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Instructional Focus Document
Grade 2 Science
TITLE : Unit 05: Investigating Patterns in Weather and the Appearance of the Moon SUGGESTED DURATION : 25 days

Unit Overview

During this Unit

This unit bundles student expectations that address patterns in weather data, the importance of weather and seasonal information in decision making, and patterns of the appearance of the Moon. The intent of the unit is to focus on the big idea of patterns over time. Students demonstrate safe and healthy practices as outlined in Texas Education Agency-approved safety standards while engaging in descriptive investigations. They measure, record, and graph weather information in order to identify patterns in data and identify the importance of weather and seasonal information in making daily choices in regards to clothing, activities, and transportation. Additionally, students observe, describe, and record patterns of objects in the sky, including the appearance of the Moon over time. Furthermore, students communicate and discuss their observations and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations.

Note: We recommend that students begin their observation and recording of the appearance of the Moon at the beginning of the unit so they have time to see the pattern develop over time.

 

Streamlining Note

There are no revisions to TEKS 2.8A or 2.8B. TEKS 2.8C (water cycle) was deleted, and 2.8D was recoded to 2.8C. See the Science TEKS Streamlining Side by Side Grade 2 (link in System Resources below).

 

Prior Content Connections

  • Kindergarten
    • K.8A – Observe and describe weather changes from day to day and over seasons.
    • K.8B – Identify events that have repeating patterns, including seasons of the year and day and night.
    • K.8C – Observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun.
  • Grade 1
    • 1.8A – Record weather information, including relative temperature, such as hot or cold, clear or cloudy, calm or windy, and rainy or icy.
    • 1.8B – Observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun.
    • 1.8C – Identify characteristics of the seasons of the year and day and night.
    • 1.8D – Demonstrate that air is all around us and observe that wind is moving air.
  • Grade 2
    • 2.8A – Measure, record, and graph weather information, including temperature, wind conditions, precipitation, and cloud coverage.

 

After this Unit

In Grade 3, students will use tools and current technology to observe, measure, record, and compare day-to-day weather changes in different locations at the same time that include air temperature, wind direction, and precipitation.

 

STAAR Note

The student expectations in this unit are foundational to Grade 5 Scientific Investigation and Reasoning skills, and Supporting and Readiness Standards that may be assessed on the Grade 5 Science STAAR.

 

According to Research

“As children become more familiar with their world, they can be guided to observe changes including cyclic changes, such as seasons and less consistent changes, such as weather. “Students can discover patterns of weather changes during the year by keeping a journal. Younger students can draw a daily weather picture based on what they see out a window or at recess; older students can make simple charts and graphs from data they collect at a simple school weather station. Weather changes from day to day and over the seasons.”

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

 

There are many ways to acquaint children with Earth-related phenomena that they will only come to understand later as being cyclic. For instance, students can start to keep daily records of temperature (hot, cold, pleasant) and precipitation (none, some, lots), and plot them by week, month, and years. It is enough for students to spot the pattern of ups and downs, without getting deeply into the nature of climate.

“By the end of 2nd grade, students 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*”

American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved from http://www.project2061.org/publications/bsl/online/index.php?chapter=4#B1.

 

During these years, learning about objects in the sky should be entirely observational and qualitative, for the children are far from ready to understand the magnitudes involved or to make sense out of explanations. The priority is to get the students noticing and describing what the sky looks like to them at different times. They should, for example, observe how the moon appears to change its shape. But it is too soon to name all the moon's phases and much too soon to explain them.

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

  • There are more stars in the sky than anyone can easily count, but they are not scattered evenly, and they are not all the same in brightness or color. 4A/P1
  • The sun can be seen only in the daytime, but the moon can be seen sometimes at night and sometimes during the day. The sun, moon, and stars all appear to move slowly across the sky. 4A/P2
  • The moon looks a little different every day but looks the same again about every four weeks. 4A/P3”

American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved from http://www.project2061.org/publications/bsl/online/index.php?chapter=4#A1.


