Hello, Guest!

Instructional Focus Document
Kindergarten Science
TITLE : Unit 01: Exploring Properties of Objects SUGGESTED DURATION : 20 days

Unit Overview

Introduction

This unit bundles Student Expectations that address using tools and senses to observe and collect data, so students understand more about the world around them. Matter is described and organized by physical properties. Some properties can be changed by adding or removing thermal energy (heat).

 

Prior to this Unit

Some incoming Kindergarteners are most likely familiar with basic physical properties of objects and the effects of heating and cooling on materials from prior experiences.

 

During this Unit

Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in simple descriptive investigations to begin understanding how their senses can be used as a tool of observation to identify properties and patterns of objects. They describe matter in terms of its physical properties, including relative weight (heavier or lighter) and size (bigger or smaller), shape, color, and texture. Students learn the foundations of the concept of relative weight by assessing how light or heavy an item feels due to the pull of gravity (weight) or by placing the items on a primary balance. Furthermore, students distinguish between ‘heavy’ and ‘light’ as relative weight by using their sense of touch and by measuring and comparing objects and using non-standard measurements. They distinguish between bigger and smaller by comparing objects and using non-standard measurements. Finally, in this unit, students observe, record, and discuss how materials can be changed by heating and cooling. Students communicate and discuss their observations and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations.

 

Streamlining Note

TEKS K.5A removed “relative size and mass” and added “bigger or smaller” and “heavier or lighter”. See the Science TEKS Streamlining Side by Side Kindergarten (link in System Resources below).

 

After this Unit

Grade 1 students will classify objects by their physical properties and the materials from which they are made and then predict and identify changes in materials caused by heating or cooling.

 

Additional Notes

STAAR Note

The Student Expectations in this unit are foundational to Grade 5 Scientific Investigation and Reasoning skills as well as Supporting and Readiness Standards that may be assessed on the Grade 5 Science STAAR.

 

Research

As children develop facility with language, their descriptions become richer and include more detail. Initially, no tools need to be used, but children eventually learn that they can add to their descriptions by measuring objects--first with measuring devices they create and then by using conventional measuring instruments, such as rulers, balances, and thermometers. By recording data and making graphs and charts, older children can search for patterns and order in their work and that of their peers. For example, they can determine the speed of an object as fast, faster, or fastest in the earliest grades.

National Academy of Science. (1995). National science education standards. Retrieved from http://www.nap.edu/readingroom/books/nses/.

 

Students should be doing things, especially in science and design projects, that require them to pose questions that can be answered only by numbers associated with things. In this way, they can begin to understand that answers to such questions as say, ‘How big?’, ‘How far?’, or ‘How long?’ can be, respectively, ‘9 pounds’, ‘9 blocks’, or ‘9 days’—but not ‘9’. Although students should be encouraged to make relative physical comparisons directly whenever they can, concluding say, that B is taller than A, C holds more than D, etc., they should also begin to develop a preference for numerical comparisons—B is 2 inches taller than A, and box C holds 14 more marbles than box D. Graphing at this level should be mostly in the form of pictographs for the purpose of relative comparisons rather than the plotting of numbers.

Students should examine and use a wide variety of objects, categorizing them according to their various observable properties. They should subject materials to such treatments as mixing, heating, freezing, cutting, wetting, dissolving, and bending, as well as exposing to light to see how they change. Even though it is too early to expect precise reports or even consistent results from the students, they should be encouraged to describe what they did and how materials responded.

“By the end of the 2nd grade, students should know that:

  • Objects can be described in terms of their properties. Some properties, such as hardness and flexibility, depend upon what material the object is made of, and some properties, such as size and shape, do not. 4D/P1*
  • Things can be done to materials to change some of their properties, but not all materials respond the same way to what is done to them. 4D/P2”

American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved from http://www.project2061.org/publications/bsl/online/index.php?chapter=4#bm_4DP1.


Scientists investigate the natural world in order to understand and explain its systems.

  • Why is it important to know about and understand the natural world?
  • How are systems and their parts organized?
  • How are the components (parts), processes, and patterns of systems connected?

 

Scientific investigation is an orderly process to ensure that scientific claims are trustworthy.

  • Why is it important to be able to trust scientists’ work?
  • How do scientists make and support their claims?
  • What processes help scientists investigate their claim?

 

Data is collected and organized in an orderly manner, and analyzed by looking for patterns and relationships in order to develop reasonable explanations and make predictions.

  • What are some ways data can be organized?
  • How can data be used to make reasonable explanations?
  • How do patterns help us understand the natural world?

 

Scientists analyze, assess, and review each other’s work using processes of scientific investigations, and build on one another’s ideas through new investigations.

