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Instructional Focus Document
Grade 5 Science
TITLE : Unit 02: Investigating Forms of Energy SUGGESTED DURATION : 21 days

Unit Overview

Introduction

This unit bundles Student Expectations that address uses of different forms of energy, electrical circuits, and the behavior of light. Electrical energy flows through a closed circuit in which all connections are made by conducting materials. Light travels in a straight line until it strikes an object and is reflected. Light travels in a straight line until it travels through one medium to another and is refracted.

 

Prior to this Unit

  • Kindergarten
    • K.6A – Use the senses to explore different forms of energy such as light, thermal, and sound.
  • Grade 1
    • 1.6A – Identify and discuss how different forms of energy such as light, thermal, and sound are important to everyday life.
  • Grade 2
    • 2.6A – Investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter.
  • Grade 3
    • 3.6A – Explore different forms of energy, including mechanical, light, sound, and thermal in everyday life.
  • Grade 4
    • 4.6A – Differentiate among forms of energy, including mechanical, sound, electrical, light, and thermal.
    • 4.6B – Differentiate between conductors and insulators of thermal and electrical energy.
    • 4.6C – Demonstrate that electricity travels in a closed path, creating an electrical circuit.

 

During this Unit

Students demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards while engaging in investigations to explore the uses of mechanical, light, thermal, electrical, and sound energy. They demonstrate that the flow of electricity in closed circuits can produce light, heat, or sound. Students are introduced to the behavior of light for the first time. They demonstrate that light travels in a straight line until it is reflected or refracted. Additionally, students communicate and discuss their observations and record data in their notebooks. Furthermore, students consider environmentally appropriate and ethical practices with resources during investigations.

Note: Students need conceptual experiences with both series and parallel circuits. However, they are not expected to differentiate between types of circuits. Students may be asked to answer questions using a graphic that represents different types of circuits. (See STAAR Assessment 2013 Qu. 16, 2015 Qu. 25, and 2016 Qu. 7, 25, and 35.) The focus is on the complete path required for electricity to flow.

 

Streamlining Note

There are no revisions to 5.6A. TEKS 5.6B revised language for clarity; uses “closed circuits” instead of “requires a complete path…”. 5.6C removed “such as” examples. See the Science TEKS Streamlining Side by Side Grade 5 (link in System Resources below).

 

After this Unit

In Grade 6, students will investigate methods of thermal energy transfer, verify that thermal energy moves in a predictable pattern, and demonstrate energy transformations.

 

Additional Notes

STAAR Note

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

  • Reporting Category 2: Force, Motion, and Energy
    • 5.6A – Readiness Standard
    • 5.6B – Readiness Standard
    • 5.6C – Readiness Standard

 

Research

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

  • Without touching them, an object that has been electrically charged pulls on all other uncharged objects and may either push or pull other charged objects.” 4G/E3*”

American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved from http://www.project2061.org/publications/bsl/online/index.php?chapter=4#G2.

 

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

  • Light travels and tends to maintain its direction of motion until it interacts with an object or material. Light can be absorbed, redirected, bounced back, or allowed to pass through. 4F/E3**”

American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved from http://www.project2061.org/publications/bsl/online/index.php?chapter=4#bm_4FM2.


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?
  • 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)

Different forms of energy have a variety of uses.

  • In what ways can different forms of energy be used?

 

Electrical energy flows through a closed circuit in which all connections are made by conducting materials.

  • What is necessary for electricity to travel in a circuit in order to produce light, heat, or sound using an electrical circuit?
  • Why does electricity only travel in a closed path to create an electrical circuit? 

Systems

  • Electrical circuit

 

Classifications

  • Open
  • Closed

 

Properties

  • Conductors
  • Insulators
  • Energy
  • Power

 

Patterns

  • Energy flow

 

Models

  • Circuits
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.

Light travels in a straight line until it strikes an object and is reflected.

  • In what ways does a beam of light behave as it strikes an object?

 

Light travels in a straight line until it travels through one medium to another and is refracted. 

  • In what ways does a beam of light behave as it passes through one medium to another?

