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Instructional Focus Document
Grade 2 Science
TITLE : Introduction: Working Like a Scientist SUGGESTED DURATION : 3 days

Unit Overview

Introduction (describes the focus and purpose of the unit)

The Introduction IFD serves two purposes:

     1.  An introduction to the course through the lens of Overarching Understandings and the processes used to engage with and explore the content.
     2.  A guide for educators to navigate Instructional Focus Documents during instructional planning for the units of this course. (See parenthetical notes in each section.)

This unit bundles Student Expectations that allow for the establishment of science procedures, including safety and notebooking, as well as what is means to be a scientist.

 

Prior to this Unit (list of TEKS in previous courses or previous units of this course that align with the content of this unit)

  • Kindergarten
    • 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.  
    • K.2A – Ask questions about organisms, objects, and events observed in the natural world.
    • K.2B – Plan and conduct simple descriptive investigations.
    • K.2C – Collect data and make observations using simple tools.
    • K.2D – Record and organize data and observations using pictures, numbers, and words.
    • K.3C – Explore that scientists investigate different things in the natural world and use tools to help in their investigations.
    • K.4A – Collect information using tools, including notebooks; non-standard measuring items; weather instruments such as demonstration thermometers.
    • K.4B – Use the senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment.
    • K.8A – Observe and describe weather changes from day to day and over seasons.
  • Grade 1
    • 1.1A – 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.
    • 1.2A – Ask questions about events observed in the natural world.
    • 1.2B – Plan and conduct simple descriptive investigations.
    • 1.2C – Collect data and make observations using simple tools.
    • 1.2D – Record and organize data using pictures, numbers, and words.
    • 1.3C – Describe what scientists do.
    • 1.4A – Collect, record, and compare information using tools, including notebooks, standard measuring items; weather instruments such as demonstration thermometers and wind socks.
    • 1.4B – Measure and compare organisms and objects using non-standard units.
    • 1.8A – Record weather information, including relative temperature, such as hot or cold, clear or cloudy, calm or windy, and rainy or icy.
  • Grade 1, Mathematics
    • 1.7A – Use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement.
    • 1.7B – Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other.
    • 1.7C – Measure the same object / distance with units of two different lengths and describe how and why the measurements differ.
    • 1.7D – Describe a length to the nearest whole unit using a number and a unit.

 

During this Unit (an overview of the content in this unit)

Students immediately begin the process of working like a scientist and performing descriptive investigations to set the stage for scientific inquiry throughout the year. Please refer to the TEKS Resource System Resource “Science Notebooking: A Reflective Tool for Assessing Student Understanding_G.2” for more information. Students demonstrate safe practices as described in the Texas Education Agency-approved safety standards and collect and record weather data by observing, measuring, organizing, and graphing it using pictures, numbers, and words.

The introduction unit is an opportunity to introduce the course through the lens of the Overarching Understandings (big ideas). Throughout the school year, students need to continually look at instances of natural phenomena through the big ideas of systems, classifications, properties, patterns, models, constancy, and change. These terms are included in the Key Content Vocabulary, and students should be questioned throughout each unit for instances of these big ideas. Additionally, students need to be continually aware of the processes involved in their “doing” of science.

The scientific processes are very similar throughout every science course, beginning in Kindergarten. Students may need some direct instruction on the purpose and properties of scientific processes; however, it is intended for students to develop a deep understanding of the scientific processes by using them in the context of the content of this course, throughout every unit of this course. There are no Performance Assessments or assessment items associated with the introduction.

The purpose of measuring, recording, and graphing weather data at this time is to give a purpose and context for setting up and using the notebook. The actual content of weather will be addressed in Unit 04, Investigating Patterns in Weather and the Appearance of the Moon. Collecting data on a regular basis over time allows students to begin to recognize patterns in our natural world. Students collect data for air temperature, precipitation, wind conditions, and cloud coverage using appropriate equipment. Teachers should determine the frequency with which local weather data will be collected throughout the year.

