Hello, Guest!

Instructional Focus Document
Kindergarten Mathematics
TITLE : Unit 03: Introducing and Developing Numbers 6 – 10 and Reciting Numbers to 60 SUGGESTED DURATION : 14 days

Unit Overview

Introduction
This unit bundles student expectations that address the foundational skills for developing an understanding of numbers 0 – 10, counting forward and backward 1 – 10, cardinality, subitizing, conservation of set, comparing numbers and sets of objects using comparative language, and generating numbers or sets of objects less than or greater than a given amount. This unit also includes the student expectation that addresses reciting numbers up to 60 by ones beginning with any number. According to the Texas Education Agency, mathematical process standards including application, a problem-solving model, tools and techniques, communication, representations, relationships, and justifications should be integrated (when applicable) with content knowledge and skills so that students are prepared to use mathematics in everyday life, society, and the workplace.

Prior to this Unit
In Unit 01, students began to investigate the foundational skills for understanding and using numbers from 0 to 5 and recited numbers up to 30 by ones beginning with any given number.

During this Unit
Students are introduced to the numbers 6 – 10. They use sets of objects up to 10 to further develop an understanding of the concepts of cardinality, meaning that the last number said when counting a set of objects names the number of objects; hierarchical inclusion, meaning each prior number in the counting sequence is included in the set as the set increases; and conservation of set, meaning if the same number of objects are counted and then rearranged, the quantity of objects in the set does not change. Students apply cardinality, hierarchical inclusion, and conservation of set as they continue to explore the true meaning of numbers. Students count forward and backward to 10 with and without objects, as well as read, write, and represent the numbers. Students also compose and decompose numbers up to 10 using objects and pictures, which parallels the development of subitizing, meaning instantly recognizing the number being represented by a small quantity of objects in random and organized arrangements. Students apply all of these skills as they consider magnitude, or relative size, to compare sets of objects up to 10 and generate a set of objects and pictures that is more than, less than, or equal to a given number. Students use comparative language to describe the comparison of numbers represented using objects, pictures, or numerals. When given a number up to 10, students are expected to generate a number that is one more than or one less than a given number. Along with the investigation of number and quantity, students are expected to recite numbers up to 60 by ones beginning with any number. Practice with rote reciting of numbers and learning the correct sequence of numbers aids in developing the foundation for meaningful counting strategies.

After this Unit
In Unit 06, students will continue to develop the foundations of number as they extend their number set to include 11 to 15 and extend reciting numbers up to 90 by ones beginning with any number.

Additional Notes
In Kindergarten, reciting numbers up to 60, reading, writing, and representing numbers, cardinality, subitizing, and comparing and describing sets of objects are foundational concepts that are subsumed within the Kindergarten Texas Response to Curriculum Focal Points (TxRCFP): Developing an understanding of whole numbers. Counting forward and backward with and without objects, composing and decomposing numbers, and generating numbers and sets of objects that are more than, less than, or equal to an original quantity are also subsumed within the Kindergarten Texas Response to Curriculum Focal Points (TxRCFP): Developing an understanding of whole numbers as well as the Kindergarten Texas Response to Curriculum Focal Points (TxRCFP): Developing an understanding of addition and subtraction. This unit is supporting the development of the Texas College and Career Readiness Standards (TxCCRS): I.A. Numeric Reasoning – Number representation and IX. Communication and Representation.

Research
According to Van De Walle (2006), “To conceptualize a number as being made up of two or more parts is the most important relationship that can be developed about numbers” (p. 43). This understanding provides the foundation for basic fact strategies that occur in Grades 1 and 2. With the development of relationships, comes the understanding that numbers are not distinct from each other. This understanding, that numbers build by one and are parts of other numbers, is known as hierarchical inclusion. This concept provides the foundation for the idea of counting by starting with any given number which is essential for efficient operations with numbers. According to the National Council of Teachers of Mathematics (2010), “This more sophisticated counting reflects an understanding of the meaning of each number word in the sequence as it represents a number that is ‘one more than’ the preceding number word in the sequence” (p. 28).

 

National Council of Teachers of Mathematics. (2010). Developing essential understanding of number and numeration pre-k – grade 2. Reston, VA: National Council of Teachers of Mathematics, Inc.
Texas Education Agency & Texas Higher Education Coordinating Board. (2009). Texas college and career readiness standards. Retrieved from http://www.thecb.state.tx.us/index.cfm?objectid=E21AB9B0-2633-11E8-BC500050560100A9
Texas Education Agency. (2013). Texas response to curriculum focal points for kindergarten through grade 8 mathematics. Retrieved from https://www.texasgateway.org/resource/txrcfp-texas-response-curriculum-focal-points-k-8-mathematics-revised-2013
Van de Walle, J., & Lovin, L. (2006). Teaching student-centered mathematics grades k – 3. Boston, MA: Pearson Education, Inc.


