NatureofScience:ScientificWaysofLearningandThinkingE1Useseveral
modesofexpressiontodescribeorcharacterizenaturalpatternsandphenomena.These
modesofexpressionincludenarrative,numerical,graphical,pictorial,symbolic,and
kinesthetic.

ELPS#

SUBSECTIONC:CROSS-CURRICULARSECONDLANGUAGEACQUISITIONESSENTIALKNOWLEDGEANDSKILLS.

TheEnglishLanguageProficiencyStandards(ELPS),asrequiredby19TexasAdministrativeCode,Chapter74,SubchapterA,74.4,outlineEnglishlanguage
proficiencyleveldescriptorsandstudentexpectationsforEnglishlanguagelearners(ELLs).SchooldistrictsarerequiredtoimplementELPSasanintegralpartof
eachsubjectintherequiredcurriculum.
Schooldistrictsshallprovideinstructionintheknowledgeandskillsofthefoundationandenrichmentcurriculuminamannerthatislinguisticallyaccommodated
commensuratewiththestudentslevelsofEnglishlanguageproficiencytoensurethatthestudentlearnstheknowledgeandskillsintherequiredcurriculum.
Schooldistrictsshallprovidecontent-basedinstructionincludingthecross-curricularsecondlanguageacquisitionessentialknowledgeandskillsinsubsection(c)ofthe
ELPSinamannerthatislinguisticallyaccommodatedtohelpthestudentacquireEnglishlanguageproficiency.
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4
ChooseappropriateELPStosupportinstruction.
ELPS.c.1

TheELLuseslanguagelearningstrategiestodevelopanawarenessofhisorherownlearningprocessesinallcontentareas.InorderfortheELL
tomeetgrade-levellearningexpectationsacrossthefoundationandenrichmentcurriculum,allinstructiondeliveredinEnglishmustbe
linguisticallyaccommodated(communicated,sequenced,andscaffolded)commensuratewiththestudent'slevelofEnglishlanguageproficiency.

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INSTRUCTIONALFOCUSDOCUMENT
Chemistry
TITLE: Unit01:LaboratoryManagement
ELPS#

SUGGESTEDDURATION: 3days

SUBSECTIONC:CROSS-CURRICULARSECONDLANGUAGEACQUISITIONESSENTIALKNOWLEDGEANDSKILLS.
Thestudentisexpectedto:

ELPS.c.1A

usepriorknowledgeandexperiencestounderstandmeaningsinEnglish

ELPS.c.1B

monitororalandwrittenlanguageproductionandemployself-correctivetechniquesorotherresources

ELPS.c.1C

usestrategiclearningtechniquessuchasconceptmapping,drawing,memorizing,comparing,contrasting,andreviewingtoacquirebasicand
grade-levelvocabulary

ELPS.c.1D

speakusinglearningstrategiessuchasrequestingassistance,employingnon-verbalcues,andusingsynonymsandcircumlocution(conveying
ideasbydefiningordescribingwhenexactEnglishwordsarenotknown)

ELPS.c.1E

internalizenewbasicandacademiclanguagebyusingandreusingitinmeaningfulwaysinspeakingandwritingactivitiesthatbuildconcept
andlanguageattainment

ELPS.c.1F

useaccessiblelanguageandlearnnewandessentiallanguageintheprocess

ELPS.c.1G

demonstrateanincreasingabilitytodistinguishbetweenformalandinformalEnglishandanincreasingknowledgeofwhentouseeachone
commensuratewithgrade-levellearningexpectations

ELPS.c.1H

developandexpandrepertoireoflearningstrategiessuchasreasoninginductivelyordeductively,lookingforpatternsinlanguage,and
analyzingsayingsandexpressionscommensuratewithgrade-levellearningexpectations.

ELPS.c.2

TheELLlistenstoavarietyofspeakersincludingteachers,peers,andelectronicmediatogainanincreasinglevelofcomprehensionofnewly
acquiredlanguageinallcontentareas.ELLsmaybeatthebeginning,intermediate,advanced,oradvancedhighstageofEnglishlanguage
acquisitioninlistening.InorderfortheELLtomeetgrade-levellearningexpectationsacrossthefoundationandenrichmentcurriculum,all
instructiondeliveredinEnglishmustbelinguisticallyaccommodated(communicated,sequenced,andscaffolded)commensuratewiththe
student'slevelofEnglishlanguageproficiency.Thestudentisexpectedto:

ELPS.c.2A

distinguishsoundsandintonationpatternsofEnglishwithincreasingease

ELPS.c.2B

recognizeelementsoftheEnglishsoundsysteminnewlyacquiredvocabularysuchaslongandshortvowels,silentletters,andconsonant
clusters

ELPS.c.2C

learnnewlanguagestructures,expressions,andbasicandacademicvocabularyheardduringclassroominstructionandinteractions

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INSTRUCTIONALFOCUSDOCUMENT
Chemistry
TITLE: Unit01:LaboratoryManagement
ELPS#

SUGGESTEDDURATION: 3days

SUBSECTIONC:CROSS-CURRICULARSECONDLANGUAGEACQUISITIONESSENTIALKNOWLEDGEANDSKILLS.