Note that rain gauges use inches or millimeters to measure rainfall. Students in Grade 1 Mathematics have only been introduced to measurement of length using non-standard units. As incoming Grade 2 students, they may need assistance collecting data until these concepts of measurement are attained in Grade 2.

According to the introductory material of the TEKS, “The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific processes, including inquiry methods, analyzing information, making informed decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary in the context of Physical, Earth, and Life sciences. Districts are encouraged to facilitate classroom and outdoor investigations for at least 60% of instructional time.”

 

Streamlining Note (a statement describing the changes in relevant TEKS in current and previous courses implemented in the 2018-2019 school year)

TEKS 2.1A was revised to include chemical splash goggles; 2.2C language now generally states “scientific tools”; 2.4A removed primary balances as required equipment. See the Science TEKS Streamlining Side by Side Grade 2 (link in System Resources below).

 

After this Unit (a statement that may describe the content that will be studied next in the course, how the content aligns with future courses, or how the content of this unit may be used in the real world)

Students will continue using scientific processes, safe practices, and their science notebooks throughout the year as they investigate scientific concepts and describe their findings. Ongoing weather data collection will be utilized during Unit 04, Investigating Patterns in Weather and the Appearance of the Moon.

 

Additional Notes

STAAR Note (a brief statement regarding STAAR or a list of TEKS that may be assessed on STAAR)

The student expectations in this unit support Scientific Investigation and Reasoning Skills that may be assessed on the Grade 5 Science STAAR:

  • These skills are foundational for Grade 5 Scientific Investigation and Reasoning and will be incorporated into at least 40% of the test questions on the Grade 5 STAAR in Reporting Categories 1–4.

 

Research (list of research-based Student Expectations that align with the TEKS of this unit)

Students should be actively involved in exploring phenomena that interest them both in and out of class. These investigations should be fun and exciting, opening the door to even more things to explore. An important part of students’ exploration is telling others what they see, what they think, and what it makes them wonder about. Children should have lots of time to talk about what they observe and to compare their observations with those of others. A premium should be placed on careful expression, a necessity in science, but students at this level should not be expected to come up with scientifically accurate explanations for their observations.

From their very first day in school, students should be actively engaged in learning to view the world scientifically. That means encouraging them to ask questions about nature and to seek answers, collect things, count and measure things, make qualitative observations, organize collections and observations, discuss findings, etc. Getting into the spirit of science and liking science are what count most.

American Association for the Advancement of Science. (2009). Benchmarks for scientific literacy. Project 2061. Retrieved from

http://www.project2061.org/publications/bsl/online/index.php?chapter=4#C2.

 

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

  • People can often learn about things around them by just observing those things carefully, but sometimes they can learn more by doing something to the things and noting what happens. 1B/P1
  • Tools such as thermometers, magnifiers, rulers, or balances often give more information about things than can be obtained by just observing things unaided. 1B/P2
  • Describing things as accurately as possible is important in science because it enables people to compare their observations with those of others. 1B/P3
  • When people give different descriptions of the same thing, it is usually a good idea to make some fresh observations instead of just arguing about who is right. 1B/P4”

American Association for the Advancement of Science. (2009). Benchmarks for scientific literacy. Project 2061. Retrieved from

http://www.project2061.org/publications/bsl/online/index.php?chapter=1#B2


(Overarching Understandings and Questions are the big ideas that encompass the investigation of scientific concepts. They align to scientific processes and the Overarching Concepts. They may be used to help students make connections between unit-level, topical ideas and the bigger ideas in science. The application and alignment of these may vary across content areas due to the unique nature of each discipline.)

 

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)

(Unit Understandings and Questions are the unit-level, topical big ideas. They represent what students should understand at the end of the unit of study. Therefore, they may be used to develop unit learning outcomes. There is a direct relationship between Unit Understandings, Concepts, Performance Assessments, and Unit Assessment Items.)

