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Instructional Focus Document
Grade 4 Social Studies
TITLE : Unit 01: Thinking Like a Geographer in Texas SUGGESTED DURATION : 15 days

Unit Overview

Introduction

This unit bundles student expectations that address the geography of Texas. Students begin their study of Texas history by first examining the current geographic patterns in Texas. In this unit students are introduced to the concept of region. Geographers study the world by spatially dividing the world into a variety of regions. A region is defined by its common physical or human geographic characteristic. Regions can vary in scale from large political entities to as small as a local neighborhood. The focus of this unit is on the physical geographic regions in Texas, yet student must also understand that Texas is divided in several political regions, including counties and cities. According to Kastens and Liben (2010), students are not developing adequate map skills; this then hinders their ability to develop spatial orientation, a problem that often follows them into adulthood. Continued development of spatial reasoning is necessary for student success in later social studies courses. A study of the physical geographic regions of Texas is important for understanding how physical geography affects settlement patterns and economic activities in Texas. With this foundational unit students gain an understanding of the geographic patterns in Texas, including current settlement and economic patterns in Texas along with continuing to develop needed spatial reasoning skills.

Prior to this Unit

Prior to this unit, in earlier grades, students were introduced to many geographic concepts in the context of local communities, including learning about human characteristics of communities and about using maps as tools.

During this Unit

In this unit, students learn about the characteristics of the physical geographic regions of Texas, the current political regions in Texas, the current settlement patterns in Texas, and the impact of physical geography on economic activities in Texas today. Additionally, students should be given practice in developing their spatial reasoning abilities by creating and interpreting multiple maps in this unit.

After this Unit

In subsequent units students study about the historical events that where shaped by the physical geography of Texas and about how those events brought about the current settlement and economic patterns in Texas. In the next unit, students learn about the inquiry process used by historians to study the past and specifically examine the Declaration of Independence and the U.S. Constitution, including the Bill of Rights.

Research

Kastens, A., & Liben, L. (2010).Children's strategies and difficulties while using a map to record locations in an outdoor environment. International Research in Geographical and Environmental Education, 19(4), 315-340.


The world is characterized by a variety of regions, places, and cultures.

  • What makes a region, place, or culture unique?

Humans have a complex relationship with the environment.

  • How do human interactions with the environment create a relationship?

Historians, geographers, and social scientists conduct research by creating compelling questions; evaluating sources; gathering, analyzing, and synthesizing information; and communicating conclusions supported by evidence.

  • How do historians, geographers, and social scientists conduct credible research?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

A variation in physical geography is responsible for the creation of different physical geographic regions and landscapes in Texas.

  • What physical geographic regions are located in Texas?
  • What is characteristic of the physical geography and landscape of the physical geographic regions in Texas?

Spatial Patterns

  • Region/Borders
  • Physical Geographic Processes/Landforms
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.

Texas is divided into political regions and characterized by distinct settlement patterns.

  • What divisions are used to create political regions in Texas?
  • What is characteristic of settlement patterns in Texas?
  • How do climate and physical geography affect settlement patterns in Texas?

Spatial Patterns

  • Region/Borders
  • Population Distribution
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.

Physical geography has affected the pattern of economic activities in Texas. 

  • What is characteristic of economic patterns in Texas?
  • In what ways do Texans make a living?
  • How do geographic factors affect the economic patterns in Texas?

Spatial Patterns

  • Region/Borders

Economic Patterns

  • Resources
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

  • None Identified

Unit Vocabulary

region – a spatial area of land that is unified by a common characteristic, such as political unity, linguistic unity, or common climate patterns
physical geography – study of the patterns and process related to the Earth’s surface
human geography – study of human activities related to interaction with the environment and control of the Earth’s surface
landform – a natural physical feature on the earth’s surface
economic activities – types of industriescreated to produce and distribute goods and services
settlement patterns – the physical arrangement observed by looking at where people live

Related Vocabulary

  • population
  • landscapes
  • political region
  • pattern

 

Unit Assessment Items System Resources

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


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.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
4 Geography.
4.6 Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
4.6A Apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps.

Apply

GEOGRAPHIC TOOLS TO CONSTRUCT AND INTERPRET MAPS

Including, but not limited to:

  • Grid systems – a network of horizontal and vertical lines used to locate points on a map or a chart by means of coordinates
  • Legends – an explanatory list of the symbols appearing on a chart or map. Sometimes, this is called a key.
  • Symbols – a symbol is something which stands for or suggests something else. It can be a visible sign of something which is intangible.
  • Scales – a scale indicates the relationship between the distances on a map, chart, or plan and the corresponding actual distances. Examples include “1 inch equals 1 mile.”
  • Compass rose – a compass rose is a circle or similar design which includes graduated degrees or quarter points and show compass directions
  • Other elements of maps
    • Title
    • Date of map
    • Author of map
  • Suggested maps students could construct
    • Regions of Texas
4.6B Translate geographic data, population distribution, and natural resources into a variety of formats such as graphs and maps.