  • Numeracy requires the ability to work flexibly with quantities in order to recognize, reason, and solve situations of varying contexts in everyday life, society, and the work place. 
    • How is numeracy like literacy?
    • What are some examples of numeracy in everyday life, society, and the work place?
    • How does context influence understanding of a quantity?
    • Why is the ability to work flexibly with quantities essential to developing the foundations of numeracy?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)
  • A thorough understanding of counting involves integrating different skills or characteristics of numbers and is foundational and essential for continued work with numbers (counting numbers through 10).
    • What relationships exist between numbers in the proper counting sequence?
    • What strategies can be used to keep track of the count when counting a set of objects?
    • Why are tracking strategies important in counting a set of objects?
    • How does starting the count with a different object affect the count?
    • How does rearranging the set of objects affect the count?
  • The ability to recognize and represent numbers in various forms develops the understanding of equivalence and allows for working flexibly with numbers in order to communicate and reason about the value of the number (whole numbers through 10).
    • What are some ways a number can be represented?
    • Why can a number vary in representation but the value of the number stay the same?
    • Why is it important to be able to recognize and create a variety of representations for a quantity?
    • How could representing a number using …
      • concrete models
      • pictorial models
      … improve understanding and communicating about the value of a number and the equivalence of the representations?
  • Number
    • Composition and Decomposition of Numbers
    • Number
      • Counting (natural) numbers
      • Whole numbers
    • Number Recognition and Counting
      • Sequence
      • Cardinality
      • Conservation of set
      • Hierarchical inclusion
      • Magnitude
    • Number Representations
      • Standard form
    • Relationships
      • Numerical
      • Equivalence
  • Associated Mathematical Processes
    • Application
    • Problem Solving Model
    • Tools and Techniques
    • Communication
    • Representations
    • Relationships
    • Justification
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

  • Numeracy requires the ability to work flexibly with quantities in order to recognize, reason, and solve situations of varying contexts in everyday life, society, and the work place. 
    • How is numeracy like literacy?
    • What are some examples of numeracy in everyday life, society, and the work place?
    • How does context influence understanding of a quantity?
    • Why is the ability to work flexibly with quantities essential to developing the foundations of numeracy?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)
  • A thorough understanding of counting involves integrating different skills or characteristics of numbers and is foundational and essential for continued work with numbers (whole numbers through 10).
    • What relationships exist between numbers in the proper counting sequence?
    • What strategies can be used to keep track of the count when counting a set of objects?
    • Why are tracking strategies important in counting a set of objects?
    • How does starting the count with a different object affect the count?
    • How are counting skills used to generate numbers that are greater or less than a given number?
  • The ability to recognize and represent numbers in various forms develops the understanding of equivalence and allows for working flexibly with numbers in order to communicate and reason about the value of the number (whole numbers through 10).
    • What are some ways a number can be represented?
    • Why can a number vary in representation but the value of the number stay the same?
    • Why is it important to be able to recognize and create a variety of representations for a quantity?
    • How could representing a number using …
      • concrete models
      • pictorial models
      … improve understanding and communicating about the value of a number and the equivalence of the representations?
  • Quantities are compared to determine magnitude of number and equality or inequality relations (whole numbers through 10).
    • Why is it important to identify the unit or attribute being described by numbers before comparing the numbers?
    • How can …
      • numeric representations
      • concrete representations
      • pictorial representations
      … aid in comparing numbers?
    • How can the comparison of two numbers be described and represented?
  • Number
    • Compare
      • Comparative language
    • Number
      • Counting (natural) numbers
      • Whole numbers
    • Number Recognition and Counting
      • Sequence
      • Cardinality
      • Conservation of set
      • Hierarchical inclusion
      • Magnitude
    • Number Representations
      • Standard form
    • Relationships
      • Numerical
      • Equivalence
  • Associated Mathematical Processes
    • Application
    • Problem Solving Model
    • Tools and Techniques
    • Communication
    • Representations
    • Relationships
    • Justification
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

  • Numeracy requires the ability to work flexibly with quantities in order to recognize, reason, and solve situations of varying contexts in everyday life, society, and the work place. 
    • How is numeracy like literacy?
    • What are some examples of numeracy in everyday life, society, and the work place?
    • How does context influence understanding of a quantity?
    • Why is the ability to work flexibly with quantities essential to developing the foundations of numeracy?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)
  • A thorough understanding of counting involves integrating different skills or characteristics of numbers and is foundational and essential for continued work with numbers (whole numbers through 10).
    • What relationships exist between numbers in the proper counting sequence?
    • How are counting skills used to generate numbers that are greater or less than a given number?
    • What relationships exist between numerals and the quantities?
  • Quantities are compared to determine magnitude of number and equality or inequality relations (whole numbers through 10).
    • Why is it important to identify the unit or attribute being described by numbers before comparing the numbers?
    • How can …
      • numeric representations
      • concrete representations
      • pictorial representations
      … aid in comparing numbers?
    • How can the comparison of two numbers be described and represented?
  • Number
    • Compare
      • Comparative language
    • Number
      • Counting (natural) numbers
      • Whole numbers
    • Number Recognition and Counting
      • Hierarchical inclusion
      • Magnitude
    • Number Representations
      • Standard form
    • Relationships
      • Numerical
      • Equivalence
  • Associated Mathematical Processes
    • Application
    • Problem Solving Model
    • Tools and Techniques
    • Communication
    • Representations
    • Relationships
    • Justification
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