 

Safety is the most important factor when conducting scientific investigations at home or school.

  • In what ways can we practice safety during investigations?
  • Why is it important to follow safety rules during investigations?

 

Scientists ask questions and investigate natural phenomena help us make sense of our world.

  • What are the characteristics of a scientist?
  • What do different types of scientists investigate?

 

Scientific investigation provides a trustworthy method for scientists to gain understanding about the natural world.

  • Why is it important to follow scientific processes and procedures during investigations?

 

In order for data to have meaning, it should be systematically collected, recorded, and organized.

  • In what ways can data inform us?
  • Why is it important for scientists to document their work?
  • Why is the proper organization of data important?

 

Observing, measuring, recording, and organizing weather data allows us to see patterns and make predictions about future weather.

  • In what ways can weather conditions be described?
  • In what ways is weather data useful?

(Overarching Concepts are directly related to the Overarching Understandings, and Unit Concepts are directly related to the Unit Understandings. The list shows how the two are related.)

 

Systems

  • Scientific investigation
  • Weather

 

Classifications

  • Classroom investigation
  • Outdoor investigation
  • Descriptive investigation

 

Properties

  • Temperature
  • Wind conditions
  • Precipitation
  • Cloud coverage

 

Patterns

  • Investigative procedures
  • Data

 

Constancy

  • Safe practices
  • Data collection

 

Change

  • Day-to-day weather
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: (a view or opinion that is incorrect because it is based on faulty thinking or lack of understanding)

  • Students may think all scientists wear lab coats.
  • Students may think there is one linear, step-by-step “scientific method”, rather than a repetition of steps in different sequences as new information is learned.
  • Students may think science answers all questions.
  • Students may think everyday food substances and household chemicals do not pose safety hazards.

 

Underdeveloped Concepts: (an inadequate, superficial, or partial understanding of a conceptual idea or skill)

Unit Vocabulary

Key Content Vocabulary: (unit-specific terms, such as major content terminology that will or may be introduced to students)

  • Celsius – the international unit of measurement for temperature
  • Change – to become different
  • Classifications – groups of similar things based on characteristics or properties
  • Constancy – staying the same; unchanging
  • Data – information collected during an investigation
  • Investigation – a way to discover the answer to a question or problem
  • Measure – compare an attribute of an object, such as its mass or length, to a standard unit, such as a gram or centimeter or to a non-standard unit
  • Meteorologist – a scientist who studies the weather
  • Meteorology – the study of weather
  • Observing – using the senses and appropriate tools to gather information about an object, organism, event, or phenomenon
  • Patterns repeated sequence; arranged according to a rule or natural phenomenon; a trend in data; used to predict what comes next
  • Personal protective equipment (PPE) – equipment, such as goggles, used for protection in an investigation
  • Precipitation – water that falls to the Earth’s surface as rain, snow, sleet, or hail
  • Properties – characteristics of objects, organisms, or events
  • Science – use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process
  • Scientist – someone who investigates natural phenomena in order to understand and explain each phenomenon
  • System – a group of parts that work together
  • Wind conditions – how fast and in what direction the air is moving
  • Wind vane – a weather instrument used to show the direction of the wind; often ornamental

 

Related Vocabulary: (general terminology that may have high-yield impacts when utilized in combination with Key Content Vocabulary and may have been previously taught)

  • Breezy
  • Calm
  • Clear
  • Cloud coverage
  • Graphs
  • Hail
  • Measured data
  • Non-standard units
  • Observed data
  • Partly cloudy
  • Procedures
  • Rain
  • Rain gauge
  • Record
  • Safety
  • Scientific practices
  • Select
  • Senses
  • Sleet
  • Snow
  • Standard units
  • Temperature
  • Thermometer
  • Tools
  • Weather
  • Wind
  • Windy
Unit Assessment Items System Resources Other Resources

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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 Center 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


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), 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.
TEKS# SE# TEKS SPECIFICITY
2.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures. The student is expected to:
2.1A Identify, describe, and demonstrate safe 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.