Translate

GEOGRAPHIC DATA, POPULATION DISTRIBUTION, AND NATURAL RESOURCES INTO A VARIETY OF FORMATS

Including, but not limited to:

  • Examples including - landforms, climate, distance, population numbers, demographics, location and quantities of natural resources
4.7 Geography. The student understands the concept of regions. The student is expected to:
4.7A Describe a variety of regions in Texas and the United States such as political, population, and economic regions that result from patterns of human activity.

Describe

VARIETY OF REGIONS IN TEXAS AND THE UNITED STATES THAT RESULT FROM PATTERNS OF HUMAN ACTIVITY

Including, but not limited to:

  • Region – an area that is used to identify and organize areas of the Earth’s surface for various purposes
  • Political regions – areas defined by governmental established boundaries, such as state, county, school district, precinct
  • Population regions – areas defined by the characteristics of people living in the region, such as urban centers, ethnic settlements, rural area
  • Economic regions – areas defined by economic activities, such as agriculture, oil and gas fields, centers for banking, business district, industrial park
4.7B Identify, locate, and compare the geographic regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains), including their landforms, climate, and vegetation.

Identify, Locate, Compare

GEOGRAPHIC REGIONS OF TEXAS

Including, but not limited to:

  • Mountains and Basins
    • Landforms – mountains, canyons, and dry plateaus (e.g., Guadalupe Mountains, Davis Mountains, Chisos Mountains (part of Rocky Mountains), Rio Grande River, Pecos River)
    • Climate – hot summers, cold winters, arid
    • Vegetation – cactus, shrubs, pine trees in mountainous areas
  • Great Plains
    • Landforms – plains, plateaus, escarpments, canyons (e.g., Palo Duro Canyon, Cap Rock Escarpment, Edward’s Plateau)
    • Climate – hot summers, cold winters, semi-arid
    • Vegetation – grassland, cotton, wheat, short grasses, shrubs
  • North Central Plains
    • Landforms – rolling prairies, forests, rivers
    • Climate – hot summers, cool winters
    • Vegetation – grasses, brush, small trees
  • Coastal Plains
    • Landforms – plains, rivers, hills, desert, islands along the coast, bayous, escarpments (e.g., Colorado River, Brazos River, Balcones Escarpment)
    • Climate – mild winters and summers, humid
    • Vegetation –grasses and shrubs, oak or pine forest
4.7C Compare the geographic regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains) with regions of the United States and other parts of the world.

Compare

GEOGRAPHIC REGIONS OF TEXAS WITH REGIONS OF THE UNITED STATES AND OTHER PARTS OF THE WORLD

Including, but not limited to:

  • Mountain and Basins – characteristics similar to the US Rocky Mountain area
  • Great Plains – characteristics similar to the US Great Plains such as the Dakotas
  • North Central Plains – characteristics similar to the US Midwest
  • Coastal Plains – characteristics similar to the US Gulf Coast area and Eastern Seaboard
  • Other parts of the worldsome areas in western Texas can be compared to the Middle East because both areas drill oil. The North Central Plains can be compared to the central part of Western Europe (Germany) because both are relatively flat and have large urban areas.
4.8 Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to:
4.8B Describe and explain the location and distribution of various towns and cities in Texas, past and present.

Describe, Explain

LOCATION AND DISTRIBUTION OF VARIOUS TOWNS AND CITIES IN TEXAS, PAST AND PRESENT

Including, but not limited to:

  • During the 20th century industrial expansion drew people to the urban areas. Following the devastation of the 1900 hurricane, Galveston’s population decreased as industries moved inland to Houston.  San Antonio developed around a variety of military installations and manufacturing centers. Houston expanded around the oil, gas, and aerospace industries, along with a center for education and medicine. Dallas/Fort Worth is a center for banking, oil and gas. Austin developed from a primarily governmental job market to a strong high-tech sector.
    •  Houston – (coastal region) 4th most populous city in the United States; international trade and banking center
    • San Antonio (coastal region) trading crossroads
    • Dallas – (coastal plains region) banking and financial
    • Ft. Worth (central plains region) cattle industrial terminal
    • Austin – (coastal plains region and central plains region) (on the cusp of the 2 regions) state capital, government, high-tech
    • El Paso – farthest west (mountain and basin region) international trade route, military
    • Brownsville – farthest south (coastal plains region) international trade route
    • Amarillo (great plains region) regional trade center
4.8C Explain the geographic factors such as landforms and climate that influence patterns of settlement and the distribution of population in Texas, past and present.