  • Numeracy requires the ability to work flexibly with quantities in order to recognize, reason, and solve situations of varying contexts in everyday life, society, and the work place. 
    • How is numeracy like literacy?
    • What are some examples of numeracy in everyday life, society, and the work place?
    • How does context influence understanding of a quantity?
    • Why is the ability to work flexibly with quantities essential to developing the foundations of numeracy?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)
  • A thorough understanding of counting involves integrating different skills or characteristics of numbers and is foundational and essential for continued work with numbers (whole numbers through 10).
    • Why are visualizing and instantly recognizing small quantities beneficial when …
      • working with larger quantities of objects?
      • composing or decomposing numbers?
  • Number
    • Composition and Decomposition of Numbers
    • Number
      • Whole numbers
    • Number Recognition and Counting
      • Subitizing
  • Associated Mathematical Processes
    • Problem Solving Model
    • Tools and Techniques
    • Communication
    • Representations
    • Relationships
    • Justification
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

  • Numeracy requires the ability to work flexibly with quantities in order to recognize, reason, and solve situations of varying contexts in everyday life, society, and the work place. 
    • How is numeracy like literacy?
    • What are some examples of numeracy in everyday life, society, and the work place?
    • How does context influence understanding of a quantity?
    • Why is the ability to work flexibly with quantities essential to developing the foundations of numeracy?
  • Quantitative relationships model problem situations efficiently and can be used to make generalizations, predictions, and critical judgements in everyday life.
    • What patterns exist within different types of quantitative relationships and where are they found in everyday life?
    • Why is the ability to model quantitative relationships in a variety of ways essential to solving problems in everyday life?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)
  • A thorough understanding of counting involves integrating different skills or characteristics of numbers and is foundational and essential for continued work with numbers (counting numbers forward and backward through 10).
    • What relationships exist between numbers in the counting sequence when …
      • counting forward from one number to the next number?
      • counting backward from one number to the previous number?
  • Recognition of patterns in the number word sequence, which are repeated with every grouping of ten, leads to efficient and accurate reciting of numbers (reciting numbers to 60).
    • What patterns can be found between each grouping of ten when reciting numbers in sequence by ones?
  • Number
    • Number
      • Counting (natural) numbers
    • Number Recognition and Counting
      • Sequence
      • Cardinality
      • Hierarchical inclusion
      • Magnitude
  • Algebraic Reasoning
    • Patterns and Relationships
      • Reciting numbers
  • Associated Mathematical Processes
    • Problem Solving Model
    • Tools and Techniques
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

Misconceptions:

  • Some students may think the last number said when counting a set of objects represents the last object counted rather than the quantity of all objects in the set.
  • Some students may think a change in the arrangement of objects changes the number of objects in the set rather than recognizing that the quantity does not change if the objects are rearranged or counted in a different order.
  • Some students may think a number can be composed or decomposed in only one way rather than understanding that a number can be composed or decomposed in many ways as long as the quantity of the whole remains the same.
  • Some students may think of naming or reciting counting numbers in sequence as a memorization task rather than associating each number with a single object in the set and understanding the tagging of objects to demonstrate one-to-one correspondence.
  • Some students may think of naming or reciting counting numbers in sequence as a memorization task rather than understanding that each number represents a quantity and that each number in the counting sequence represents a quantity of one more than the previous number.
  • Some students may think there is no pattern or connection between the sequence of number words and the decade words in sequence rather than seeing the pattern or relationship as numbers in sequence move to the next decade (e.g., 19 to 20; 29 to 30; 39 to 40; etc.).
  • Some students may think the comparison of two numbers has no relationship to other comparisons rather than realizing that if a given number is greater than another number, then the given number is also greater than all numbers before that number in numerical sequence (e.g., if 8 is greater than 6, it is also greater than 5, 4, 3, 2, 1, and 0).
  • Some students may think the comparison of two numbers has no relationship to other comparisons rather than realizing that if a given number is greater than another number, then the given number is also greater than all numbers that could compose that number (e.g., 8 is greater than 7 and greater than 1, 8 is greater than 6 and greater than 2, 8 is greater than 5 and greater than 3, 8 is greater than 4, and 8 is greater than 0).
  • Some students may think the comparison of two sets of objects has no relationship to other comparisons rather than realizing that the same comparison of sets of objects applies to the numerals representing the sets of objects.
  • Some students may auditorily confuse teen words with decade words (e.g., fifteen and fifty) when reciting numbers.
  • Some students may auditorily confuse number words with similar sounds (e.g., seven and eleven) when reciting numbers.

Underdeveloped Concepts:

  • Some students may not associate the idea of “none” with the number zero.

Unit Vocabulary

  • Compare numbers – to consider the value of two numbers to determine which number is greater or less or if the numbers are equal in value
  • Compare sets – to consider the value of two sets to determine which set is greater or less in value or if the sets are equal in value
  • Compose numbers – to combine parts or smaller values to form a number
  • Counting (natural) numbers – the set of positive numbers that begins at one and increases by increments of one each time {1, 2, 3, ..., n}
  • Decompose numbers– to break a number into parts or smaller values
  • One-to-one correspondence – each object counted is matched accurately with a number word in correct sequence
  • Recite – to verbalize from memory
  • Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}

Related Vocabulary:

  • Backward
  • Comparative language
  • Count
  • Counting by ones
  • Counting order
  • Decrease
  • Digit
  • Eight
  • Equal to, same as
  • Forward
  • Greater than, more than
  • Increase
  • Less than, fewer than
  • Model
  • Nine
  • Number
  • Numeral
  • Part
  • Quantity
  • Sequence
  • Set
  • Seven
  • Six
  • Ten
  • Whole
System Resources Other Resources

System Resources may be accessed through Search All Components in the District Resources Tab.

