Hello, Guest!

Instructional Focus Document
Grade 4 Science
TITLE : Unit 09: Investigating Energy Flow in Living Systems SUGGESTED DURATION : 15 days

Unit Overview

During this Unit

This unit bundles student expectations that address the basic needs of producers and consumers as well as the significance of the Sun in the flow of energy through food webs. Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in descriptive investigations. They investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food. Students also describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the food web. Additionally, students communicate and discuss their observations and record data in their notebooks. Furthermore, students consider environmentally appropriate and responsible practices with resources during investigations.

 

Streamlining Note

TEKS 4.9B was revised to remove “such as a fire in a forest” example. See the Science TEKS Streamlining Side by Side Grade 4 (link in System Resources below).

 

Prior Content Connections

  • Kindergarten
    • K.9B – Examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants.
  • Grade 1
    • 1.9C – Gather evidence of interdependence among living organisms such as energy transfer through food chains and animals using plants for shelter.
  • Grade 2
    • 2.9B – Identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things.
    • 2.9C – Compare the ways living organisms depend on each other and on their environments such as through food chains.
  • Grade 3
    • 3.9A – Observe and describe the physical characteristics of environments and how they support populations and communities of plants and animals within an ecosystem.
    • 3.9B – Identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field.
    • 3.9C – Describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations.

 

After this Unit

In Grade 5, students will observe the way organisms live and survive in their ecosystem by interacting with the living and nonliving components; describe the flow of energy through food webs, beginning with the Sun; predict how changes in the ecosystem affect the food web; predict the effects of changes in ecosystems caused by living organisms, including humans; and identify fossils as evidence of past living organisms and the nature of the environments at the time using models.

 

STAAR Note

The Grade 5 Science STAAR will directly assess student expectations in the following reporting categories:

  • Reporting Category 4: Organisms and Environments
    • 5.9A – Readiness Standard
    • 5.9B – Readiness Standard
    • 5.9C – Supporting Standard
    • 5.9D – Supporting Standard

 

According to Research

“Students should explore how various organisms satisfy their needs in the environments in which they are typically found. They can examine the survival needs of different organisms and consider how the conditions in particular habitats can limit what kinds of living things can survive. Their studies of interactions among organisms within an environment should start with relationships they can directly observe. By viewing nature films, students should see a great diversity of life in different habitats.”

 

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

  • For any particular environment, some kinds of plants and animals thrive, some do not live as well, and some do not survive at all. 5D/E1*
  • Insects and various other organisms depend on dead plant and animal material for food. 5D/E2
  • Organisms interact with one another in various ways besides providing food. 5D/E3a
  • Changes in an organism's habitat are sometimes beneficial to it and sometimes harmful. 5D/E4
  • Almost all kinds of animals' food can be traced back to plants. 5E/E1
  • Some source of "fuel" is needed for all organisms to stay alive and grow. 5E/E2*”

American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved from http://www.project2061.org/publications/bsl/online.


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 components (parts), processes, and patterns of systems connected?

 

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

  • 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.

  • 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)

Producers make their own food from resources in their environment, while consumers are dependent on other organisms for food.

  • What are the basic needs of a producer?
  • How do the methods of getting food differ between producers and consumers?

 

Energy that originates from the Sun flows through food webs as organisms are consumed.

  • How does energy flow through a food web?

 

Understanding the relationships in food webs helps us predict the effects on a food web due to changes in the ecosystem.

  • In what ways do changes to an ecosystem affect food webs?
  • In what ways does the addition or removal of organisms affect a food web?

Systems

  • Ecosystems

 

Classifications

  • Organisms
  • Producers
  • Consumers

 

Properties

  • Interdependence
  • Energy flow
  • Basic needs

 

Patterns

  • Food web

 

Model

  • Food web

 

Change

  • Organisms
  • Ecosystem
  • Food web
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 all large animals are carnivores, rather than understanding a carnivore is any animal that gets food from killing and eating other animals.
  • Students may think that when an animal eats food (plants or other animals), one hundred percent of the energy in that animal is transferred to the new organism, rather than energy is transferred (“lost”) by respiration (plants), heat, and waste (consumer).
  • Students may think carnivores can exist in a plant-free world if their prey reproduces enough, rather than understanding that all food chains start with producers (plants that make their own food using the Sun’s energy).
  • Students may think that a species high on the food web is a predator to everything below it, rather than there being a variety of roles within different levels of the food web.

