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Instructional Focus Document
Grade 3 Science
TITLE : Unit 01: Investigating Properties of Matter SUGGESTED DURATION : 21 days

Unit Overview

Introduction

This unit bundles Student Expectations that address measurable physical properties. Physical properties can be used to determine how matter is classified, changed, and used. Changes in state of matter are the result of adding or removing thermal energy (heat).

 

Prior to this Unit

  • Kindergarten
    • K.5A – Observe and record properties of objects, including bigger or smaller, heavier or lighter, shape, color, and texture.
    • K.5B – Observe, record, and discuss how materials can be changed by heating or cooling.
    • K.6A – Use the senses to explore different forms of energy such as light, thermal, and sound.
  • Grade 1
    • 1.5A – Classify objects by observable properties such as larger and smaller, heavier and lighter, shape, color, and texture.
    • 1.5B – Predict and identify changes in materials caused by heating and cooling.
    • 1.5C – Classify objects by the materials from which they are made.
    • 1.6A – Identify and discuss how different forms of energy such as light, thermal, and sound are important to everyday life.
  • Grade 2
    • 2.5A – Classify matter by physical properties, including relative temperature, texture, flexibility, and whether material is a solid or liquid.
    • 2.5B – Compare changes in materials caused by heating and cooling.
    • 2.5C – Demonstrate that things can be done to materials such as cutting, folding, sanding, and melting to change their physical properties.
    • 2.5D – Combine materials that when put together can do things that they cannot do by themselves such as building a tower or a bridge and justify the selection of those materials based on their physical properties.
    • 2.6A – Investigate the effects on objects by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter.
  • Grade 2, Mathematics
    • 2.9D – Determine the length of an object to the nearest marked unit using rulers, yardsticks, and meter sticks, or measuring tape Grade 2.

 

During this Unit

Students use scientific practices and a variety of tools to measure, test, and record physical properties of matter. They describe and classify states of matter and explore mixtures. Furthermore, students investigate the phenomena of matter changing states. They predict, observe, and record changes in states of matter and investigate the role thermal energy plays in changing states of matter. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Students continue to demonstrate safe practices as outlined in Texas Education Agency-approved safety standards and consider environmentally appropriate practices with resources during investigations.

 

Streamlining Note

TEKS 3.5C added “such as” examples for illustrative purposes. 3.6A removed “heat” leaving only “thermal” energy. See Science TEKS Streamlining Side by Side Grade 3 (link in System Resources below).

 

After this Unit

In Unit 02, Investigating Energy, students will continue to explore thermal energy in everyday life. Grade 4 students will measure, compare, and contrast physical properties of matter; compare and contrast mixtures, including solutions; and differentiate among forms of energy.

 

Additional Notes

STAAR Note

The Grade 5 STAAR will directly assess Student Expectations in the following Reporting Categories:

  • Reporting Category 1: Matter and Energy
    • 3.5C – Supporting Standard
    • 5.5A – Readiness Standard
    • 5.5B – Supporting Standard
    • 5.5C – Supporting Standard

Various process standards will be dual coded with 40% of the assessed content standards.

 

Research

The study of matter and its properties “should continue and become more systematic and quantitative (in Grades 3–5). Students should measure, estimate, and calculate sizes, capacities, and masses”.

American Association for the Advancement of Science. (1993). Benchmarks on-line. Retrieved from http://www.project2061.org/publications/bsl/online/index.php?chapter=4#D1

 

“The study of materials:

…should continue and become more systematic and quantitative. Objects and materials can be described by more sophisticated properties. Students should measure, estimate, and calculate sizes, capacities, and weights.”

“By the end of the 5th grade, students should know that:

  • Heating and cooling can cause changes in the properties of materials, but not all materials respond the same way to being heated and cooled. 4D/E1a*
  • Many kinds of changes occur faster under hotter conditions. 4D/E1b
  • Materials may be composed of parts that are too small to be seen without magnification. 4D/E3
  • When a new material is made by combining two or more materials, it has properties that are different from the original materials. 4D/E4a
  • All materials have certain physical properties, such as strength, hardness, flexibility, durability, resistance to water and fire, and ease of conducting heat. 4D/E6** (SFAA)
  • Collections of pieces (powders, marbles, sugar cubes, or wooden blocks) may have properties that the individual pieces do not. 4D/E7** (ASL)”

American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved from http://www.project2061.org/publications/bsl/online/index.php?chapter=4#D2.