Texas Higher Education Coordinating Board – Texas College and Career Readiness Standards

 

Texas Education Agency – Texas Response to Curriculum Focal Points for K-8 Mathematics Revised 2013

 

Texas Education Agency – Mathematics Curriculum

 

Texas Education Agency – STAAR Mathematics Resources

 

Texas Education Agency Texas Gateway – Revised Mathematics TEKS: Vertical Alignment Charts

 

Texas Education Agency Texas Gateway – Mathematics TEKS: Supporting Information

 

Texas Education Agency Texas Gateway – Interactive Mathematics Glossary

 

Texas Education Agency Texas Gateway – Resources Aligned to Kindergarten Mathematics TEKS


TEKS# SE# Unit Level Taught Directly TEKS Unit Level Specificity
 

Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
  • Unit-specific clarifications are in italicized, blue text.
  • Information from Texas Education Agency (TEA), Texas College and Career Readiness Standards (TxCCRS), Texas Response to Curriculum Focal Points (TxRCFP) is labeled.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
K.1 Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
K.1A Apply mathematics to problems arising in everyday life, society, and the workplace.

Apply

MATHEMATICS TO PROBLEMS ARISING IN EVERYDAY LIFE, SOCIETY, AND THE WORKPLACE

Including, but not limited to:

  • Mathematical problem situations within and between disciplines
    • Everyday life
    • Society
    • Workplace

Note(s):

  • The mathematical process standards may be applied to all content standards as appropriate.
  • TxRCFP:
    • Developing an understanding of whole numbers
    • Developing an understanding of addition and subtraction
    • Identifying and using attributes of two-dimensional shapes and three-dimensional solids
  • TxCCRS:
    • X. Connections
K.1B Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.

Use

A PROBLEM-SOLVING MODEL THAT INCORPORATES ANALYZING GIVEN INFORMATION, FORMULATING A PLAN OR STRATEGY, DETERMINING A SOLUTION, JUSTIFYING THE SOLUTION, AND EVALUATING THE PROBLEM-SOLVING PROCESS AND THE REASONABLENESS OF THE SOLUTION

Including, but not limited to:

  • Problem-solving model
    • Analyze given information
    • Formulate a plan or strategy
    • Determine a solution
    • Justify the solution
    • Evaluate the problem-solving process and the reasonableness of the solution

Note(s):    

  • The mathematical process standards may be applied to all content standards as appropriate.
  • TxRCFP:
    • Developing an understanding of whole numbers
    • Developing an understanding of addition and subtraction
    • Identifying and using attributes of two-dimensional shapes and three-dimensional solids
  • TxCCRS:
    • VIII. Problem Solving and Reasoning
K.1C Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.

Select

TOOLS, INCLUDING REAL OBJECTS, MANIPULATIVES, PAPER AND PENCIL, AND TECHNOLOGY AS APPROPRIATE, AND TECHNIQUES, INCLUDING MENTAL MATH, ESTIMATION, AND NUMBER SENSE AS APPROPRIATE, TO SOLVE PROBLEMS

Including, but not limited to:

  • Appropriate selection of tool(s) and techniques to apply in order to solve problems
    • Tools
      • Real objects
      • Manipulatives
      • Paper and pencil
      • Technology
    • Techniques
      • Mental math
      • Estimation
      • Number sense

Note(s):    

  • The mathematical process standards may be applied to all content standards as appropriate.
  • TxRCFP:
    • Developing an understanding of whole numbers
    • Developing an understanding of addition and subtraction
    • Identifying and using attributes of two-dimensional shapes and three-dimensional solids
  • TxCCRS:
    • VIII. Problem Solving and Reasoning
K.1D

Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.

Communicate

MATHEMATICAL IDEAS, REASONING, AND THEIR IMPLICATIONS USING MULTIPLE REPRESENTATIONS, INCLUDING SYMBOLS, DIAGRAMS, AND LANGUAGE AS APPROPRIATE

Including, but not limited to:

  • Mathematical ideas, reasoning, and their implications
    • Multiple representations, as appropriate
      • Symbols
      • Diagrams
      • Language

Note(s):    

  • The mathematical process standards may be applied to all content standards as appropriate.
  • TxRCFP:
    • Developing an understanding of whole numbers
    • Developing an understanding of addition and subtraction
    • Identifying and using attributes of two-dimensional shapes and three-dimensional solids
  • TxCCRS:
    • IX. Communication and Representation
K.1E Create and use representations to organize, record, and communicate mathematical ideas.

