The following standards covered in this unit are taken from the Connecticut English Language Proficiency (CELP) standards and the Connecticut Elementary and Secondary Social Studies Standards which are aligned to Connecticut’s Common Core State Standards (CCSS).
The CELP standards focus on critical language, knowledge about language, and language skills that students use throughout their education. CELP standards are organized with one main standard which is broken down into five different levels based on English language proficiency. Each level has a descriptor of what the student should be able to accomplish at the end of that level. Focus should be given to Levels 4 and 5 of each descriptor. ( See CELP Standards K-12 Progressions with Proficiency Descriptors by Standard found in the CT State Department of Education official website).
The Connecticut Elementary and Secondary Social Studies Standards are grounded in the inquiry arc outlined in the College, Career, and Civic Live (C3) Framework. Comprised of four dimensions, the inquiry arc defines both what students can do and understand. Students inquire, source, and demonstrate their understanding of the content, both in- and out-of-school contexts.
CELP.5-6. Standard 1. An EL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.
CELP.5-6. Standard 2. An EL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.
CELP.5-6. Standard 3. An EL can speak and write about grade-appropriate complex literary and informational texts and topics.
CELP. 5-6 Standard 4 An EL can construct grade-appropriate oral and written claims and support them with reasoning and evidence.
CELP.5-6. Standard 7. An EL can adapt language choices to purpose, task, and audience when speaking and writing.
CELP.5-6. Standard 8. An EL can determine the meaning of words and phrases in oral presentations and literary and informational text.
5.Inq.3.a. Gather relevant evidence from multiple sources about a person, event, or issue in United States history while using the origin, structure, and context to guide selection.
6.Inq.3.a. Gather relevant evidence from multiple sources using both print and digital resources and databases (e.g., origin, authority, structure, context).
6.Inq.3.b. Identify relevant evidence from multiple sources to support claims.
5-6.Inq.4.a. Construct arguments using claims and evidence from multiple sources about United States history.
5.Inq.4.b. Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.
5.Inq.4.c. Critique arguments and explanations.
6.Inq.4.b. Construct explanations using summary, sequence, and examples.
6.Inq.4.c. Critique arguments and explanations presented about events or issues in a world region.
6.Inq.4.d. Present arguments and explanations about a local, regional, or global problem to reach a target audience using print, oral, and digital technologies.