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

  • Why is it important to know and understand how the natural world works?
  • How are the properties of systems and their components (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 observing 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?
  • In what ways have scientific explanations affected scientific thinking and people over time?
  • 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)

Matter has measurable physical properties that can be used to determine how matter is classified, changed, and used.

  • In what ways can physical properties of substances be tested and measured?
  • In what ways are physical properties used for the classification of matter?
  • In what ways do physical properties determine how matter is used?
  • In what ways do physical properties determine how matter is changed?

Systems

  • Matter

 

Classifications

  • Mixture
  • Magnetic
  • Nonmagnetic
  • Sink
  • Float

 

Properties

  • Temperature
  • Mass
  • Magnetism
  • Relative density


Models

  • Mixture

 

Constancy

  • Scientific investigation
  • Properties
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.

Matter has measurable physical properties that can be used to determine how matter is classified, changed, and used.

  • In what ways are physical properties used for the classification of matter?
  • In what ways do physical properties determine how matter is changed?

 

Changes in state of matter are the result of adding or removing thermal energy.

  • In what ways is matter affected by heating and cooling?

Systems

  • Matter

 

Classifications

  • Solid
  • Liquid
  • Gas

 

Properties

  • Temperature
  • Definite shape
  • Indefinite shape
  • Takes shape of container
  • Ability to flow

 

Patterns

  • Change of state
  • Thermal energy

 

Models

  • States of matter

 

Change

  • Physical properties of matter

 

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.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

Misconceptions:

  • Students may think measurement is only linear.
  • Students may think a larger object has more mass (is heavier) than a smaller object.
  • Students may think all metal objects are attracted to a magnet, rather than to iron, nickel, and cobalt.
  • Students may think all large objects sink and all small objects float, rather than objects with a density less than water floating, and greater than water sinking.
  • Students may think gases are not matter because most are invisible, rather than gases filling a space.
  • Students may think materials can only exhibit properties of one state of matter, rather than the capability of existing in more than one state.
  • Students may think that water “disappears”, rather than evaporates.
  • Students may think that water “appears”, rather than condensates.

Unit Vocabulary

Key Content Vocabulary:

  • Attract – to cause to draw near or stick together by physical force
  • Celsius – the international unit of measurement for temperature
  • Condensation – the process of changing from a gas to a liquid
  • Cooling – the process of becoming cooler; a falling temperature due to removal of thermal energy
  • Energy – the ability to cause change
  • Evaporation – the process of changing from a liquid to a gas
  • Freezing / freeze – to change from a liquid to a solid state by removal of thermal energy
  • Gas – a state of matter in which the substance takes both the shape and the volume of its container
  • Heating – the process of becoming warmer; a rising temperature due to the addition of thermal energy
  • Liquid – take the shape of their container, filling the bottom of the container first
  • Magnet – an object that attracts (pulls) iron and a few other magnetic materials, such as nickel and cobalt; can push or pull objects
  • Magnetic – able to be attracted by a magnet or magnetized
  • Magnetism – a force of attraction that causes a magnetic material to move
  • Mass – the amount of matter in something
  • Matter – anything that has mass and takes up space
  • Melting / melt – to change from a solid to a liquid by adding thermal energy
  • Mixture – a combination of two or more substances that can be separated in some physical way
  • Nonmagnetic – not attracted to a magnet
  • Physical change – change which alters the physical properties of a substance without changing its identity
  • Physical property – properties of matter that can be observed, measured, or changed without changing the matter itself
  • Repel – to present an opposing force to; push back or away by a force
  • Solid – definite shape and size
  • States of matter – the forms matter can take, such as solid, liquid, and gas; sometimes called phases of matter
  • Temperature – a way of measuring how hot or cold something is; temperature is measured using either the Fahrenheit (F) or Celsius (C) scale
  • Thermal energy – energy related to the temperature of an object or a substance
  • Water vapor – the gas state of water

Related Vocabulary:

  • Change of state
  • Condense
  • Data table
  • Degrees
  • Evaporate
  • Fahrenheit
  • Float
  • Heat
  • Measure
  • Model
  • Pan balance
  • Sink
  • Thermal energy
  • Thermometer
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 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.
  • Student Expectations (TEKS) are labeled Supporting as identified by TEA of the assessed curriculum.
  • Student Expectations (TEKS) are labeled Process standards as identified by TEA of the assessed curriculum.
  • 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
3.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and environmentally appropriate practices. The student is expected to:
3.1A Demonstrate safe practices as described in Texas Education Agency-approved safety standards during classroom and outdoor investigations using safety equipment as appropriate, including safety goggles or chemical splash goggles, as appropriate, and gloves.
Process Standard

Demonstrate

SAFE PRACTICES

Including, but not limited to:

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

Note(s):

3.1B Make informed choices in the use and conservation of natural resources by recycling or reusing materials such as paper, aluminum cans, and plastics.
Process Standard

Make

INFORMED CHOICES

Including, but not limited to:

  • In the use of natural resources
    • Fresh water
  • In the conservation of natural resources
    • Reuse or recycling
      • Paper
      • Aluminum cans
      • Plastics
3.2 Scientific investigation and reasoning. The student uses scientific practices during laboratory and outdoor investigations. The student is expected to:
3.2A Plan and implement descriptive investigations, including asking and answering questions, making inferences, and selecting and using equipment or technology needed, to solve a specific problem in the natural world.
Process Standard

Plan, Implement

INVESTIGATIONS

Including, but not limited to:

  • Descriptive investigations
  • Asking and answering questions
    • Focus for the investigation
  • Making inferences
    • Possible proficiencies may include:
      • Making claims
      • Providing evidence to support the claim
      • Using reasoning to explain the evidence
  • Selecting and using equipment / technology 

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)
3.2B Collect and record data by observing and measuring using the metric system and recognize differences between observed and measured data.
Process Standard

Collect, Record

DATA

Including, but not limited to:

  • Observing
  • Measuring (using the metric system)
  • Recognizing differences between observed and measured data
3.2C

Construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, examine, and evaluate measured data.


Process Standard

Construct

GRAPHIC ORGANIZERS, TABLES, CHARTS, AND BAR GRAPHS TO ORGANIZE, EXAMINE, AND EVALUATE MEASURED DATA

Including, but not limited to:

  • Using tools and current technology
    • Computers
  • Graphic organizers
  • Simple tables
  • Charts
  • Bar graphs
3.2D Analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations.
Process Standard

Analyze, Interpret

PATTERNS IN DATA

Including, but not limited to:

  • Student investigations
  • Teacher demonstrations
  • Visuals such as graphs, charts, tables, illustrations, etc.
    • Possible types of graphs for analysis include:
      • Bar graphs
      • Dot plots
      • Pictographs

Construct

REASONABLE EXPLANATIONS BASED ON EVIDENCE

Including, but not limited to:

  • Information from investigations
    • Making claims
    • Providing evidence to support the claim
    • Using reasoning to explain the evidence
  • Data from investigations
    • Numerical
    • Visual
    • Written
3.2E Demonstrate that repeated investigations may increase the reliability of results.
Process Standard

Demonstrate

REPEATED INVESTIGATIONS

Including, but not limited to:

  • May increase the reliability (consistency) of results
  • Repeated trials within one investigation

Note(s):

  • Student group or individual investigations conducted within class may be used as repeated investigations for purposes of multiple trials.
3.2F Communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion.
Process Standard

Communicate

VALID CONCLUSIONS SUPPORTED BY DATA

Including, but not limited to:

  • Methods of communication
    • In writing
      • Possible examples may include:
        • Written narratives
        • Observational notebook entries
        • Reflective notebook entries
        • Creating charts, graphs, and tables
    • By drawing pictures
    • Through verbal discussions
3.3 Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to:
3.3A Analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning, and experimental and observational testing.
Process Standard

Analyze, Evaluate, Critique

SCIENTIFIC EXPLANATIONS

Including, but not limited to:

  • Evidence
  • Logical reasoning
  • Experimental and observational testing
3.3B

Represent the natural world using models such as volcanoes or the Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials.


Process Standard

Represent

THE NATURAL WORLD

Including, but not limited to:

  • Model – a picture, idea, or object that represents an object, a system, or process and is used to help with understanding; models have advantages and limitations
  • Using models
  • Models representing
    • States of matter
  • Identifying limitations
    • Size
    • Properties
    • Materials
3.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:
3.4A

Collect, record, and analyze information using tools, including cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, magnets, collecting nets, notebooks, and Sun, Earth, and Moon system models; timing devices; and materials to support observation of habitats of organisms such as terrariums and aquariums.