Create, Use

REPRESENTATIONS TO ORGANIZE, RECORD, AND COMMUNICATE MATHEMATICAL IDEAS

Including, but not limited to:

  • Representations of mathematical ideas
    • Organize
    • Record
    • Communicate
  • Evaluation of the effectiveness of representations to ensure clarity of mathematical ideas being communicated
  • Appropriate mathematical vocabulary and phrasing when communicating mathematical ideas

Note(s):    

  • The mathematical process standards may be applied to all content standards as appropriate.
  • TxRCFP:
    • Developing an understanding of whole numbers
    • Developing an understanding of addition and subtraction
    • Identifying and using attributes of two-dimensional shapes and three-dimensional solids
  • TxCCRS:
    • IX. Communication and Representation
K.1F Analyze mathematical relationships to connect and communicate mathematical ideas.

Analyze

MATHEMATICAL RELATIONSHIPS TO CONNECT AND COMMUNICATE MATHEMATICAL IDEAS

Including, but not limited to:

  • Mathematical relationships
    • Connect and communicate mathematical ideas
      • Conjectures and generalizations from sets of examples and non-examples, patterns, etc.
      • Current knowledge to new learning

Note(s):    

  • The mathematical process standards may be applied to all content standards as appropriate.
  • TxRCFP:
    • Developing an understanding of whole numbers
    • Developing an understanding of addition and subtraction
    • Identifying and using attributes of two-dimensional shapes and three-dimensional solids
  • TxCCRS:
    • X. Connections
K.1G Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Display, Explain, Justify

MATHEMATICAL IDEAS AND ARGUMENTS USING PRECISE MATHEMATICAL LANGUAGE IN WRITTEN OR ORAL COMMUNICATION

Including, but not limited to:

  • Mathematical ideas and arguments
    • Validation of conclusions
      • Displays to make work visible to others
        • Diagrams, visual aids, written work, etc.
      • Explanations and justifications
        • Precise mathematical language in written or oral communication

Note(s):    

  • The mathematical process standards may be applied to all content standards as appropriate.
  • TxRCFP:
    • Developing an understanding of whole numbers
    • Developing an understanding of addition and subtraction
    • Identifying and using attributes of two-dimensional shapes and three-dimensional solids
  • TxCCRS:
    • IX. Communication and Representation
K.2 Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to:
K.2A

Count forward and backward to at least 20 with and without objects.

Count

FORWARD TO AT LEAST 10 WITH AND WITHOUT OBJECTS

Including, but not limited to:

  • Counting numbers (1 – 10)
    • Counting (natural) numbers – the set of positive numbers that begins at one and increases by increments of one each time {1, 2, 3, ..., n}
  • Number word sequence has a correct order.
  • Count forward orally by ones.
    • With objects starting with one
      • One-to-one correspondence – each object counted is matched accurately with a number word in correct sequence
        • Tagging with synchrony, meaning when one object is touched it is matched with the correct word
      • Arrangement and order of counting objects does not matter as long as the proper number sequence is used.
        • Conservation of set – if the same number of objects are counted and then rearranged, the quantity of objects in the set does not change
      • Cardinality – the last counting number identified represents the number of objects in the set regardless of which object was counted last
        • Cardinal number – a number that names the quantity of objects in a set
      • Hierarchical inclusion – concept of nested numbers, meaning each prior number in the counting sequence is included in the set as the set increases (e.g., 10 is 9 increased by 1; 10 decreased by 1 is 9; etc.)
    • Without objects starting with any counting number
      • Proper number counting sequence
      • Hierarchical inclusion – concept of nested numbers, meaning each prior number in the counting sequence is included in the set as the set increases (e.g., 10 is 9 increased by 1; 10 decreased by 1 is 9; etc.)

Count

BACKWARD FROM AT LEAST 10 WITH AND WITHOUT OBJECTS

Including, but not limited to:

  • Counting numbers (1 – 10)
    • Counting (natural) numbers – the set of positive numbers that begins at one and increases by increments of one each time {1, 2, 3, ..., n}
  • Number word sequence has a correct order.
  • Count backward orally by ones.
    • With objects starting from any given counting number
      • Objects provided must match the number count (e.g., if counting backwards from 8, then provide 8 counters; etc.).
      • One-to-one correspondence – each object counted is matched accurately with a number word in correct sequence
        • Tagging with synchrony, meaning when one object is touched it is matched with the correct word
      • Arrangement and order of counting objects does not matter as long as the proper number sequence is used.
        • Conservation of set – if the same number of objects are counted and then rearranged, the quantity of objects in the set does not change
      • Cardinality – the last counting number identified represents the number of objects in the set regardless of which object was counted last
        • Cardinal number – a number that names the quantity of objects in a set
      • Hierarchical inclusion – concept of nested numbers, meaning each prior number in the counting sequence is included in the set as the set increases (e.g., 10 is 9 increased by 1; 10 decreased by 1 is 9; etc.)
    • Without objects starting with any counting number
      • Proper number counting sequence
      • Hierarchical inclusion – concept of nested numbers, meaning each prior number in the counting sequence is included in the set as the set increases (e.g., 10 is 9 increased by 1; 10 decreased by 1 is 9; etc.)

Note(s):

  • Grade Level(s):
    • Grade 1 will recite numbers forward and backward from any given number between 1 and 120.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Developing an understanding of whole numbers
    • Developing an understanding of addition and subtraction
  • TxCCRS:
    • IX. Communication and Representation
K.2B

Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures.

