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Instructional Focus Document
Grade 4 Science
TITLE : Introduction: Processes for Scientific Investigations SUGGESTED DURATION : 2 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.

 

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

  • Grade 3
    • 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.
    • 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.
    • 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.
    • 3.2B – Collect and record data by observing and measuring using the metric system and recognize 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.
    • 3.2D – Analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations.
    • 3.2E – Demonstrate that repeated investigations may increase the reliability of results.
    • 3.2F – Communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion.
    • 3.3A – Analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning, and 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.
    • 3.3C – Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.
    • 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.

 

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

Students demonstrate safe practices as described in the Texas Education Agency-approved safety standards. Please refer to the TEKS Resource System Resource “Science Notebooking: A Reflective Tool for Assessing Student Understanding_G.4” for more information. Consider engaging students in a short descriptive investigation using process skills to begin working and thinking like a scientist and to give a purpose to begin using the science notebook.

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 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.

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 50% 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 4.1A removed compasses as required equipment and now includes safety equipment from former 4.4B. 4.2 Knowledge Statement has replaced “inquiry methods” with “scientific practices”. 4.3A reduced language for instructional time. 4.3B was deleted; former 4.3C was recoded and is now 4.3B; removed rivers and fossils “such as” examples and added water cycle. Former 4.3D was recoded and is now 4.3C. 4.4B was deleted; appropriate safety equipment from 4.4B is now embedded in 4.1A. See Science TEKS Streamlining Side by Side Grade 4 (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 use scientific processes, safe practices, and their science notebooks throughout the year as they investigate scientific concepts and describe their findings.

 

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)

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

  • Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments. 1B/E1*
  • Because we expect science investigations that are done the same way to produce the same results, when they do not, it is important to try to figure out why. 1B/E2a*
  • One reason for following directions carefully and for keeping records of one's work is to provide information on what might have caused differences in investigations. 1B/E2b
  • Scientists' explanations about what happens in the world come partly from what they observe, partly from what they think. 1B/E3a
  • Sometimes scientists have different explanations for the same set of observations. That usually leads to their making more observations to resolve the differences. 1B/E3bc
  • Scientists do not pay much attention to claims about how something they know about works unless the claims are backed up with evidence that can be confirmed, along with a logical argument. 1B/E4”

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.


(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 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)

(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.)

 

Following safety procedures, and environmentally appropriate and ethical practices are the most important factors 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?
  • Why is it important to be concerned with the environment during scientific investigations?

 

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

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

(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

 

Classifications

  • Classroom
  • Outdoor
  • Descriptive

 

Properties

  • Plan/implement investigations
  • Ask questions
  • Select and use equipment / technology
  • Make observations
  • Collect data
  • Record data
  • Organize data
  • Analyze and interpret data
  • Examine and evaluate data
  • Make inferences from data
  • Predict trends from data
  • Construct reasonable explanations from data
  • Communicate valid conclusions supported by data

 

Patterns

  • Investigative procedures
  • Data

 

Models

  • Natural world
  • Scientific explanations

 

Constancy

  • Safe practices
  • Conservation of resources

 

Change

  • History of science
  • Contributions of scientists
  • Science careers
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.
  • Students may think that scientific investigations are something that scientists do, rather than understanding that they can engage in scientific investigations throughout the course.

 

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)

  • Change – to become different
  • Classifications – groups of similar things based on characteristics or properties
  • Constancy – staying the same; unchanging
  • Environmentally appropriate practices – to cause no harm to the environment
  • Ethical practices – doing what is right
  • 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 and gloves, used for protection in an investigation
  • 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
  • System – a group of parts that work together

 

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

  • Analyze
  • Collect
  • Communicate
  • Conservation
  • Construct
  • Data
  • Implement
  • Investigation
  • Model
  • Plan
  • Record
  • Represent
  • Safety
  • Scientific practices
  • Tools
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.

(Other Resources may be from the state or other sources that are not created by TEKS Resource System, e.g., TEA, NOAA, NASA, TPWD, etc.)

