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Instructional Focus Document
Grade 1 Mathematics
TITLE : Unit 13: Three-Dimensional Figures SUGGESTED DURATION : 7 days

Unit Overview

Introduction
This unit bundles student expectations that address identifying three-dimensional figures, distinguishing between attributes that define and do not define three-dimensional figures, and describing defining attributes using formal geometric language. 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 11, students used formal and informal geometric language to describe attributes that identify and define two-dimensional figures, as well as sorting, classifying, and creating two-dimensional figures.

During this Unit
Students extend their knowledge of geometric figures to include three-dimensional figures, including spheres, cones, cylinders, rectangular prisms (including cubes), triangular prisms, rectangular (square) pyramids, and triangular pyramids. Students distinguish between attributes that define three-dimensional figures (edges, faces, and vertices) and attributes that do not define three-dimensional figures (size, color, texture, orientation, etc.). Students use formal geometric language to describe defining geometric attributes.

After this Unit
In Grade 2, students will analyze attributes of polygons with up to 12 sides and three-dimensional solids in order to develop generalizations about their properties, classify, and sort geometric figures. Students will create two-dimensional figures and compose two- and three-dimensional figures based on attributes. In Grade 2, students will also decompose two-dimensional shapes into equal or unequal parts and use geometric attributes to name the resulting parts.

Additional Notes
In Grade 1, identifying three-dimensional figures, distinguishing between attributes that define and do not define three-dimensional figures, and describing defining attributes using formal geometric language are foundational building blocks to the conceptual understanding of the Grade 1 Texas Response to Curriculum Focal Points (TxRCFP): Analyzing 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; 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 Chapin, “An ability to move flexibly between two and three dimensions is also needed in such diverse fields as architecture, biochemistry, art, and graphic design. Furthermore, since powerful computer programs readily translate between dimensions, it is now even more important for individuals to be able to make sense of this type of material” (173). John Van de Walle explains, “Rich experiences with shape and spatial relationships, when provided consistently over time, can and do develop spatial sense” (187).

 

Chapin, S & Johnson, A. (2000). Math matters: Understanding the math you teach. Sausalito, CA: Math Solutions Publications.
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.


  • 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 three-dimensional figures?
    • What attributes and properties are …
      • used
      • not used
      … to sort and classify geometric figures? Why?
    • How are attributes and properties used to identify three-dimensional figures?
    • How are attributes of three-dimensional figures represented in a picture or diagram?
    • What relationships exist between two-dimensional figures and three-dimensional figures?
    • How are …
      • two-dimensional figures and three-dimensional figures
      • figures with curved surfaces and figures with only flat surfaces
      • real-world examples and models of three-dimensional figures
      … alike and different?
    • Why is a cube considered a special type of rectangular prism?
  • Geometry
    • Geometric Attributes and Properties
      • Classification
    • Geometric Representations
      • 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

Underdeveloped Concepts:

  • Some students may call a three-dimensional figure by the name of one of its two-dimensional faces (e.g., a student may refer to a cube as a square, etc.).
  • Students may have difficulty remembering formal geometric terms or distinguishing formal vocabulary from informal vocabulary (e.g., students may confuse the informal edge and the formal side of a two-dimensional figure with the formal edge of a three-dimensional figure).

Unit Vocabulary

  • Attributes of three-dimensional figures – characteristics that define a geometric figure (e.g., faces [flat surfaces], curved surfaces, edges, vertices, etc.)
  • Edge – where the sides of two faces meet on a three-dimensional figure
  • Face of a prism – a flat figure with straight sides that forms the surface of a prism
  • Properties of three-dimensional figures – relationship of attributes within a geometric figure (e.g., a cylinder can roll on its curved surface and stand or slide on its face [flat surface], etc.) and between a group of geometric figures (e.g., a cylinder and a cube can both stand or slide on their faces [flat surfaces]; however, a cylinder can also roll on its curved surface; etc.)
  • Three-dimensional figure – a solid figure
  • Vertex (vertices) in a three-dimensional figure – the point (corner) where three or more edges of a three-dimensional figure meet

