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Instructional Focus Document
Grade 4 Science
TITLE : Unit 10: Investigating Structure and Behaviors of Organisms SUGGESTED DURATION : 15 days

Unit Overview

During this Unit

This unit addresses student expectations that address structures and behaviors that help organisms survive within their environment. Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in descriptive investigations. They explore how structures and functions enable organisms to survive in their environment. Additionally, students explore and describe examples of traits that are inherited from parents to offspring. Furthermore, students consider environmentally appropriate and responsible practices with resources during investigations.

 

Streamlining Note

TEKS 4.10A was revised to remove “adaptations” and replaced it with “structures and functions” and removed “such as” examples. 4.10B was completely revised for clarity, including verbs, and “such as” examples. See the Science TEKS Streamlining Side by Side Grade 4 (link in System Resources below).

 

Prior Content Connections

  • Kindergarten
    • K.10A – Sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape.
    • K.10B – Identify basic parts of plants and animals.
    • K.10C – Identify ways that young plants resemble the parent plant.
  • Grade 1
    • 1.10A – Investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats.
    • 1.10B – Identify and compare the parts of plants.
    • 1.10C – Compare ways that young animals resemble their parents.
  • Grade 2
    • 2.10A – Observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs.
    • 2.10B – Observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant.
  • Grade 3
    • 3.10A – Explore how structures and functions of plants and animals allow them to survive in a particular environment.

 

After this Unit

In Grade 5, students will compare the structures and functions of different species that help them live and survive in a specific environment and differentiate between inherited traits of plants and animals.

 

STAAR Note

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

  • Reporting Category 4: Organisms and Environments
    • 5.10A – Readiness Standard
    • 5.10B – Readiness Standard

 

According to Research

Students should move from describing individuals directly (she has blue eyes) to naming traits and classifying individuals with respect to those traits (eye color: blue). Students can be encouraged to keep lists of things that animals and plants get from their parents, things that they don't get, and things that the students are not sure about either way. This is also the time to start building the notion of a population whose members are alike in many ways but show some variation.

 

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

  • There are millions of different kinds of individual organisms that inhabit the earth at any one time—some very similar to each other, some very different. 5A/E3** (SFAA)
  • Some likenesses between children and parents are inherited. Other likenesses are learned. 5B/E1*
  • Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing. 5F/E1”

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)

Structures and functions of organisms enable them to survive in their environment.

  • In what ways do structures and functions of organisms help them live and survive in their environments?

Systems

  • Organism

 

Classifications

  • Plant
  • Animal

 

Properties

  • Structure
  • Function
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.

Some characteristics of offspring are inherited from their parents, while learned behaviors are acquired by an organism’s interaction with its environment and / or parent.

  • How do we determine if a characteristic is an inherited physical trait or a learned behavior?
  • In what ways is an organism’s behavior affected by its interactions with the environment?
  • In what ways do interactions with a parent affect an animal’s behavior?

Systems

  • Organism

 

Classifications

  • Inherited traits
  • Learned behaviors

 

Properties

  • Genetic
  • Experience
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 organisms can adapt to a changing environment and that these adaptations are inherited, rather than understanding organisms change and adapt over time.
  • Students may think that adaptations occur quickly over time, from one generation to the next, rather than understanding that adaptations, or changes, occur over several generations.
  • Students may think that daughters inherit most of their characteristics from their mothers and that sons inherit most of their characteristics from their fathers, rather than understanding traits are inherited from both mothers and fathers.
  • Students may think learned behaviors are inherited, rather than learned through an organism’s interaction with its environment and / or parents.
  • Students may think that all behaviors must be learned, rather than understanding some behaviors are inherited or instinctive.

Unit Vocabulary

Key Content Vocabulary:

  • Camouflage – coloration of an organism that is designed to deceive other organisms or to help it hide from predators
  • Characteristic – a feature that helps to identify, tell apart, or describe; a distinguishing mark or trait; a physical attribute
  • Function – what something is used for; purpose
  • Inherited trait – characteristics that are determined by an organism’s genetics and passed from parent to offspring
  • Learned behavior – behaviors that are acquired by an organism’s interactions with its environment and / or parents
  • Mimicry – a superficial resemblance of one organism to another or to another object in nature; this trick coloration helps the organism avoid predation
  • Offspring – a living organism that is made when a plant or animal reproduces
  • Structure – a body part that does a certain “job” for an organism
  • Survive – to continue to live or exist, especially in spite of danger or hardship

 

Related Vocabulary:

  • Beaks
  • Behavior
  • Defense
  • Leaves
  • Movement
  • Protection
  • Resources
  • Support
  • Survival
  • Traits
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/

 

Texas Gateway for Online Resources by TEA – Interactive Science Glossary

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

 

General:

Council for Environmental Education – Project Wild

http://www.projectwild.org/

 

Texas Wildlife Association – Discovery Trunks

https://www.texas-wildlife.org/program-areas/discovery-trunks


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
      • 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).
4.2F 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
4.3C 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
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
    • 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.
4.10 Organisms and environments. The student knows that organisms undergo similar life processes and have structures and behaviors that help them survive within their environment. The student is expected to:
4.10A Explore how structures and functions enable organisms to survive in their environment.

Explore

HOW STRUCTURES AND FUNCTIONS ENABLE ORGANISMS TO SURVIVE IN THEIR ENVIRONMENT

Including, but not limited to:

  • Comparing animals’ structures and functions
    • Finding food
      • Birds’ beak shape allows them to eat available food sources in the environment
    • Movement
      • Foot size or formation allows animals to move within the environment
    • Protection / defense
      • Structures that mimic the environment or another organism
      • Camouflage structures that match the environment
      • Claws, teeth, stingers – structures that are successful for local environmental threats
  • Comparing plants’ structures and functions
    • Protection
      • Plant structures, such as outer coverings or structure of leaves, in relation to environmental threats
    • Support
      • Plant structures, such as tendrils or roots, in relation to specific environments
    • Resources
      • Plant structures, such as structure of leaves or seeds, in relation to available environmental resources (light, water, or nutrients)

Note(s):

  • STAAR:
    • Although not identified as a Supporting Standard, this student expectation builds the foundation for the content of Readiness Standard 5.10A.
4.10B Explore and describe examples of traits that are inherited from parents to offspring such as eye color and shapes of leaves and behaviors that are learned such as reading a book and a wolf pack teaching their pups to hunt effectively.

Explore, Describe

TRAITS ARE INHERITED AND SOME BEHAVIORS ARE LEARNED

Including, but not limited to:

  • Inherited traits
  • Passed from parent to offspring
    • Eye color
    • Shape of leaves
    • Possible additional examples may include:
      • Number of limbs
      • Hair color
      • Type of flower
  • Learned behaviors
    • Reading a book
    • Wolf pack teaching pups to hunt effectively
    • Possible additional examples may include:
      • Learning to play a sport
      • Learning to play an instrument
      • Learning to dance

Note(s):

  • STAAR:
    • Although not identified as a Supporting Standard, this student expectation builds the foundation for the content of Readiness Standard 5.10B.
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 04/10/2019
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