Read, Write, Represent

WHOLE NUMBERS FROM 0 TO AT LEAST 10 WITH AND WITHOUT OBJECTS OR PICTURES

Including, but not limited to:

  • Whole numbers (0 – 10)
    • Counting (natural) numbers – the set of positive numbers that begins at one and increases by increments of one each time {1, 2, 3, ..., n}
    • Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}
  • Numeric form
    • Numerals represented using the digits 0 – 9
  • With objects
    • Number of objects in a set communicated orally
    • Number of objects in a set written in numerals
    • Number presented orally represented with a set of objects
    • Number presented in writing represented with a set of objects
    • Numbers presented out of sequence (e.g., represent 5; represent 9; represent 2; represent 7; etc.)
    • Arrangement and order of counting objects does not matter as long as the proper number is used.
      • Conservation of set – if the same number of objects are counted and then rearranged, the quantity of objects in the set does not change
    • Relationship between number words and numerals to quantities
    • Quantity in terms of “How many?”
    • Concrete models begin to develop recognition of magnitude (relative size) of number.
  • With pictures
    • Number of objects in a picture communicated orally
    • Number of objects in a picture written in numerals
    • Number presented orally represented with a set of pictures
    • Number presented in writing represented with a set of pictures
    • Numbers presented out of sequence (e.g., represent 5; represent 9; represent 2; represent 7; etc.)
    • Arrangement and order of pictures does not matter as long as the proper number is used.
      • Conservation of set – if the same number of pictures are counted and then rearranged, the quantity of pictures in the set does not change
    • Relationship between number words and numerals to quantities
    • Quantity in terms of “How many?”
    • Pictorial models begin to develop recognition of magnitude (relative size) of number.
  • Without objects or pictures
    • Number presented in written form communicated orally
    • Number presented orally written in numerals
    • Numbers presented out of sequence (e.g., write 5; write 9; write 2; write 7; etc.)
    • Quantity in terms of “How many?”

Note(s):

  • Grade Level(s):
    • Kindergarten students read, write, and represent whole numbers numerically. 
    • Kindergarten students should be exposed to the word form of numbers along with the numeric form.
    • Grade 1 students will begin reading numbers both in numeric and word form.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Developing an understanding of whole numbers
  • TxCCRS:
    • I.A. Numeric Reasoning – Number representation
    • IX. Communication and Representation 
K.2C

Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order.

Count

A SET OF OBJECTS UP TO AT LEAST 10

Including, but not limited to:

  • Set of objects (1 – 10)
  • Counting (natural) numbers – the set of positive numbers that begins at one and increases by increments of one each time {1, 2, 3, ..., n}
  • Number word sequence has a correct order.
  • Arrangement and order of counting objects does not matter as long as the proper number is used.
  • One-to-one correspondence – each object counted is matched accurately with a number word in correct sequence
    • Tagging with synchrony, meaning when one object is touched it is matched with the correct word

Demonstrate

THE LAST NUMBER SAID TELLS THE NUMBER OF OBJECTS IN THE SET REGARDLESS OF THEIR ARRANGEMENT OR ORDER

Including, but not limited to:

  • Counting (natural) numbers – the set of positive numbers that begins at one and increases by increments of one each time {1, 2, 3, ..., n}
  • Cardinality – the last counting number identified represents the number of objects in the set regardless of which object was counted last
    • Cardinal number – a number that names the quantity of objects in a set
  • Conservation of set – if the same number of objects are counted and then rearranged, the quantity of objects in the set does not change

Note(s):

  • Grade Level(s):
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Developing an understanding of whole numbers
  • TxCCRS:
    • IX. Communication and Representation
K.2D Recognize instantly the quantity of a small group of objects in organized and random arrangements.

Recognize Instantly

THE QUANTITY OF A SMALL GROUP OF OBJECTS IN ORGANIZED AND RANDOM ARRANGEMENTS

Including, but not limited to:

  • Group of objects (0 to 10)
    • 0 – 5 objects
    • 5 – 10 objects
  • Subitizing– the ability to name the number of objects in a set without counting but rather by identifying the arrangement of objects
    • Perceptual subitizing – the recognition of a quantity without using any other knowledge to determine the count
      • Quantities of 5 or fewer
    • Conceptual subitizing – recognition of a quantity based on a spatial arrangement, pattern, parts of the arrangement, etc.
  • Organized arrangements
    • Organization of objects aids in the instant recognition of the quantity based on the composition and decomposition of the parts.
    • Various organized arrangements of objects (e.g., one or two five frame mats, a Rekenrek counting rack, fingers, number cubes, playing cards, dominoes, random number generators, etc.)
  • Random arrangements
    • Spatial arrangements of objects perceived in a variety of ways to aid in the instant recognition of a quantity based on the composition and decomposition of the parts
      • Instant recognition of smaller quantities within the random arrangement aids in determining the total quantity of the random arrangement.
    • Various random arrangements of objects

Note(s):

  • Grade Level(s):
    • Grade 1 recognizes instantly the quantity of structured arrangements.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Developing an understanding of whole numbers
  • TxCCRS:
    • IX. Communication and Representation
K.2E

Generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20.