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 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 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)

Weather information can be measured, recorded, and organized in order to identify patterns in data.

  • In what ways can we measure, record, and organize weather information?
  • In what ways does weather develop patterns over time?
  • In what ways is identifying patterns in weather data useful?

  

Weather and seasonal information are important in guiding our choices for clothing, activities, and transportation.

  • In what ways do weather and seasonal information guide our daily choices?
  • Why are weather and seasonal information important in guiding our choices?

Systems

  • Weather

 

Classifications

  • Temperature
  • Wind conditions
  • Cloud coverage
  • Precipitation
  • Seasons

 

Properties

  • Hot
  • Warm
  • Cool
  • Cold
  • Calm
  • Windy
  • Sunny
  • Clear
  • Cloudy
  • Rainy
  • Snowy
  • Winter
  • Spring
  • Summer
  • Autumn (fall)

 

Patterns

  • Weather data

 

Constancy

  • Data collection

 

Change

  • 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.

The appearance of objects in the sky change over time in repeating patterns.

  • In what ways do the appearance of objects in the sky change over time in repeating patterns?
  • In what ways can the patterns of the Moon be described?
  • How does understanding the patterns of the Moon help you make a prediction about “what comes next?”

Systems

  • Sun, Earth, Moon

 

Classifications

  • Moon phases

 

Properties

  • Part
  • Half
  • Most
  • All

 

Patterns

  • Moon phases

 

Models

  • Moon phases

 

Constancy

  • Repetitive Moon cycle

 

Change

  • Moon phases
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 that rain comes from holes in clouds or from clouds sweating, rather than rain falling from clouds that cannot hold any more water droplets.
  • Students may think that clouds are made of cotton, wool, or smoke, rather than condensed water vapor.
  • Students may think that water disappears when it evaporates, rather than changing states.
  • Students may think wind speed is related to the temperature of air: For example, students may think that high wind speed means cold air, and gentle or slow wind speeds are warm.
  • Students may think cold days are caused by the clouds covering the Sun, rather than a change in temperature due to a variety of factors.
  • Students may think that the Moon can only be seen during the night, rather than the Moon is sometimes visible during the day and at night.
  • Students may think that stars and constellations appear in the same place in the sky every night, rather than as Earth rotates (spins) on its axis the stars appear to move across the night sky from east to west.
  • Students may think that all of the stars in a constellation are near each other or that all of the stars are the same distance from the Earth, rather than understanding stars in a constellation are distributed in three dimensions and vary greatly in their distance from the Earth.
  • Students may think that stars are evenly distributed throughout the universe.
  • When discussing stars, students may say that all stars are the same size and that the brightness of a star depends only on its distance from the Earth.

Unit Vocabulary

Key Content Vocabulary:

  • Appearance – how something looks
  • Choice – the act or an instance of choosing or selecting
  • Cloud – a mass of water droplets or ice crystals that have clumped together (condensed) in the atmosphere
  • Cloud cover – the amount of sky obscured (covered) by clouds
  • Full Moon – as seen from Earth, all of the Moon appears to be fully lit (forming a complete circle of reflected light from the Sun); described as “all of the Moon is lit.”
  • Moon – a natural object that orbits a planet; the Moon is the Earth’s only natural satellite and nearest neighbor in space
  • New Moon – as seen from Earth, none of the Moon appears to be lit (no light reflected from the Sun); described as “none of the Moon is lit.”
  • Pattern – a repeated arrangement (order) of objects
  • Precipitation – water that falls to the Earth’s surface as rain, snow, sleet, or hail
  • Rain gauge – a tool for collecting and measuring the amount of precipitation that falls
  • Seasons – one of the four periods of the year - spring, summer, autumn (fall), and winter; each season has different average temperatures, weather conditions, and lengths of daylight; some tropical areas have only two seasons – rainy and dry
  • Star – an object in space made up of gas that gives off light and heat
  • Sun – a star composed of gases; provides Earth with most of its light and heat energy
  • Temperature – a way of measuring how hot or cold something is; temperature is measured using either the Fahrenheit (F) or Celsius (C) scale
  • Thermometer – a tool that measures temperature
  • Weather – the condition of the atmosphere at a place for a short period of time including humidity, cloud cover, temperature, wind, and precipitation
  • 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
  • Windy – air (atmosphere) that experiencing strong wind