 

 

(The clarification of Student Expectations; only applicable specificity is included in each unit.)

Identify, Describe, 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):

2.2 Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in classroom and outdoor investigations. The student is expected to:
2.2A

Ask questions about organisms, objects, and events during observations and investigations.

 

Ask

QUESTIONS DURING OBSERVATIONS AND INVESTIGATIONS

Including, but not limited to:

  • Events
2.2B Plan and conduct descriptive investigations.

Plan, Conduct

INVESTIGATIONS

Including, but not limited to:

  • 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)
2.2C Collect data from observations using scientific tools.

Collect

DATA FROM OBSERVATIONS USING SCIENTIFIC TOOLS

Including, but not limited to:

  • Use tools appropriately
  • Possible examples may include:
    • Thermometers

 

2.2D Record and organize data using pictures, numbers, and words.

Record, Organize

DATA

Including, but not limited to:

  • Pictures
  • Graphs
    • Pictographs
    • Bar graphs
  • Numbers
  • Words
2.3 Scientific investigation and reasoning. The student knows that information and critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to:
2.3C Identify what a scientist is and explore what different scientists do.

Identify

WHAT A SCIENTIST IS

Explore

WHAT DIFFERENT SCIENTISTS DO

Including, but not limited to:

  • Specific disciplines scientists study (e.g., meteorology)

Note(s):

  • *Possible examples of scientists noted above correlate with Social Studies TEKS 2.4B for Grade 2.
2.4 Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to:
2.4A

Collect, record, and compare information using tools, including computers, hand lenses, rulers, plastic beakers, magnets, collecting nets, notebooks, and safety goggles or chemical splash goggles, as appropriate; timing devices; weather instruments such as thermometers, wind vanes, and rain gauges; and materials to support observations of habitats of organisms such as terrariums and aquariums.

Collect, Record, Compare

INFORMATION USING TOOLS

Including, but not limited to:

  • Weather instruments
    • Thermometer
    • Wind vanes
    • Rain gauge
  • Notebooks
  • Safety goggles or chemical splash goggles
2.8 Earth and space. Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:
2.8A Measure, record, and graph weather information, including temperature, wind conditions, precipitation, and cloud coverage, in order to identify patterns in the data.

Note: The intent of this SE in the Introduction is so that students have a context to set up their notebooks and immediately begin the process of working like a scientist and performing descriptive investigations to set the stage for scientific inquiry throughout the year. Collecting weather data throughout the year will give students enough data to begin to see patterns over time.This SE will be studied in depth and assessed in a later unit.

Measure, Record, Graph

WEATHER INFORMATION IN ORDER TO IDENTIFY PATTERNS IN THE DATA

Including, but not limited to:

  • Changes in weather
    • Temperature
      • Using and reading a thermometer
    • Wind conditions
      • Using and reading a wind vane
    • Precipitation
      • Using and reading a rain gauge
    • Cloud coverage
  • Patterns in weather
    • Patterns in temperature (hot weather, cold weather)
    • Patterns in wind conditions (windy, breezy, calm)
    • Patterns in precipitation (rain, hail, sleet, snow, dry conditions)
    • Patterns in cloud coverage (clear, partially cloudy, overcast)
  • Types of record keeping may include:
    • Notebooks
    • Calendars
    • Chart paper
  • Types of graphing may include:
    • Pictographs
    • Bar graphs

Note(s):

  • STAAR:
    • This is the first time that students have been introduced to the tools used to measure weather. Although not identified as a Supporting Standard, this student expectation builds the foundation for the content of Supporting Standard 4.8A.
    • Students may benefit from organizing weather data in multiple formats, such as pictographs and bar graphs (2.2D).
  • Project 2061: By the end of 2nd grade, the student should know that:
    • The temperature and amount of rain (or snow) tend to be high, low, or medium in the same months every year. 4B/P1*
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 07/30/2019
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