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Instructional Focus Document
Kindergarten Mathematics
TITLE : Unit 12: Geometry – Three-Dimensional Solids SUGGESTED DURATION : 9 days

Unit Overview

Introduction
This unit bundles student expectations that address identifying three-dimensional solids, identifying the two-dimensional components of three-dimensional objects, and classifying and sorting two- and three-dimensional figures. 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 10, students developed the prerequisite skills of sorting and classifying, and in Unit 11, students explored the attributes of two-dimensional shapes.

During this Unit
Students explore three-dimensional solids in the context of real world objects. Students use their knowledge of two-dimensional shapes to identify three-dimensional solids. Two-dimensional shapes found in real-world objects are identified as components of three-dimensional solids. Students also classify and sort a collection of three-dimensional objects and a mixed collection of two- and three-dimensional figures based on their geometric attributes rather than other features such as orientation, color, texture, or size.

After this Unit
In Unit 14, students will apply their geometric knowledge as they explore the measurable attributes of objects.

Additional Notes
In Kindergarten, identifying three-dimensional solids, identifying the two-dimensional components of three-dimensional objects, and classifying and sorting two- and three-dimensional figures are subsumed within the Kindergarten Texas Response to Curriculum Focal Points (TxRCFP): Identifying and using attributes of two-dimensional shapes and three-dimensional solids. This unit is supporting the development of the Texas College and Career Readiness Standards (TxCCRS): I. Numeric Reasoning B1; II. Algebraic Reasoning D1, D2; III. Geometric and Spatial Reasoning A1, A2; V. Statistical Reasoning A1, C2; VII. Problem Solving and Reasoning A1, A2, A3, A4, A5, B1, C1, D1, D2; VIII. Communication and Representation A1, A2, A3, B1, B2, C1, C2, C3; IX. Connections A1, A2, B1, B2, B3.

Research
According to NCTM (2010), “Kindergarteners should learn to describe the differences between two-dimensional (“flat”) and three-dimensional shapes. Faces of three-dimensional shapes can be identified as specific two-dimensional shapes” (p. 65). Copley (2010) also states, “Manipulating geometric solids helps children learn geometric concepts” (p. 106).

 

Copley, J. (2010). The young child and mathematics. Washington, DC: National Association for the Education of Young Children
National Council of Teachers of Mathematics. (2010). Focus in kindergarten teaching with curriculum focal points. 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


  • Geometric, spatial, and measurement reasoning are foundational to visualizing, analyzing, and applying relationships within and between scale, shapes, quantities, and spatial relations in everyday life.
    • Why is developing geometric, spatial, and measurement reasoning essential?
    • How does geometric, spatial, and measurement reasoning affect how one sees and works in the world?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)
  • Illustrating and analyzing geometric relationships in models and diagrams aid in representing and describing the attributes of geometric figures in order to generalize geometric relationships and solve problem situations.
    • What attributes and properties exist in …
      • two-dimensional figures?
      • three-dimensional figures?
    • How are attributes and properties used to …
      • identify three-dimensional solids?
      • identify two-dimensional components of three-dimensional objects?
    • How are …
      • two-dimensional figures and three-dimensional figures
      • the attributes of circles and other two-dimensional figures
      • figures with curved surfaces and figures with only flat surfaces
      • real-world examples and models of three-dimensional figures
      … alike and different?
    • What relationships exist between two-dimensional figures and three-dimensional figures?
  • Geometry
    • Geometric Attributes and Properties
      • Classification
    • Geometric Representations
      • Two-dimensional figures
      • Three-dimensional figures
  • 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.