 

Related Vocabulary:

  • Air
  • Appear
  • Autumn (fall)
  • Changes
  • Cold
  • Damp
  • Data
  • Day
  • Dry
  • Hot
  • Moving
  • Night
  • Night sky
  • Predict
  • Repeat(ing)
  • Spring
  • Still
  • Summer
  • Wet
  • Winter
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.

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:

  • Objects
  • 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
2.2E Communicate observations and justify explanations using student-generated data from simple descriptive investigations.

Communicate

OBSERVATIONS

Including, but not limited to:

  • Student-generated data from simple descriptive investigations

Justify

EXPLANATIONS

Including, but not limited to:

  • Making claims from observations
  • Providing evidence from observations in order to support claims
  • Using reasoning to explain or justify the claims

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)
2.2F Compare results of investigations with what students and scientists know about the world.

Compare

RESULTS OF INVESTIGATIONS

Including, but not limited to:

  • What students and scientists know about the world
    • Possible examples may include:
      • Investigations about weather
      • Investigations about choice of building materials (e.g., towers or bridges)
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:
2.3B Make predictions based on observable patterns.

Make

PREDICTIONS

Including, but not limited to:

  • Based on observable patterns
    • Patterns in events
      • Appearance of the Moon
      • Apparent movement of the Sun’s position in the sky
      • Weather information
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., botany, zoology, geology, oceanography, meteorology, and ecology)
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:

  • Computers
  • Weather instruments
    • Thermometer
    • Wind vanes
    • Rain gauge
  • Notebooks
2.4B

Measure and compare organisms and objects.

Measure, Compare

OBJECTS

Including, but not limited to:

  • Measure
    • Liquid volume (capacity)
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.

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*
2.8B Identify the importance of weather and seasonal information to make choices in clothing, activities, and transportation.

Identify

IMPORTANCE OF WEATHER AND SEASONAL INFORMATION TO MAKE CHOICES

Including, but not limited to:

  • Clothing
    • Gloves
    • Hats
    • Raincoat
    • Sweater
    • Coat
    • Shoes
  • Activities
    • Sports
    • Swimming
  • Transportation
    • Car
    • Bike
    • Walking
2.8C Observe, describe, and record patterns of objects in the sky, including the appearance of the Moon.

Observe, Describe, Record

PATTERNS OF OBJECTS IN THE SKY

Including, but not limited to:

  • Appearance of the Moon
    • Possible examples may include:
      • Part of the Moon
      • Half of the Moon
      • Most of the Moon
      • All of the Moon
  • Examples of objects in the sky may include:
    • Patterns of stars
    • Apparent movement of the Sun’s position in the sky
      • Sunrise (east)
      • Noon (overhead)
      • Sunset (west)
  • Types of record keeping may include:
    • Notebooks
    • Calendars
    • Chart paper

Note(s):

  • STAAR:
    • Although not identified as a Supporting Standard, this student expectation builds the foundation for the content of Supporting Standard 4.8C and Readiness Standard 5.8C.
  • Project 2061: By the end of 2nd grade, the student should know that:
    • The Sun can be seen only in the daytime, but the Moon can be seen sometimes at night and sometimes during the day. The Sun, Moon, and stars all appear to move slowly across the sky. 4A/P2
    • The Moon looks a little different every day but looks the same again about every four weeks. 4A/P3 
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 12/11/2018
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