Generate

A SET USING CONCRETE AND PICTORIAL MODELS THAT REPRESENTS A NUMBER THAT IS MORE THAN, LESS THAN, AND EQUAL TO A GIVEN NUMBER UP TO 10

Including, but not limited to:

  • Whole numbers (0 – 10)
    • Counting (natural) numbers – the set of positive numbers that begins at one and increases by increments of one each time {1, 2, 3, ..., n}
    • Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}
  • Quantity represented by concrete models, pictorial models, oral presentations, and symbolic representations
    • Concrete and pictorial models begin to develop recognition of magnitude (relative size) of number.
  • Concrete models
    • Given number presented orally and symbolically
    • Counting strategies used to create the set
    • Relationship of the set to the given number
    • Comparative language
      • Describes the relationship between the concrete model and the given number
        • Greater than, more than
        • Less than, fewer than
        • Equal to, same as
  • Pictorial models
    • Given number presented orally and symbolically
    • Counting strategies used to create the set
    • Relationship of the set to the given number
    • Comparative language
      • Describes the relationship between the pictorial model and the given number
        • Greater than, more than
        • Less than, fewer than
        • Equal to, same as

Note(s):

  • Grade Level(s):
    • Grade 1 will generate a number that is greater than or less than a given whole number up to 120.
    • Grade 1 will represent the comparison of two numbers to 100 using the symbols >, <, or =.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Developing an understanding of whole numbers
  • TxCCRS:
    • I.A. Numeric Reasoning – Number representation
    • IX. Communication and Representation
K.2F

Generate a number that is one more than or one less than another number up to at least 20.

Generate

A NUMBER THAT IS ONE MORE THAN OR ONE LESS THAN ANOTHER NUMBER UP TO AT LEAST 10

Including, but not limited to:

  • Whole numbers (0 – 10)
    • Counting (natural) numbers – the set of positive numbers that begins at one and increases by increments of one each time {1, 2, 3, ..., n}
    • Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}
  • Hierarchical inclusion – concept of nested numbers, meaning each prior number in the counting sequence is included in the set as the set increases (e.g., 10 is 9 increased by 1; 10 decreased by 1 is 9; etc.)
  • Comparative language
    • Describes the relationship between the number generated and the given number
      • One more than a given number, including 1 more than 0 and 1 more than 9
      • One less than a given number, including 1 less than 1 and 1 less than 10
  • Quantity represented by concrete models, pictorial models, oral presentations, and symbolic representations
    • Concrete and pictorial models begin to develop recognition of magnitude (relative size) of number.
      • Counters, linking cubes, beans, calendar, hundreds chart, etc.
    • Oral presentations and symbolic representations
      • Verbal description, numerical recording using words and numbers
    • Quantities presented out of correct sequence (e.g., 1 more than 10; 1 more than 4; 1 less than 9; 1 less than 6; etc.)

Note(s):

  • Grade Level(s):
    • Grade 1 will generate a number that is greater than or less than a given whole number to 120.
    • Grade 2 will generate a number that is greater than or less than a given whole number to 1,200.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Developing an understanding of whole numbers
    • Developing an understanding of addition and subtraction
  • TxCCRS:
    • I.A. Numeric Reasoning – Number representation
    • IX. Communication and Representation
K.2G

Compare sets of objects up to at least 20 in each set using comparative language.

Compare

SETS OF OBJECTS UP TO AT LEAST 10 IN EACH SET USING COMPARATIVE LANGUAGE

Including, but not limited to:

  • Whole numbers (0 – 10)
    • Counting (natural) numbers – the set of positive numbers that begins at one and increases by increments of one each time {1, 2, 3, ..., n}
    • Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}
  • Quantity represented by concrete models, pictorial models, oral presentations, and symbolic representations
    • Concrete and pictorial models begin to develop recognition of magnitude (relative size) of number.
      • Counters, linking cubes, beans, calendar, hundreds chart, etc.
    • Oral presentations and symbolic representations
      • Verbal description, numerical recording using words and numbers
  • Hierarchical inclusion – concept of nested numbers, meaning each prior number in the counting sequence is included in the set as the set increases (e.g., 10 is 9 increased by 1; 10 decreased by 1 is 9; etc.)
  • Compare sets – to consider the value of two sets to determine which set is greater or less in value or if the sets are equal in value
  • Matching or counting strategies to compare sets
    • One-to-one correspondence – each object counted is matched accurately with a number word in correct sequence
      • Tagging with synchrony, meaning when one object is touched it is matched with the correct word
    • Arrangement and order of counting objects does not matter as long as the proper number sequence is used.
      • Conservation of set – if the same number of objects are counted and then rearranged, the quantity of objects in the set does not change
    • Cardinality – the last counting number identified represents the number of objects in the set regardless of which object was counted last
      • Cardinal number – a number that names the quantity of objects in a set
  • Comparative language
    • Describes the relationship between the quantities of each set
    • Inequality language (greater than, more than, less than, fewer than, etc.)
    • Equality language (equal to, same as, etc.)
  • Compare two sets of objects up to at least 10.
    • Recognition of the quantity represented by each set
    • Comparative language describing the relationship between 2 sets
    • Comparison of two organized sets
    • Comparison of two unorganized sets
    • Comparison of an organized set to an unorganized set
  • Compare more than two sets of objects up to at least 10.
    • Recognition of the quantity represented by each set
    • Comparative language describing the relationship among more than 2 sets
    • Comparison of organized sets and unorganized sets