Explain

GEOGRAPHIC FACTORS THAT INFLUENCED PATTERNS OF SETTLEMENT AND THE DISTRIBUTION OF POPULATION IN TEXAS, PAST AND PRESENT

Including, but not limited to:

  • Landforms influence on settlement patterns and population distribution
    • Waterways – water is the most important influence on settlement patterns with past populations settling near rivers and along the Gulf Coast. Large urban centers in Texas are located near waterways and many are large port cities, such as Houston.
    • Plains and prairies – provided good soil to grow crops and ranch for early settlement. Allowed relative ease of development for commercial and housing developments and transportation resulting in the growth of large urban areas in North Texas.
    • Mountains, desert, and hills – barriers to settlement, difficult to travel over.
  • Climate
    • A mild climate in the Gulf Coast region resulted in a long growing season and a concentration of agricultural activity in the Rio Grande Valley.
    • A mild climate in the Gulf Coast region attracts a population that can work and play year-round, as well as industries that produce products year-round.
    • The panhandle area of the Great Plains region is sparsely populated and experiences very hot summers and cold winters.
4 Economics.
4.12 Economics. The student understands patterns of work and economic activities in Texas. The student is expected to:
4.12A Explain how people in different regions of Texas earn their living, past and present, through a subsistence economy and providing goods and services.

Explain

HOW PEOPLE IN DIFFERENT REGIONS OF TEXAS EARN THEIR LIVING, PAST AND PRESENT, THROUGH A SUBSISTENCE ECONOMY AND PROVIDING GOODS AND SERVICES

Including, but not limited to:

  • Subsistence Economy – an economy that is maintained or supported at a minimum level
    • Coastal Plains
      • Past – agriculture (farming and ranching) and small businesses
      • Present – commercial agriculture, oil and gas, banking, aerospace industries, technology, education, military, and service industries
    • North Central Plains
      • Past – agriculture (farming and ranching), small businesses, and military forts
      • Present – commercial agriculture (farming and ranching), wind farms, and small industries
    • Great Plains
      • Past – ranching, and agriculture (wheat and cotton farming)
      • Present – commercial agriculture (cotton farming), oil and gas, ranching, wind farms
    • Mountains and Basins Plains
      • Past – ranching (cattle, goat, and sheep)
      • Present – ranching (cattle, goat, and sheep), oil and gas, national park systems
4.12B Explain how geographic factors such as climate, transportation, and natural resources have influenced the location of economic activities in Texas.

Explain

HOW GEOGRAPHIC FACTORS HAVE INFLUENCED THE LOCATION OF ECONOMIC ACTIVITIES IN TEXAS

Including, but not limited to:

  • Decisions about the location of agricultural activities, manufacturing facilities, and businesses are affected by the climate, access to transportation, and the proximity of natural resources.
  • Favorable climate conditions influenced the development of major industries in Texas, where it is easier to produce year round and attractive for labor to relocate.
  • Throughout history, towns and large urban areas developed along railroad lines, as well as near rivers and ports which served as transportation routes.
  • Many industries, such as those related to oil and gas developed where those resources were discovered. Wind farms are located in prairie locations of Texas. Lumber industry developed in East Texas where forests are more abundant. Cattle ranching developed where the land was not arable and unsuitable for agricultural use.
4 Social studies skills.
4.21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
4.21B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.

Analyze

INFORMATION

Including, but not limited to:

  • By using skills of:
    • Sequencing
    • Categorizing
    • Identifying cause-and-effect relationship
    • Comparing
    • Contrasting
    • Finding the main idea
    • Summarizing
    • Making generalizations and predictions
    • Drawing inferences and conclusions
4.21C Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps.

Organize, Interpret

INFORMATION

Including, but not limited to:

  • Information in:
    • Outlines
    • Reports
    • Databases
    • Visuals
      • Graphs
      • Charts
      • Timelines
      • Maps
4.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
4.22D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.

Create

WRITTEN AND VISUAL MATERIAL

Including, but not limited to:

  • Journal entries
  • Reports
  • Graphic organizers
  • Outlines
  • Bibliographies
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 05/24/2018
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