 

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 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
4.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations, following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:
4.1A Demonstrate safe practices and the use of safety equipment as described in Texas Education Agency-approved safety standards during classroom and outdoor investigations using safety equipment, including safety goggles or chemical splash goggles, as appropriate, and gloves, as appropriate.
Process Standard

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

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
  • Handle organisms appropriately
  • Use safety equipment appropriately

Note(s):

4.1B Make informed choices in the use and conservation of natural resources and reusing and recycling of materials such as paper, aluminum, glass, cans, and plastic.
Process Standard

Make

INFORMED CHOICES

Including, but not limited to:

  • In the use of natural resources
    • Fresh water
    • Air
    • Plants
    • Animals
    • Fossil fuels
    • Soil
  • In the conservation of natural resources
    • Fresh water
    • Air
    • Plants
    • Animals
    • Fossil fuels
    • Soil
  • In the reusing and recycling of materials
    • Paper
    • Aluminum
    • Glass
    • Cans
    • Plastic
4.2 Scientific investigation and reasoning. The student uses scientific practices during laboratory and outdoor investigations. The student is expected to:
4.2A Plan and implement descriptive investigations, including asking well defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions.
Process Standard

Plan, Implement

INVESTIGATIONS

Including, but not limited to:

  • Descriptive investigations
  • Asking well defined 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 appropriate equipment or 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)
4.2B Collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps.
Process Standard

Collect, Record

DATA

Including, but not limited to:

  • Observing
  • Measuring (using the metric system)
  • Using descriptive words and numerals
    • Labeled drawings
    • Writing
    • Concept maps
4.2C Construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data.
Process Standard

Construct

TABLES, CHARTS, BAR GRAPHS, AND MAPS TO ORGANIZE, EXAMINE, AND EVALUATE DATA

Including, but not limited to:

  • Using tools and current technology
    • Computers
  • Simple tables
  • Charts
  • Bar graphs
  • Maps 
4.2D Analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured.
Process Standard

Analyze

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
      • Line graphs
      • Circle graphs (without percentages)
      • Dot plots

Interpret

PATTERNS

Including, but not limited to:

  • Construct reasonable explanations from data that can be observed and measured
    • Possible examples may include:
      • Changes in weather
      • Predictions based on data
      • Properties of soils (capacity to retain water, growth of plants)
      • Changes in shadows, seasons, and appearance of the Moon

Note(s):

  • STAAR:
    • Shadows and seasons are tested at Grade 5, but only explicitly taught at Grade 4.
    • Grade 5 students may be asked to make predictions based on either observable or inferred evidence of Grade 4 concepts, such as making predictions of shadow length from a graph or other visual (4.8C / 5.2D).
4.2E Perform repeated investigations to increase the reliability of results.
Process Standard

Perform

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.
4.2F Communicate valid oral and written results supported by data.
Process Standard

Communicate

VALID RESULTS SUPPORTED BY DATA

Including, but not limited to:

  • Methods of communication
    • Oral
    • Written
      • Possible examples may include:
        • Written narratives
        • Observational notebook entries
        • Reflective notebook entries
        • Creating charts, graphs, and tables
4.3 Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
4.3A 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
4.3B Represent the natural world using models such as the water cycle and stream tables and identify their limitations, including accuracy and size.
Process Standard

Represent

THE NATURAL WORLD

Including, but not limited to:

  • Model – a picture, idea, or object that represents an object, a system, or a process and is used to help with understanding; models have advantages and limitations
  • Using models
    • Water cycle
    • Stream tables
  • Models representing
    • Weather processes (e.g., weather systems)
    • Earth and space processes (e.g., shadows, seasons, patterns of the Moon, etc.)
    • Food webs
  • Identifying limitations
    • Accuracy
    • Size 
4.3C Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.
Process Standard

Connect

GRADE-LEVEL APPROPRIATE SCIENCE CONCEPTS

Including, but not limited to:

  • Connection with
    • History of science
    • Science careers
    • Contributions of scientists

Note(s):

  • *Scientist correlates to grade level Social Studies scientists and inventors SS 4.20A.
4.4 Scientific investigation and reasoning. The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry. The student is expected to:
4.4A Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, balances, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; 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
    • Calculators
    • Microscopes
    • Cameras
    • Computers
    • Hand lenses
    • Metric rulers
    • Celsius thermometers
    • Mirrors
    • Spring scales
    • Balances
    • Graduated cylinders
    • Beakers
    • Hot plates
    • Meter sticks
    • Magnets
    • Collecting nets
    • Notebooks
    • Timing devices
    • Materials to support observations of habitats of organisms, such as
      • Aquariums
      • Terrariums

Note(s):

  • STAAR:
    • Students should be familiar with tools needed to investigate grade-level science content, including battery holders for creating circuits.
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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