Note(s):

  • Grade Level(s):
    • Kindergarten uses comparative language only.
    • Grade 1 will use place value to compare whole numbers up to 120 using comparative language.
    • Grade 1 introduces representing the comparison of two numbers to 100 using the symbols >, <, or =.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Developing an understanding of whole numbers
  • TxCCRS:
    • I.A. Numeric Reasoning – Number representation
    • IX. Communication and Representation
K.2H

Use comparative language to describe two numbers up to 20 presented as written numerals.

Use

COMPARATIVE LANGUAGE

Including, but not limited to:

  • Comparative language
    • Describes the relationship between the value of each numeral
      • Inequality language
        • Greater than, more than
        • Less than, fewer than
      • Equality language
        • Equal to, same as

To Describe

TWO NUMBERS UP TO 10 PRESENTED AS WRITTEN NUMERALS

Including, but not limited to:

  • Whole numbers (0 – 10)
    • Counting (natural) numbers – the set of positive numbers that begins at one and increases by increments of one each time {1, 2, 3, ..., n}
    • Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}
  • Numerals represent quantities
  • Compare numbers – to consider the value of two numbers to determine which number is greater or less or if the numbers are equal in value
    • Compare two numbers
    • Numerals presented out of sequence (e.g., compare 6 and 10; compare 9 and 5; etc.)
    • Transition from comparing numbers by counting objects to comparing numbers without counting.

Note(s):

  • Grade Level(s):
    • Kindergarten uses comparative language only.
    • Grade 1 will use place value to compare whole numbers up to 120 using comparative language.
    • Grade 1 introduces representing the comparison of two numbers to 100 using the symbols >, <, or =.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Developing an understanding of whole numbers
  • TxCCRS:
    • I.A. Numeric Reasoning – Number representation
    • IX. Communication and Representation
K.2I Compose and decompose numbers up to 10 with objects and pictures.

Compose, Decompose

NUMBERS UP TO 10 WITH OBJECTS AND PICTURES

Including, but not limited to:

  • Whole numbers (0 – 10)
    • Counting (natural) numbers – the set of positive numbers that begins at one and increases by increments of one each time {1, 2, 3, ..., n}
    • Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}
  • Compose numbers – to combine parts or smaller values to form a number
  • Decompose numbers – to break a number into parts or smaller values
  • Part to whole relationships
    • Parts of a composed or decomposed number identified
    • Correct number connected to appropriate parts
    • Numeric relationship of one part to the other part
    • Numeric relationship of each part to the whole
    • Missing part determined
  • Composition of a number in more than one way using objects and pictures
    • Total of the parts conserved
    • Composed parts may be listed in any order (commutative property).
    • Relationship of composed parts to create a new set of composed parts
  • Decomposition of a number in more than one way using objects and pictures
    • Original decomposed number conserved
    • Decomposed parts may be listed in any order (commutative property).
    • Relationship of decomposed parts to create a new set of decomposed parts

Note(s):

  • Grade Level(s):
    • Grade 1 will use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Developing an understanding of whole numbers
    • Developing an understanding of addition and subtraction
  • TxCCRS:
    • IX. Communication and Representation
K.5 Algebraic reasoning. The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to:
K.5A

Recite numbers up to at least 100 by ones and tens beginning with any given number

Recite

NUMBERS UP TO AT LEAST 60 BY ONES BEGINNING WITH ANY GIVEN NUMBER

Including, but not limited to:

  • Counting numbers (1 – 60)
    • Counting (natural) numbers – the set of positive numbers that begins at one and increases by increments of one each time {1, 2, 3, ..., n}
  • Number word sequence has a correct order
  • Recite – to verbalize from memory
    • Development of automaticity
  • Relationship to counting
    • Cardinal number – a number that names the quantity of objects in a set
    • Hierarchical inclusion – concept of nested numbers, meaning each prior number in the counting sequence is included in the set as the set increases (e.g., 10 is 9 increased by 1; 10 decreased by 1 is 9; etc.)
  • Count forward up to at least 60
    • Orally by ones beginning with 1
    • Orally by ones beginning with any given number

Note(s):

  • Grade Level(s):
    • Kindergarten introduces reciting numbers by ten.
    • Grade 1 will recite numbers forward and backward from any given number between 1 and 120.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Developing an understanding of whole numbers
  • TxCCRS:
    • IX. Communication and Representation
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum.

School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.


School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 


Choose appropriate ELPS to support instruction.

ELPS# Subsection C: Cross-curricular second language acquisition essential knowledge and skills.
Click here to collapse or expand this section.
ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1B monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F use accessible language and learn new and essential language in the process
ELPS.c.1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2 The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E share information in cooperative learning interactions
ELPS.c.3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H read silently with increasing ease and comprehension for longer periods
ELPS.c.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 08/01/2018
Loading
Data is Loading...