Related Vocabulary:

  • Cone
  • Cube
  • Curved surface
  • Cylinder
  • Flat surface
  • Orientation
  • Rectangular prism
  • Rectangular pyramid
  • Sphere
  • Square pyramid
  • Triangular prism
  • Triangular pyramid
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 Grade 1 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
1.1 Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
1.1A 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 place value
    • Solving problems involving addition and subtraction
    • Analyzing attributes of two-dimensional shapes and three-dimensional solids
    • Developing the understanding of length
  • TxCCRS:
    • X. Connections
1.1B 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 place value
    • Solving problems involving addition and subtraction
    • Analyzing attributes of two-dimensional shapes and three-dimensional solids
    • Developing the understanding of length
  • TxCCRS:
    • VIII. Problem Solving and Reasoning
1.1C

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 place value
    • Solving problems involving addition and subtraction
    • Analyzing attributes of two-dimensional shapes and three-dimensional solids
    • Developing the understanding of length
  • TxCCRS:
    • VIII. Problem Solving and Reasoning
1.1D 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 place value
    • Solving problems involving addition and subtraction
    • Analyzing attributes of two-dimensional shapes and three-dimensional solids
    • Developing the understanding of length
  • TxCCRS:
    • IX. Communication and Representation
1.1E 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 place value
    • Solving problems involving addition and subtraction
    • Analyzing attributes of two-dimensional shapes and three-dimensional solids
    • Developing the understanding of length
  • TxCCRS:
    • IX. Communication and Representation
1.1F 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 place value
    • Solving problems involving addition and subtraction
    • Analyzing attributes of two-dimensional shapes and three-dimensional solids
    • Developing the understanding of length
  • TxCCRS:
    • X. Connections
1.1G 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 place value
    • Solving problems involving addition and subtraction
    • Analyzing attributes of two-dimensional shapes and three-dimensional solids
    • Developing the understanding of length
  • TxCCRS:
    • IX. Communication and Representation
1.6 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:
1.6B

Distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape.

Distinguish

BETWEEN ATTRIBUTES THAT DEFINE A THREE-DIMENSIONAL FIGURE AND ATTRIBUTES THAT DO NOT DEFINE THE SHAPE

Including, but not limited to:

  • Three-dimensional figure – a solid figure
  • Attributes of three-dimensional figures – characteristics that define a geometric figure (e.g., faces [flat surfaces], curved surfaces, edges, vertices, etc.)
  • Properties of three-dimensional figures – relationship of attributes within a geometric figure (e.g., a cylinder can roll on its curved surface and stand or slide on its face [flat surface], etc.) and between a group of geometric figures (e.g., a cylinder and a cube can both stand or slide on their faces [flat surfaces]; however, a cylinder can also roll on its curved surface; etc.)
  • Attributes that define a three-dimensional figure
    • Surfaces
      • Curved surface
      • Flat surface
    • Face of a prism – a flat figure with straight sides that forms the surface of a prism
      • Number of faces
      • Shape of faces
    • Edge – where the sides of two faces meet on a three-dimensional figure
      • Number of edges
    • Vertex (vertices) in a three-dimensional figure – the point (corner) where three or more edges of a three-dimensional figure meet
      • Number of vertices
  • Attributes that do not define a three-dimensional figure
    • Orientation
    • Size
    • Color
    • Texture

Note(s):

  • Grade Level(s):
    • Kindergarten identified two-dimensional components of three-dimensional objects.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Analyzing attributes of two-dimensional shapes and three-dimensional solids
  • TxCCRS:
    • III.A. Geometric Reasoning – Figures and their properties
    • IX. Communication and Representation
1.6E Identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language.