Systems

  • Behavior of light

 

Classifications

  • Reflection
  • Refraction

 

Properties

  • Redirected
  • Bounced back

 

Patterns

  • Visible light spectrum

 

Models

  • Reflection
  • Refraction

 

Constancy

  • Angle of reflection

 

Change

  • Direction
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 a battery stores and contains electricity rather than understanding a battery has the ability to make electrical current flow.
  • Students may think electrical current flows through empty wires rather than understanding a power source (battery) forces electrical current to flow through wires.
  • Students may think light can only be reflected from a shiny surface rather than understanding all objects absorb and reflect light to different degrees.
  • Students may think reflection and refraction are the same thing, rather than understanding that reflection is the bouncing back of light, and refraction is the bending of light.
  • Students may think that diagrams of reflection are demonstrating bending of light, rather than the bouncing back of light.

Unit Vocabulary

Key Content Vocabulary:

  • Circuit – a closed conducting circle or loop through which current can flow
  • Closed (complete or working) circuit – the path through which an electric current can flow
  • Electric current – the flow of electricity through a conductor
  • Electrical energy – energy that is absorbed or delivered by an electric circuit
  • Energy – the ability to do work
  • Light energy – a form of energy which our eyes can detect
  • Mechanical energy – energy of motion
  • Medium – matter that light travels through
  • Open (incomplete or broken) circuit – the path through which an electric current cannot flow
  • Reflection – the bouncing back of light rays from a surface
  • Refraction – the bending of light as it moves through one medium into another
  • Sound energy – energy produced by vibrations
  • Thermal energy – energy related to the temperature of an object or a substance

 

Related Vocabulary:

  • Appearance
  • Bends
  • Bounces
  • Conductor
  • Convex lens          
  • Current
  • Flow
  • Heat
  • Insulator
  • Prism
  • Strikes
  • System
Unit Assessment Items System Resources Other Resources

Show this message:

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

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

State:

Texas Education Agency – Texas Safety Standards

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

 

Texas Gateway for Online Resources by TEA – Interactive Science Glossary

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

 

Texas Gateway for Online Resources by TEA – Light: Reflection and Refraction

https://www.texasgateway.org/resource/light-reflection-and-refraction

 


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 Readiness as identified by TEA of the assessed curriculum.
  • Student Expectations (TEKS) are labeled Process standards as identified by TEA of the assessed curriculum.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Specificity Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
  • Unit-specific clarifications are in italicized, blue text.
  • Information from Texas Education Agency (TEA), Texas College and Career Readiness Standards (TxCCRS), and American Association for the Advancement of Science (AAAS) Project 2061 is labeled.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
TEKS# SE# TEKS SPECIFICITY
5.1 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:
5.1A Demonstrate safe practices and the use of safety equipment as outlined 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
  • Use safety equipment appropriately

Note(s):

  • STAAR:
    • The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
  • TEA: 
5.2 Scientific investigation and reasoning. The student uses scientific practices during laboratory and outdoor investigations. The student is expected to:
5.2A Describe, plan, and implement simple experimental investigations testing one variable.
Process Standard

Describe, Plan, Implement

INVESTIGATIONS

Including, but not limited to:

  • Simple experimental investigations
  • Testing one variable
  • Controlled experiment* – to keep all the variables in an experiment the same except for the one being tested (fair test)
  • Control – the substance, object, or group in an experiment that is not changed

Note(s):

  • STAAR:
    • The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
    • Students may benefit from the experience of “thinking through” the steps of an experiment in order to determine a logical order for the steps.
    • Although Grade 4 students have designed descriptive investigations to explore the effect of force on an object, this is the first time that students have been directly introduced to planning a “simple experimental investigation”.
    • Although TEA has not issued a clarification regarding SIMPLE experimental investigations, a description of experimental investigations has been provided (see below).
    • * A fair test is conducted by making sure that only one factor (variable) is changed at a time, while keeping all other conditions the same.
  • TEA:
    • Experimental investigations involve designing a ―fair test* similar to a comparative investigation, but a control is identified. The variables are measured in an effort to gather evidence to support or not support a causal relationship. This is often called a ―controlled experiment. (Texas Education Agency. (2007-2011). Laboratory and Field Investigations – FAQ, August 2010. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=5483)
5.2B Ask well defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology.
Process Standard

Ask, Formulate, Select, Use

QUESTIONS, HYPOTHESES, EQUIPMENT, AND TECHNOLOGY

Including, but not limited to:

  • Ask well defined questions
    • Focus for the investigation
    • Testable questions vs. non-testable questions (cause and effect)
  • Formulate testable hypotheses
    • Testing variables
    • Perform a test of how two variables might be related (cause and effect)
    • A tentative relationship is stated (If…then)
    • Possible example:
      • If we increase the mass of the block, then it will move more quickly down the ramp.
        • Cause – changing mass of the block (independent or manipulated variable)
        • Effect – change in speed of the block on the ramp (dependent or responding variable)
    • Analyze and interpret data
    • Provide evidence to support or to refute the hypothesis
    • Use reasoning to explain evidence
    • Select and use appropriate equipment and technology

Note(s):

  • STAAR:
    • The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
    • According to current theory, a linear, step-by-step scientific method is no longer taught as real-world experimental methodology. For example, multiple problem-solving solutions are acceptable as well as engineering design processes.
    • Students should be encouraged to learn from confirming or refuting their hypotheses, as both are valid forms of information.
5.2C Collect and record information using detailed observations and accurate measuring.
Process Standard

Collect, Record

INFORMATION

Including, but not limited to:

  • Detailed observations
  • Accurate measuring (using the metric system)

Note(s):

  • STAAR:
    • The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence.
Process Standard

Analyze, Interpret

INFORMATION

Including, but not limited to:

  • Construct reasonable explanations
    • Direct (observable) evidence
      • Student investigations
      • Teacher demonstrations
      • Visuals such as graphs, charts, tables, illustrations, etc.
        • Possible types of graphs for analysis include:
          • Bar graphs
          • Line graphs
    • Indirect (inferred) evidence
      • Student investigations
      • Teacher demonstrations
      • Visuals such as graphs, charts, tables, illustrations, etc.
        • Possible types of graphs for analysis include:
          • Bar graphs
          • Line graphs

Note(s):

  • STAAR:
    • The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
    • Students may be asked to interpret data in multiple contexts, such as making predictions based on either observable or inferred evidence.
    • Students may be asked to interpret data displayed from multiple perspectives (views), such as from above, side-view, cut-away, or cross-section.
    • Students may benefit from experience with various visuals, such as making predictions of shadow length from a graph or other visual. 
5.2E Demonstrate that repeated investigations may increase the reliability of results.
Process Standard

Demonstrate

REPEATED INVESTIGATIONS

Including, but not limited to:

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

Note(s):

  • STAAR:
    • The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
    • Student group or individual experimental investigations conducted within class investigations may be used as repeated investigations for purposes of multiple trials.
5.2F Communicate valid conclusions in both written and verbal forms.
Process Standard

Communicate

VALID CONCLUSIONS IN BOTH WRITTEN AND VERBAL FORMS

Including, but not limited to:

  • Methods of communication
    • Written
      • Possible examples may include:
        • Written narratives
        • Observational notebook entries
        • Reflective notebook entries
        • Creating charts, graphs, and tables
    • Verbal

Note(s):

  • STAAR:
    • The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
5.3 Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
5.3A 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

Note(s):

  • STAAR:
    • The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
5.3B

Draw or develop a model that represents how something that cannot be seen such as the Sun, Earth, and Moon system and formation of sedimentary rock works or looks.


Process Standard

Draw, Develop

A MODEL THAT REPRESENTS HOW SOMETHING THAT CANNOT BE SEEN WORKS OR LOOKS

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
  • Models representing
    • Lenses
    • Circuits

Note(s):

  • STAAR:
    • The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
    • Students may benefit from experiences with physical, mathematical, and conceptual models.
    • Students may be asked to construct reasonable explanations from direct (observable) evidence using a model. 
5.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:
5.4A

Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices; and materials to support observations of habitats or organisms such as terrariums and aquariums.


Process Standard

Collect, Record, Analyze

INFORMATION USING TOOLS

Including, but not limited to:

  • Use lab equipment appropriately
    • Computers
    • Hand lenses
    • Metric rulers
    • Prisms
    • Mirrors
    • Meter sticks
    • Notebooks

Note(s):

  • STAAR:
    • The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
    • Students should be familiar with tools needed to investigate grade-level science content, including battery holders for creating circuits.
5.6 Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to:
5.6A Explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy.
Readiness Standard

Explore

THE USES OF ENERGY

Including, but not limited to:

  • Energy – the ability to cause change or do work
    • Mechanical – energy of motion
      • Possible uses of mechanical energy:
        • Turning a motor or fan (e.g., hairdryer, ceiling fan)
        • Producing electricity (e.g., water or wind turbines)
        • Using a hammer
  • Light – a form of energy which our eyes can detect
    • Energy sources: solar (Sun), fire, lightning
      • Possible uses of light energy:
        • Plants making food (photosynthesis)
        • Ability to see
        • Producing electricity (solar panels)
  • Thermal – energy related to the temperature of an object or a substance
    • Thermal energy can be measured as temperature
    • Thermal energy moves from the warmer substance to the cooler substance
    • The movement of thermal energy from one substance to another can result in a change of state (solid, liquid, gas)
    • Energy sources: Sun, fossil fuel, biomass, geothermal (volcanoes, hot springs, geysers)
    • Possible uses of thermal energy:
      • Cooking food
      • Heating a home
      • Producing electricity (fossil fuels, biomass)
  • Electrical – energy that is absorbed or delivered by an electric circuit
    • Electric current travels in a complete path creating an electrical circuit
    • Energy sources: Sun, fossil fuel, biomass, lightning, static, wind, water, and geothermal (e.g., volcanoes, hot springs, geysers)
    • Possible uses of electrical energy:
      • Power appliances and electronics
      • Power an electric car
      • Power for lighting our homes
  • Sound – energy produced by vibrations
    • Energy sources: anything that produces vibrations
    • Possible uses for sound energy:
      • Playing a musical instrument
      • Warnings / alarms (e.g., sirens, fire drills, alarm clocks)
      • Communication – speaking and listening 
5.6B Demonstrate that the flow of electricity in closed circuits can produce light, heat, or sound.
Readiness Standard

Demonstrate

FLOW OF ELECTRICITY IN CIRCUITS

Including, but not limited to:

  • Electric current – a flow of electricity through a conductor
  • Electric circuit – the path through which an electric current can flow
    • Closed circuits (complete, working)
    • Open circuits (incomplete, broken, nonworking)
    • Components of closed circuits:
      • Power source, such as a battery
        • If there are multiple batteries, they should be aligned with opposite ends of the batteries touching (positive to negative)
      • Wires connecting the poles of each object to opposite ends of the power source
      • Possible object(s):
        • Bulb(s)
          • Incandescent-style bulbs must have unbroken filaments
        • Buzzer
        • Bell
        • Fuse
          • Fuse must have unbroken filament
        • Switch(es)
          • Switches must be closed

Demonstrate

THE FLOW OF ELECTRICITY IN CLOSED CIRCUITS CAN PRODUCE

Including, but not limited to:

  • Light
    • Possible examples may include:
      • Light bulb
      • Computer
    • Heat
      • Possible examples may include:
        • Hairdryer
        • Toaster
        • Motor
        • Computer
    • Sound
      • Possible examples may include:
        • Buzzer
        • Bell
        • Motor
        • Computer

Note(s):

  • STAAR:
    • Although diagrams of parallel and series circuits are used on the STAAR Assessment, students are not required to know types of circuits; only that the flow of electricity requires a complete path (closed circuit).
    • Students should be familiar with tools necessary for building a circuit, including a battery holder.
    • Students should be able to build a circuit to match a scenario, and write a scenario to match a circuit.
5.6C Demonstrate that light travels in a straight line until it strikes an object and is reflected or travels through one medium to another and is refracted.
Readiness Standard

Demonstrate

HOW LIGHT TRAVELS

Including, but not limited to:

  • Light travels in a straight line until it strikes an object and is reflected
    • Reflection – the bouncing back of light rays from a surface
    • When light strikes an object, the angle of light is reflected back at the same degree
    • All objects absorb and reflect light to different degrees
      • Possible examples of reflection may include:
        • Use of mirrors
        • Shiny surfaces (e.g., back of a metal spoon, a car window, a lake)
        • Dark colors absorb light
        • Light colors reflect light
  • Light travels through one medium to another and is refracted
    • Medium / media – matter that light travels through (e.g., water, air, glass)
    • Refraction – the bending of light as it moves through one medium into another
    • When light moves through one medium to another, the speed of the light changes causing the angle of light to change or to appear “to bend”
      • Possible examples of refraction may include:
        • Appearance of light when observed through a prism (color spectrum)
        • Appearance of light when observed through water (e.g., illusion of a broken pencil, objects appearing distorted in size)
        • Appearance of light through a magnifying lens (convex lens enlarges the appearance of the image, e.g., periscope, microscope, telescope, eyeglasses, cameras) 

Note(s):

  • STAAR:
    • This is the first time students have been introduced to concepts related to light travel.
    • Although all objects absorb and reflect light to different degrees, the focus of this student expectation is the general concept of reflection rather than degrees of reflection and absorption.
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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