  • Geometric, spatial, and measurement reasoning are foundational to visualizing, analyzing, and applying relationships within and between scale, shapes, quantities, and spatial relations in everyday life.
    • Why is developing geometric, spatial, and measurement reasoning essential?
    • How does geometric, spatial, and measurement reasoning affect how one sees and works in the world?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)
  • Illustrating and analyzing geometric relationships in models and diagrams aid in representing and describing the attributes of geometric figures in order to generalize geometric relationships and solve problem situations.
    • What attributes and properties exist in …
      • two-dimensional figures?
      • three-dimensional figures?
    • What attributes and properties are …
      • used
      • not used
      … to sort and classify geometric figures? Why?
    • How are …
      • two-dimensional figures and three-dimensional figures
      • the attributes of circles and other two-dimensional figures
      • figures with curved surfaces and figures with only flat surfaces
      • real-world examples and models of three-dimensional figures
      … alike and different?
    • What relationships exist between two-dimensional figures and three-dimensional figures?
    • How can a collection of two- and three-dimensional figures be sorted and classified in more than one way?
  • Geometry
    • Geometric Attributes and Properties
      • Classification
    • Geometric Representations
      • Two-dimensional figures
      • Three-dimensional figures
  • 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.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

Misconceptions:

  • Some students may think a three-dimensional figure can be named using the name of one of its two-dimensional faces rather than realizing each three-dimensional figure has its own name (e.g., a student may refer to a cube as a square, etc.).
  • Some students may think orientation, size, texture, and/or color are defining attributes of geometric figures rather than realizing that these features do not identify or define a shape.

Unit Vocabulary

  • Attributes of two-dimensional figures – characteristics that define a geometric figure (e.g., outer edges [sides], corners [vertices], etc.)
  • Classify – applying an attribute to categorize a sorted group
  • Irregular figure – a figure with outer edges (sides) and/or corners that appear to be different or unequal
  • Properties of two-dimensional figures – relationship of attributes within a geometric figure (e.g., a square has 4 outer edges [sides] that appear to be the same length and 4 square corners, etc.) and between a group of geometric figures (e.g., a square and a rectangle both have 4 outer edges [sides] and 4 square corners; however, a square has 4 outer edges [sides] that appear to be the same length but a rectangle has only opposite outer edges [sides] that appear to be the same length; etc.)
  • Regular figure – a figure with outer edges (sides) and corners that appear to be the same or equal
  • Side – a straight outer boundary between two vertices (line segment) of a two-dimensional figure
  • Sort – grouping objects or figures by a shared characteristic or attribute
  • Three-dimensional figure – a solid figure
  • Two-dimensional figure – a flat figure
  • Vertex (vertices) in a two-dimensional figure – a corner where two outer edges (sides) of a two-dimensional figure meet

Related Vocabulary:

  • Cone
  • Cube
  • Curved surface
  • Cylinder
  • Flat surface
  • Length
  • Orientation/direction
  • Prism
  • Pyramid
  • Sphere
  • Surface
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


TAUGHT DIRECTLY TEKS

TEKS intended to be explicitly taught in this unit.

TEKS/SE 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.

Specificity 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.
TEKS# SE# TEKS SPECIFICITY
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 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

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, GRAPHS, AND LANGUAGE AS APPROPRIATE

Including, but not limited to:

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

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.6 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to:
K.6B Identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world.

Identify

THREE-DIMENSIONAL SOLIDS, INCLUDING CYLINDERS, CONES, SPHERES, AND CUBES, IN THE REAL WORLD

Including, but not limited to:

  • Identify three-dimensional figures
    • Three-dimensional figure – a solid figure
    • Identity not changed by orientation
    • Identity not changed by size
    • Identity not changed by color
    • Identity not changed by texture
  • Identification and connection between formal geometric names to three-dimensional solids by examining objects in the real world
    • Cylinder
      • Can, straw, etc.
      • 2 equal, opposite, flat surfaces shaped like circles
      • 1 curved surface
      • Rolls, slides, stacks
    • Cone
      • Ice cream cone, party hat, etc.
      • 1 flat surface shaped like a circle
      • 1 curved surface
      • 1 point (vertex)
      • Rolls, slides
    • Sphere
      • Ball, globe, etc.
      • 1 curved surface forming a solid round figure
      • Rolls
    • Cube
      • Die, alphabet block, etc.
      • 6 square flat surfaces (faces)
      • 12 edges
      • 8 corners (vertices)
      • Slides, stacks
  • Distinguish between prisms and pyramids
    • A prism has two flat surfaces (faces) opposite each other connected by rectangular side faces.
      • A cube is a prism.
    • A pyramid has one flat surface (face) opposite a point (vertex) where the triangular side faces meet.