Process Standard

Collect, Record, Analyze

INFORMATION USING TOOLS

Including, but not limited to:

  • Use lab equipment appropriately
    • Cameras
    • Computers
    • Celsius thermometers
    • Pan balances
    • Beakers
    • Hot plates
    • Magnets
    • Notebooks
3.5 Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to:
3.5A Measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float.

Measure, Test, Record

PHYSICAL PROPERTIES OF MATTER

Including, but not limited to:

  • Temperature – a way of measuring how hot or cold something is; temperature is measured using either the Fahrenheit (F) or Celsius (C) scale
  • Mass – the amount of matter in something
  • Magnetism – a force of attraction that causes a magnetic material to move
    • Magnet – an object that attracts (pulls) iron and a few other magnetic materials, such as nickel and cobalt; can push or pull objects
  • Ability to sink or float in water
3.5B Describe and classify samples of matter as solids, liquids, and gases and demonstrate that solids have a definite shape and that liquids and gases take the shape of their container.

Describe, Classify

SAMPLES OF MATTER

Including, but not limited to:

  • Solids
    • Definite shape and size
    • Do not take the shape of their containers
    • Note: Some solids may appear to flow when particles are very small (e.g., flour, sugar, salt)
  • Liquids
    • Take the shape of their containers, filling the bottom of the container first (e.g., water filling the bottom of a cup)
    • Ability to flow
  • Gases
    • Expand to take the shape of their containers
    • May escape when container is opened (e.g., air escaping from a balloon)

Note(s):

  • STAAR:
    • Although not identified as a Supporting Standard, this is the first time students have been introduced to gases. Up to this point, only solids and liquids have been discussed.
3.5C Predict, observe, and record changes in the state of matter caused by heating or cooling such as ice becoming liquid water, condensation forming on the outside of a glass of ice water, or liquid water being heated to the point of becoming water vapor.
Supporting Standard

Predict, Observe, Record

CHANGES IN STATE OF MATTER

Including, but not limited to:

  • Changes caused by
    • Heating
      • Melting – to change from a solid to a liquid state by adding thermal energy
        • Example:
          • Ice melting
      • Evaporation – process of changing from a liquid to a gas
        • Example:
          • Water boiling
    • Cooling
      • Freezing – to change from a liquid to a solid state by loss of thermal energy
        • Example:
          • Water freezes into ice
      • Condensation – the process of changing from a gas to a liquid
        • Example:
          • Condensation forming on the outside of a glass of water

Note(s):

  • STAAR:
    • Students were introduced to predicting and identifying changes in materials caused by heating and cooling in Grade 1 (1.5B).
3.5D Explore and recognize that a mixture is created when two materials are combined such as gravel and sand or metal and plastic paper clips.

Explore, Recognize

A MIXTURE IS CREATED WHEN TWO MATERIALS ARE COMBINED

Including, but not limited to:

  • Mixture – a combination of two or more substances that can be separated in some physical way
  • Gravel and sand
  • Metal and plastic paper clips
    • Possible examples may include:
      • Iron filings and table salt
      • Soil and rocks
      • Pens and pencils (student supplies)
      • Contents of a recycling box
      • Sand and water
      • Student generated ideas

Note(s):

  • STAAR:
    • Although not identified as a Supporting Standard, this student expectation builds the foundation for the content of Supporting Standard 5.5B.
3.6 Force, motion, and energy. The student knows that forces cause change and that energy exists in many forms. The student is expected to:
3.6A

Explore different forms of energy, including mechanical, light, sound, and thermal in everyday life.

Explore

DIFFERENT FORMS OF ENERGY IN EVERYDAY LIFE

Including, but not limited to:

  • Energy – the ability to cause change
    • Thermal – energy related to the temperature of an object or a substance
      • The movement of thermal energy from one substance to another can result in a change of state (solid, liquid, gas)
        • Melting
        • Freezing
        • Condensation
        • Evaporation

Note(s):

  • STAAR:
    • Although not identified as a Supporting Standard, this student expectation builds the foundation for the content of Readiness Standard 5.6A.
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 10/07/2019
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