Unit Vocabulary

Key Content Vocabulary:

  • Consumer – an organism that eats other organisms (plants and / or animals) for food
  • Decomposer – an organism that gets energy by feeding on dead materials and waste
  • Dependent – to rely on someone or something else
  • Ecosystem – the living and nonliving components of an area
  • Food chain – a representation of the flow of energy from the Sun through producers to consumers and decomposers in an ecosystem
  • Food web – a representation of several overlapping food chains in an ecosystem; includes the flow of energy from the Sun through producers to consumers and decomposers through multiple pathways
  • Habitat – the place where an organism lives; habitats supply the organism with food, shelter, moisture, and temperature for survival
  • Model – a picture, an idea, or an object that represents an object, a system, or a process and is used to help with understanding; models have advantages and limitations
  • Producer – an organism that makes its own food (e.g., plants)

 

Related Vocabulary:

  • Aquarium
  • Carbon dioxide
  • Carnivore
  • Change
  • Energy
  • Herbivore
  • Interact
  • Living
  • Nonliving
  • Omnivore
  • Organisms
  • Primary consumer
  • Secondary consumer
  • Sun
  • Sunlight
  • Terrarium
Unit Assessment Items System Resources Other Resources

Show this message:

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

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

State:

Texas Education Agency – Texas Safety Standards

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

 

Texas Parks and Wildlife Educator Resources:

http://www.tpwd.state.tx.us/learning/

 

General:

Council for Environmental Education – Project Wild

http://www.projectwild.org/

 

Council for Environmental Education – Project Wild-Aquatic

http://www.projectwild.org/aquatic/index.htm

 

Texas Gateway for Online Resources by TEA – Interactive Science Glossary

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


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

Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • 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.

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.
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

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):

4.2 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
      • Scatter plots
      • Circle graphs (without percentages)

Interpret

PATTERNS

Including, but not limited to:

  • Construct reasonable explanations from data that can be observed and measured

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).
4.2F 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 process and is used to help with understanding; models have advantages and limitations
  • Using models
  • Models representing
    • 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
      • Possible examples may include:
        • George Washington Carver (botanist, inventor, soil scientist)
    • Contributions of scientists
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
    • Microscopes
    • Cameras
    • Computers
    • Hand lenses
    • Collecting nets
    • Notebooks
    • 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.
4.9 Organisms and environments. The student knows and understands that living organisms within an ecosystem interact with one another and with their environment. The student is expected to:
4.9A Investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food.

Investigate

NEEDS OF PRODUCERS AND CONSUMERS TO MAKE / OBTAIN FOOD

Including, but not limited to:

  • Producers (plants) use the following to make their own food:
    • Sunlight (energy)
    • Water
    • Carbon dioxide (gas in the air)
    • Plants take in carbon dioxide and give off oxygen
  • Consumers’ (animals) dependence on other organisms for food
    • Animals eat animals and / or plants
      • Herbivores – animals that feed only on producers (plants)
      • Carnivores – animals that feed only on other animals
      • Omnivores – animals that feed on plants or other animals
    • Predator / prey relationships

Note(s):

  • STAAR:
    • Although not identified as a Supporting Standard, this student expectation builds the foundation for the content of Readiness Standard 5.9B.
4.9B Describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the food web.

Describe

FLOW OF ENERGY THROUGH FOOD WEBS

Including, but not limited to:

  • Food web – a representation of several overlapping food chains in an ecosystem; includes the flow of energy from the Sun through producers to consumers and decomposers through multiple pathways
    • Producer – an organism that makes its own food (e.g., plants)
    • Consumer – an organism that eats other organisms (plants and / or animals) for food
    • Decomposer – an organism that gets energy by feeding on dead materials and waste
    • Flow of energy (beginning with the Sun)

Predict

HOW CHANGES IN THE ECOSYSTEM AFFECT THE FOOD WEB

Including, but not limited to:

  • Possible examples may include:
    • Removal of frogs from a pond
    • Removal of bees from a field
    • Fire in a forest
    • Decrease in a population or community due to reduction in the number and / or variety of producers

Note(s):

  • STAAR:
    • Although not identified as a Supporting Standard, this student expectation builds the foundation for the content of Supporting Standard 5.9C.
    • Students need to describe and analyze the flow of energy through linear forms, such as in food chains and food webs, and by constructing / analyzing / interpreting charts or tables (5.2D / 5.2G).
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 02/11/2019
Loading
Data is Loading...