Note(s):

  • Grade Level(s):
    • Grade 1 will identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Identifying and using attributes of two-dimensional shapes and three-dimensional solids
  • TxCCRS:
    • IX. Communication and Representation
    • X. Connections
K.6C Identify two-dimensional components of three-dimensional objects.

Identify

TWO-DIMENSIONAL COMPONENTS OF THREE-DIMENSIONAL OBJECTS

Including, but not limited to:

  • Two-dimensional figure – a flat figure
  • Three-dimensional figure – a solid figure
  • Two-dimensional figures as components of three-dimensional real-world objects
    • Circle 
    • Triangle
    • Rectangle
    • Square (special rectangle)

Note(s):

  • Grade Level(s):
    • Grade 1 will distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape.
    • Grade 1 will identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Identifying and using attributes of two-dimensional shapes and three-dimensional solids
  • TxCCRS:
    • IX. Communication and Representation
    • X. Connections
K.6E Classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size.

Classify, Sort

A VARIETY OF REGULAR AND IRREGULAR TWO- AND THREE-DIMENSIONAL FIGURES REGARDLESS OF ORIENTATION OR SIZE

Including, but not limited to:

  • Two-dimensional figure – a flat figure
  • Three-dimensional figure – a solid figure
  • Sort – grouping objects or figures by a shared characteristic or attribute
  • Classify – applying an attribute to categorize a sorted group
  • Attributes of two-dimensional figures – characteristics that define a geometric figure (e.g., outer edges [sides], corners [vertices], etc.)
  • Properties of two-dimensional figures – relationship of attributes within a geometric figure (e.g., a square has 4 outer edges [sides] that appear to be the same length and 4 square corners, etc.) and between a group of geometric figures (e.g., a square and a rectangle both have 4 outer edges [sides] and 4 square corners; however, a square has 4 outer edges [sides] that appear to be the same length but a rectangle has only opposite outer edges [sides] that appear to be the same length; etc.)
  • Regular and irregular figures, regardless of orientation of figure or size
    • Regular figure – a figure with outer edges (sides) and corners that appear to be the same or equal
    • Irregular figure – a figure with outer edge (side) lengths and/or corners that appear to be different or unequal
  • Attributes of two-dimensional figures
    • Side – a straight outer boundary between two vertices (line segment) of a two-dimensional figure
      • Number of sides
      • Length of sides
    • Vertex (vertices) in a two-dimensional figure – a corner where two outer edges (sides) of a two-dimensional figure meet
      • Number of vertices
      • Types of vertices
        • Square corners
          • Square corners can be determined using the corner of a known square or rectangle (e.g., sticky note, sheet of paper, etc.).
        • Not square corners
  • Attributes that do not identify a two- or three-dimensional figure
    • Orientation
    • Size
    • Color
    • Texture
  • Collection of two-dimensional figures
    • Models and real-life objects
      • Circles, triangles, rectangles, squares
    • Sort and justify
      • Informal and formal language used interchangeably
      • Rule used for sorting expressed
      • Attributes and properties of geometric figures expressed
        • Existence (have) and absence (do not have) of attributes and properties expressed (e.g., figures that have “a common attribute” and figures that do not have “a common attribute”)
  • Collection of three-dimensional figures
    • Real-life objects
      • Cylinders, cones, spheres, cubes
      • Rectangular prisms, triangular prisms
      • Pyramids
    • Sort and justify
      • Informal language
      • Rule used for sorting expressed
      • Attributes and properties of geometric figures expressed
        • Existence (have) and absence (do not have) of attributes and properties expressed (e.g., figures that have “a common attribute” and figures that do not have “a common attribute”)
  • Mixed collection of two- and three-dimensional figures
    • Models and real-life objects
    • Sort and justify
      • Informal language
      • Rule used for sorting expressed
      • Attributes and properties of geometric figures expressed
        • Existence (have) and absence (do not have) of attributes and properties expressed (e.g., figures that have “a common attribute” and figures that do not have “a common attribute”)

Note(s):

  • Grade Level(s):
    • Grade 1 will classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Identifying and using attributes of two-dimensional shapes and three-dimensional solids
  • TxCCRS:
    • IX. Communication and Representation
    • X. Connections
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
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