ELPS.c.2D

monitorunderstandingofspokenlanguageduringclassroominstructionandinteractionsandseekclarificationasneeded

ELPS.c.2E

usevisual,contextual,andlinguisticsupporttoenhanceandconfirmunderstandingofincreasinglycomplexandelaboratedspokenlanguage

ELPS.c.2F

listentoandderivemeaningfromavarietyofmediasuchasaudiotape,video,DVD,andCDROMtobuildandreinforceconceptand
languageattainment

ELPS.c.2G

understandthegeneralmeaning,mainpoints,andimportantdetailsofspokenlanguagerangingfromsituationsinwhichtopics,language,
andcontextsarefamiliartounfamiliar

ELPS.c.2H

understandimplicitideasandinformationinincreasinglycomplexspokenlanguagecommensuratewithgrade-levellearningexpectations

ELPS.c.2I

demonstratelisteningcomprehensionofincreasinglycomplexspokenEnglishbyfollowingdirections,retellingorsummarizingspoken
messages,respondingtoquestionsandrequests,collaboratingwithpeers,andtakingnotescommensuratewithcontentandgrade-level
needs.

ELPS.c.3

TheELLspeaksinavarietyofmodesforavarietyofpurposeswithanawarenessofdifferentlanguageregisters(formal/informal)usingvocabulary
withincreasingfluencyandaccuracyinlanguageartsandallcontentareas.ELLsmaybeatthebeginning,intermediate,advanced,oradvanced
highstageofEnglishlanguageacquisitioninspeaking.InorderfortheELLtomeetgrade-levellearningexpectationsacrossthefoundationand
enrichmentcurriculum,allinstructiondeliveredinEnglishmustbelinguisticallyaccommodated(communicated,sequenced,andscaffolded)
commensuratewiththestudent'slevelofEnglishlanguageproficiency.Thestudentisexpectedto:

ELPS.c.3A

practiceproducingsoundsofnewlyacquiredvocabularysuchaslongandshortvowels,silentletters,andconsonantclusterstopronounce
Englishwordsinamannerthatisincreasinglycomprehensible

ELPS.c.3B

expandandinternalizeinitialEnglishvocabularybylearningandusinghigh-frequencyEnglishwordsnecessaryforidentifyinganddescribing
people,places,andobjects,byretellingsimplestoriesandbasicinformationrepresentedorsupportedbypictures,andbylearningandusing
routinelanguageneededforclassroomcommunication

ELPS.c.3C

speakusingavarietyofgrammaticalstructures,sentencelengths,sentencetypes,andconnectingwordswithincreasingaccuracyandeaseas
moreEnglishisacquired

ELPS.c.3D

speakusinggrade-levelcontentareavocabularyincontexttointernalizenewEnglishwordsandbuildacademiclanguageproficiency

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INSTRUCTIONALFOCUSDOCUMENT
Chemistry
TITLE: Unit01:LaboratoryManagement
ELPS#

SUGGESTEDDURATION: 3days

SUBSECTIONC:CROSS-CURRICULARSECONDLANGUAGEACQUISITIONESSENTIALKNOWLEDGEANDSKILLS.

ELPS.c.3E

shareinformationincooperativelearninginteractions

ELPS.c.3F

askandgiveinformationrangingfromusingaverylimitedbankofhigh-frequency,high-need,concretevocabulary,includingkeywordsand
expressionsneededforbasiccommunicationinacademicandsocialcontexts,tousingabstractandcontent-basedvocabularyduring
extendedspeakingassignments

ELPS.c.3G

expressopinions,ideas,andfeelingsrangingfromcommunicatingsinglewordsandshortphrasestoparticipatinginextendeddiscussionson
avarietyofsocialandgrade-appropriateacademictopics

ELPS.c.3H

narrate,describe,andexplainwithincreasingspecificityanddetailasmoreEnglishisacquired

ELPS.c.3I

adaptspokenlanguageappropriatelyforformalandinformalpurposes

ELPS.c.3J

respondorallytoinformationpresentedinawidevarietyofprint,electronic,audio,andvisualmediatobuildandreinforceconceptand
languageattainment.

ELPS.c.4

TheELLreadsavarietyoftextsforavarietyofpurposeswithanincreasinglevelofcomprehensioninallcontentareas.ELLsmaybeatthe
beginning,intermediate,advanced,oradvancedhighstageofEnglishlanguageacquisitioninreading.InorderfortheELLtomeetgrade-level
learningexpectationsacrossthefoundationandenrichmentcurriculum,allinstructiondeliveredinEnglishmustbelinguisticallyaccommodated
(communicated,sequenced,andscaffolded)commensuratewiththestudent'slevelofEnglishlanguageproficiency.ForKindergartenandGrade1,
certainofthesestudentexpectationsapplytotextreadaloudforstudentsnotyetatthestageofdecodingwrittentext.Thestudentisexpectedto:

ELPS.c.4A

learnrelationshipsbetweensoundsandlettersoftheEnglishlanguageanddecode(soundout)wordsusingacombinationofskillssuchas
recognizingsound-letterrelationshipsandidentifyingcognates,affixes,roots,andbasewords

ELPS.c.4B

recognizedirectionalityofEnglishreadingsuchaslefttorightandtoptobottom

ELPS.c.4C

developbasicsightvocabulary,derivemeaningofenvironmentalprint,andcomprehendEnglishvocabularyandlanguagestructuresused
routinelyinwrittenclassroommaterials

ELPS.c.4D

useprereadingsupportssuchasgraphicorganizers,illustrations,andpretaughttopic-relatedvocabularyandotherprereadingactivitiesto
enhancecomprehensionofwrittentext

ELPS.c.4E

readlinguisticallyaccommodatedcontentareamaterialwithadecreasingneedforlinguisticaccommodationsasmoreEnglishislearned

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INSTRUCTIONALFOCUSDOCUMENT
Chemistry
TITLE: Unit01:LaboratoryManagement
ELPS#

SUGGESTEDDURATION: 3days

SUBSECTIONC:CROSS-CURRICULARSECONDLANGUAGEACQUISITIONESSENTIALKNOWLEDGEANDSKILLS.

ELPS.c.4F

usevisualandcontextualsupportandsupportfrompeersandteacherstoreadgrade-appropriatecontentareatext,enhanceandconfirm
understanding,anddevelopvocabulary,graspoflanguagestructures,andbackgroundknowledgeneededtocomprehendincreasingly
challenginglanguage

ELPS.c.4G

demonstratecomprehensionofincreasinglycomplexEnglishbyparticipatinginsharedreading,retellingorsummarizingmaterial,responding
toquestions,andtakingnotescommensuratewithcontentareaandgradelevelneeds

ELPS.c.4H

readsilentlywithincreasingeaseandcomprehensionforlongerperiods

ELPS.c.4I

demonstrateEnglishcomprehensionandexpandreadingskillsbyemployingbasicreadingskillssuchasdemonstratingunderstandingof
supportingideasanddetailsintextandgraphicsources,summarizingtext,anddistinguishingmainideasfromdetailscommensuratewith
contentareaneeds

ELPS.c.4J

demonstrateEnglishcomprehensionandexpandreadingskillsbyemployinginferentialskillssuchaspredicting,makingconnectionsbetween
ideas,drawinginferencesandconclusionsfromtextandgraphicsources,andfindingsupportingtextevidencecommensuratewithcontent
areaneeds

ELPS.c.4K

demonstrateEnglishcomprehensionandexpandreadingskillsbyemployinganalyticalskillssuchasevaluatingwritteninformationand
performingcriticalanalysescommensuratewithcontentareaandgrade-levelneeds.

ELPS.c.5

TheELLwritesinavarietyofformswithincreasingaccuracytoeffectivelyaddressaspecificpurposeandaudienceinallcontentareas.ELLsmay
beatthebeginning,intermediate,advanced,oradvancedhighstageofEnglishlanguageacquisitioninwriting.InorderfortheELLtomeetgradelevellearningexpectationsacrossfoundationandenrichmentcurriculum,allinstructiondeliveredinEnglishmustbelinguisticallyaccommodated
(communicated,sequenced,andscaffolded)commensuratewiththestudent'slevelofEnglishlanguageproficiency.ForKindergartenandGrade1,
certainofthesestudentexpectationsdonotapplyuntilthestudenthasreachedthestageofgeneratingoriginalwrittentextusingastandard
writingsystem.Thestudentisexpectedto:

ELPS.c.5A

learnrelationshipsbetweensoundsandlettersoftheEnglishlanguagetorepresentsoundswhenwritinginEnglish

ELPS.c.5B

writeusingnewlyacquiredbasicvocabularyandcontent-basedgrade-levelvocabulary

ELPS.c.5C

spellfamiliarEnglishwordswithincreasingaccuracy,andemployEnglishspellingpatternsandruleswithincreasingaccuracyasmoreEnglish
isacquired

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INSTRUCTIONALFOCUSDOCUMENT
Chemistry
TITLE: Unit01:LaboratoryManagement
ELPS#

SUGGESTEDDURATION: 3days

SUBSECTIONC:CROSS-CURRICULARSECONDLANGUAGEACQUISITIONESSENTIALKNOWLEDGEANDSKILLS.

ELPS.c.5D

editwritingforstandardgrammarandusage,includingsubject-verbagreement,pronounagreement,andappropriateverbtenses
commensuratewithgrade-levelexpectationsasmoreEnglishisacquired

ELPS.c.5E

employincreasinglycomplexgrammaticalstructuresincontentareawritingcommensuratewithgrade-levelexpectations,suchas:

ELPS.c.5F

writeusingavarietyofgrade-appropriatesentencelengths,patterns,andconnectingwordstocombinephrases,clauses,andsentencesin
increasinglyaccuratewaysasmoreEnglishisacquired

ELPS.c.5G

narrate,describe,andexplainwithincreasingspecificityanddetailtofulfillcontentareawritingneedsasmoreEnglishisacquired.

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