PIONEERS, P.R. and ISLAND IDENTITIES

110.7 Introduction

(4) English language learners (ELLs) are expected to meet standards in a second language; however,
their proficiency in English influences the ability to meet these standards. To demonstrate this
knowledge throughout the stages of English language acquisition, comprehension of text requires
additional scaffolds such as adapted text, translations, native language support, cognates,
summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of
comprehensible input. ELLs can and should be encouraged to use knowledge of their first 
language to enhance vocabulary development; vocabulary needs to be in the context of connected
discourse so that it is meaningful. Strategic use of the student's first language is important to
ensure linguistic, affective, cognitive, and academic development in English.

SLAR 5.8/ Translanguaging scaffolds and side-by-side analysis per best practices.

ELAR 5.8 - Foundational Language Skills (L1 and L2)

(3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and
thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is
expected to:
(A) use print or digital resources to determine meaning, syllabication, pronunciation, and
word origin;
(B) use context within and beyond a sentence to determine the relevant meaning of
unfamiliar words or multiple-meaning words;
(C) identify the meaning of and use words with affixes such as trans-, super-, -ive, and -logy
and roots such as geo and photo; and
(D) identify, use, and explain the meaning of adages and puns.
(4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and
thinking--fluency. The student reads grade-level text with fluency and comprehension. The
student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading gradelevel text.
(5) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and
thinking--self-sustained reading. The student reads grade-appropriate texts independently. The
student is expected to self-select text and read independently for a sustained period of time.
(6) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts.
The student uses metacognitive skills to both develop and deepen comprehension of increasingly
complex texts. The student is expected to:
(A) establish purpose for reading assigned and self-selected texts;
(B) generate questions about text before, during, and after reading to deepen understanding
and gain information;
(C) make and correct or confirm predictions using text features, characteristics of genre, and
structures;
(D) create mental images to deepen understanding;
(E) make connections to personal experiences, ideas in other texts, and society;
(F) make inferences and use evidence to support understanding;

MATH 5.3 (D) represent multiplication of decimals with products to the hundredths using objects and
pictorial models, including area models;

(E) solve for products of decimals to the hundredths, including situations involving money,
using strategies based on place-value understandings, properties of operations, and the
relationship to the multiplication of whole numbers;

MATH 5.10

(10) Personal financial literacy. The student applies mathematical process standards to manage one's
financial resources effectively for lifetime financial security. The student is expected to:
(A) define income tax, payroll tax, sales tax, and property tax;
(B) explain the difference between gross income and net income;
(C) identify the advantages and disadvantages of different methods of payment, including
check, credit card, debit card, and electronic payments;
(D) develop a system for keeping and using financial records;
(E) describe actions that might be taken to balance a budget when expenses exceed income;

SCI 5.8  Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. (and Weather)

SOCIAL STUDIES: 

(8) Geography. The student understands how people adapt to and modify their environment. The
student is expected to:
(A) describe how and why people have adapted to and modified their environment in the
United States such as the use of human resources to meet basic needs; and
(B) analyze the positive and negative consequences of human modification of the
environment in the United States

22(B) identify how scientific discoveries, technological innovations, and the rapid growth of
technology industries have advanced the economic development of the United States,
including the transcontinental railroad and the space program; and

(23) Social studies skills. The student applies critical-thinking skills to organize and use information
acquired from a variety of valid sources, including technology. The student is expected to:
(A) differentiate between, locate, and use valid primary and secondary sources such as
technology; interviews; biographies; oral, print, and visual material; documents; and
artifacts to acquire information about the United States.