  • How can we know what to believe about a scientific claim?
  • Why do scientists work together to study new ideas?
  • Why is it important to know and understand how things work and why things happen?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

The senses can be used as a tool of observation to identify properties and patterns of objects.

  • In what ways can our senses be used as a tool of observation to identify properties and patterns of objects?

Systems

  • Matter

 

Classification

  • Bigger
  • Smaller
  • Heavier
  • Lighter
  • Circle
  • Triangle
  • Square
  • Rectangle
  • Red
  • Orange
  • Yellow
  • Green
  • Blue
  • Purple
  • Black
  • Brown
  • White
  • Soft
  • Hard
  • Smooth
  • Bumpy
  • Rough

 

Properties

  • Weight
  • Size
  • Color
  • Shape
  • Texture

 

Constancy

  • Scientific investigation
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.

Properties of materials can be changed by heating or cooling.

  • In what ways can our senses be used as a tool of observation to identify properties and patterns of materials?
  • In what ways might a material change when it is heated?
  • In what ways might a material change when it is cooled?

Systems

  • Matter

 

Classification

  • Liquid
  • Solid

 

Properties

  • Warmer
  • Hot
  • Melted
  • Runny
  • Cooler
  • Cold
  • Frozen
  • Hard

 

Patterns

  • Change of state

 

Models

  • Melting
  • Freezing

 

Constancy

  • Scientific investigation

 

Change

  • Physical properties of matter
  • Change of state
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:

  • Students may think the size of an object determines its weight, rather than some smaller objects being heavier than larger ones.
  • Students may think that cold is added to materials and water, rather than heat being removed.
  • Students may thing that all substances respond to the addition or removal of heat, rather than different substances having different freezing and melting points.

Unit Vocabulary

Key Content Vocabulary:

  • Change – to become different from the way it was before
  • Color – a property of an object that describes the appearance such as red, blue, etc.
  • Cooling – the process of becoming cooler; a falling temperature; removing heat
  • Freeze – to change from a liquid to a solid by removing heat
  • Heating  – the process of becoming warmer; a rising temperature; adding heat
  • Melt – to change from a solid to a liquid by adding heat
  • Property – a characteristic that can be observed, measured, or changed without changing the substance itself, such as size, shape, color, or texture
  • Senses – the means through which the body feels and perceives, including seeing, hearing, touching, smelling, and tasting
  • Shape – the outline of an area or a figure
  • Size – the overall dimensions of an object or organism; how big something is; bigger or smaller compared to another object
  • Texture – the feel, appearance, or consistency of a surface or a substance
  • Weight – a measurement of how hard gravity is pulling on an object; heavier or lighter compared to another object

 

Related Vocabulary:

  • Bigger
  • Black
  • Blue
  • Brown
  • Bumpy
  • Circle
  • Cold
  • Fluffy
  • Green
  • Hard
  • Heat
  • Heavier
  • Hot
  • Larger
  • Length
  • Lighter
  • Materials
  • Measure
  • Objects
  • Observe
  • Orange
  • Powdery
  • Primary balance
  • Rectangle
  • Red
  • Ridged
  • Rough
  • Round
  • Runny
  • Sight
  • Smaller
  • Smooth
  • Soft
  • Square
  • Touch
  • Triangle
  • Purple
  • Weight
  • White
  • Yellow
Unit Assessment Items System Resources Other Resources

Show this message:

Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Creator if your district has granted access to that tool.

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

State:

Texas Education Agency – Texas Safety Standards

http://www.tea.state.tx.us/index2.aspx?id=5483 (look under Documents)

 

Texas Gateway for Online Resources by TEA – Interactive Science Glossary

https://www.texasgateway.org/resource/interactive-science-glossary


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

Legend:

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

Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
  • Unit-specific clarifications are in italicized, blue text.
  • Information from Texas Education Agency (TEA), Texas College and Career Readiness Standards (TxCCRS), and American Association for the Advancement of Science (AAAS) Project 2061 is labeled.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
K.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and uses environmentally appropriate and responsible practices. The student is expected to:
K.1A Identify, discuss, and demonstrate safe and healthy practices as outlined in Texas Education Agency-approved safety standards during classroom and outdoor investigations, including wearing safety goggles or chemical splash goggles, as appropriate, washing hands, and using materials appropriately.

Identify, Discuss, Demonstrate

SAFE PRACTICES

Including, but not limited to:

  • Wearing safety goggles or chemical splash goggles, as appropriate
  • Washing hands
  • Using materials appropriately
  • Follow classroom and outdoor safety guidelines, as outlined in Texas Education Agency-approved safety standards

Note(s):

K.1B Demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reusing or recycling paper, plastic, and metal.