Identify

THREE-DIMENSIONAL SOLIDS, INCLUDING SPHERES, CONES, CYLINDERS, RECTANGULAR PRISMS (INCLUDING CUBES), AND TRIANGULAR PRISMS

Including, but not limited to:

  • Three-dimensional figure – a solid figure
  • Names of three-dimensional figures
    • Sphere
    • Cone
    • Cylinder
    • Rectangular prism
    • Cube or square prism (special rectangular prism)
    • Triangular prism
    • Rectangular (square) pyramid
    • Triangular pyramid
  • Identify three-dimensional shapes in the real-world
    • Sphere
      • Globe, ball, etc.
    • Cone
      • Party hat, ice cream cone, etc.
    • Cylinder
      • Can, paper towel roll, etc.
    • Prisms
      • Rectangular prism
        • Long tissue box, shoe box, etc.
      • Cube (special rectangular prism)
        • Square tissue box, alphabet block, die, etc.
      • Triangular prism
        • Tent, a Toblerone® candy box, etc.
    • Pyramids
      • Rectangular pyramid (including square pyramid)
        • Egyptian pyramid, etc.
      • Triangular pyramid
        • Connecting toy, etc.

Describe

ATTRIBUTES OF THREE-DIMENSIONAL SOLIDS USING FORMAL GEOMETRIC LANGUAGE

Including, but not limited to:

  • Three-dimensional figure – a solid figure
  • Attributes of three-dimensional figures – characteristics that define a geometric figure (e.g., faces [flat surfaces], curved surfaces, edges, vertices, etc.)
  • Properties of three-dimensional figures – relationship of attributes within a geometric figure (e.g., a cylinder can roll on its curved surface and stand or slide on its face [flat surface], etc.) and between a group of geometric figures (e.g., a cylinder and a cube can both stand or slide on their faces [flat surfaces]; however, a cylinder can also roll on its curved surface; etc.)
  • Attributes of three-dimensional figures using formal language
    • Surfaces
      • Curved surface
      • Flat surface
      • Face of a prism – a flat figure with straight sides that forms the surface of a prism
        • Number of faces
        • Shape of faces
    • Edge – where the sides of two faces meet on a three-dimensional figure
      • Number of edges
    • Vertex (vertices) in a three-dimensional figure – the point (corner) where three or more edges of a three-dimensional figure meet
      • Number of vertices
  • Attributes that do not identify a three-dimensional figure
    • Orientation
    • Size
    • Color
    • Texture
  • Types of three-dimensional figures
    • Curved surface three-dimensional figures
      • Sphere
        • 1 curved surface forming a solid round figure
        • Rolls
      • Cone
        • 1 flat surface shaped like a circle
        • 1 curved surface
        • 1 vertex
        • Rolls, slides
      • Cylinder
        • 2 equal, opposite, flat surfaces shaped like circles
        • 1 curved surface
        • Rolls, slides, stacks
    • Prisms
      • Rectangular prism
        • 6 rectangular faces
        • 12 edges
        • 8 vertices
        • Slides, stacks
      • Cube or square prism (special rectangular prism)
        • 6 square faces
        • 12 edges
        • 8 vertices
        • Slides, stacks
      • Triangular prism
        • 5 faces (2 triangular faces, 3 rectangular faces)
        • 9 edges
        • 6 vertices
        • Slides, stacks
    • Pyramids
      • Rectangular pyramid (including square pyramid)
        • 1 rectangular or square face
        • 4 triangular faces
        • 8 edges
        • 5 vertices
        • Slides
      • Triangular pyramid
        • 4 triangular faces
        • 6 edges
        • 4 vertices
        • Slides

Note(s):

  • Grade Level(s):
    • Kindergarten identified three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxRCFP:
    • Analyzing attributes of two-dimensional shapes and three-dimensional solids
  • TxCCRS:
    • III.A. Geometric Reasoning – Figures and their properties
    • 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
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