Demonstrate

HOW TO USE, CONSERVE, AND DISPOSE OF NATURAL RESOURCES AND MATERIALS

Including, but not limited to:

  • Natural resources and materials
    • Possible examples may include:
      • Fresh water
  • Conserving and reusing or recycling
    • Water
    • Paper
    • Plastic
    • Metals
K.2 Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to:
K.2A

Ask questions about organisms, objects, and events observed in the natural world.

Ask

QUESTIONS ABOUT OBSERVATIONS IN THE NATURAL WORLD

Including, but not limited to:

  • Objects
K.2B Plan and conduct simple descriptive investigations.

Plan, Conduct

INVESTIGATIONS

Including, but not limited to:

  • Simple descriptive

Note(s):

  • TEA:
    • Descriptive investigations involve collecting qualitative and/or quantitative data to draw conclusions about a natural or man-made system (e.g., rock formation, animal behavior, cloud, bicycle, electrical circuit). A descriptive investigation includes a question, but no hypothesis. Observations are recorded, but no comparisons are made and no variables are manipulated. Descriptive investigations (Texas Education Agency. (2007-2011). Laboratory and Field Investigations –FAQ, August 2010. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=5483)
K.2C Collect data and make observations using simple tools.

Collect

DATA

Including, but not limited to:

  • Use tools appropriately

Make

OBSERVATIONS USING SIMPLE TOOLS

Including, but not limited to:

  • Possible examples may include:
    • Hand lenses
    • Primary balances
    • Non-standard measurement tools
      • Paper clips
      • Clothespins
      • Plastic counters
      • Interlocking cubes
      • Teddy bear counters
K.2D Record and organize data and observations using pictures, numbers, and words.

Record, Organize

DATA AND OBSERVATIONS

Including, but not limited to:

  • Pictures
    • Real objects or pictures
  • Graphs
    • Picture graphs
    • Real-object graphs
  • Numbers
  • Words
K.2E Communicate observations about simple descriptive investigations.

Communicate

OBSERVATIONS

Including, but not limited to:

  • Simple descriptive investigations

Note(s):

  • TEA:
    • Descriptive investigations involve collecting qualitative and/or quantitative data to draw conclusions about a natural or man-made system (e.g., rock formation, animal behavior, cloud, bicycle, electrical circuit). A descriptive investigation includes a question, but no hypothesis. Observations are recorded, but no comparisons are made and no variables are manipulated. Descriptive investigations (Texas Education Agency. (2007-2011). Laboratory and Field Investigations –FAQ, August 2010. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=5483)
K.3 Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to:
K.3C Explore that scientists investigate different things in the natural world and use tools to help in their investigations.

Explore

SCIENTISTS’ INVESTIGATIONS, TOOLS

Including, but not limited to:

  • Basic definition of a scientist in the natural world
  • Process skills / tools scientists use
K.4 Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to:
K.4A

Collect information using tools, including computing devices, hand lenses, primary balances, cups, bowls, magnets, collecting nets, and notebooks; timing devices; non-standard measuring items; weather instruments such as demonstration thermometers; and materials to support observations of habitats of organisms such as terrariums and aquariums.

Collect

INFORMATION USING TOOLS

Including, but not limited to:

  • Computers
  • Hand lenses
  • Non-standard measuring items
  • Primary balances
  • Notebooks
K.4B

Use the senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment.

Use

SENSES AS A TOOL OF OBSERVATION TO IDENTIFY PROPERTIES AND PATTERNS IN THE ENVIRONMENT

Including, but not limited to:

  • Senses
    • Sight
    • Hearing
    • Touch
  • Properties and patterns
    • Objects
      • Size
      • Shape
      • Color
      • Texture
K.5 Matter and energy. The student knows that objects have properties and patterns. The student is expected to:
K.5A Observe and record properties of objects, including bigger or smaller, heavier or lighter, shape, color, and texture.

Observe, Record

PROPERTIES OF OBJECTS

Including, but not limited to:

  • Size
    • Bigger
    • Smaller
  • Weight
    • Heavier
    • Lighter
  • Shape
  • Color
    • Red
    • Orange
    • Yellow
    • Green
    • Blue
    • Purple
    • Black
    • Brown
    • White
  • Texture
    • Rough
    • Smooth
    • Bumpy
    • Soft
    • Hard
K.5B Observe, record, and discuss how materials can be changed by heating or cooling.

Observe, Record, Discuss

HOW MATERIALS CAN BE CHANGED

Including, but not limited to:

  • Changed by heating
    • Ice melting
  • Changed by cooling
    • Water freezing
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 08/06/2019
Loading
Data is Loading...