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Instructional Focus Document
Grade 5 Science
TITLE : Unit 10: Student-Designed Investigations SUGGESTED DURATION : 10 days

Unit Overview

During this Unit

This unit bundles student expectations that address the application of experimental investigation. Safety guidelines and a brief review of scientific practices should have been established at the beginning of the year, so that students are aware of protocol and how to think critically; these concepts should have been reinforced throughout the school year. The intent of this unit is not to teach all of the process skills in isolation; rather, it is a unit that allows students to apply the knowledge that they have obtained throughout the year in a new context that prepares them for middle school science. Students describe, plan, and implement simple experimental investigations testing one variable. This will involve designing a fair test in which a control is identified. This includes formulating and developing a hypothesis, writing procedures, selecting and using equipment, collecting data, analyzing and interpreting results, and communicating valid conclusions. Students may only change one variable (independent or cause) while keeping all other conditions the same. The dependent variable (effect) is observed or measured in an effort to gather evidence to support or not support a causal relationship. Furthermore, students demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards and consider environmentally appropriate and ethical practices with resources during investigations.

 

Streamlining Note

TEKS 5.1A now includes safety equipment from former 5.4B. 5.2 Knowledge Statement has replaced “inquiry methods” with “scientific practices”. 5.2C added “and record”. 5.3A revised language for instructional time. 5.3B was deleted, and 5.3C was recoded to 5.3B and revised “such as” examples. 5.4A revised language for instructional flexibility. Appropriate safety equipment from 5.4B is now embedded in 5.1A. See the Science TEKS Streamlining Side by Side Grade 5 (link in System Resources below).

 

Prior Content Connections

  • Grade 3
    • 3.2A – Plan and implement descriptive investigations, including asking and answering questions, making inferences, and selecting and using   equipment or technology needed, to solve a specific problem in the natural world.
  • Grade 4
    • 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.
  • Grade 5
    • 5.2A – Describe, plan, and implement simple experimental investigations testing one variable.
    • 5.6D – Design a simple experimental investigation that tests the effect of force on an object.


After this Unit

In Grade 6, students will progress to planning and implementing experimental, comparative, and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology.

 

STAAR Note

This unit should occur after administration of the Grade 5 STAAR. The application of student expectations in this unit are foundational to middle school Scientific Investigation and Reasoning student expectations that will be incorporated into at least 40% of the test questions on the Grade 8 STAAR in reporting categories 1–4.

 

According to Research

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

  • Sometimes similar investigations give different results because of differences in the things being investigated, the methods used, or the circumstances in which the investigation is carried out, and sometimes just because of uncertainties in observations. It is not always easy to tell which. 1A/E1*
  • Science is a process of trying to figure out how the world works by making careful observations and trying to make sense of those observations. 1A/E2**
  • Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments. 1B/E1*
  • Because we expect science investigations that are done the same way to produce the same results, when they do not, it is important to try to figure out why. 1B/E2a*
  • One reason for following directions carefully and for keeping records of one's work is to provide information on what might have caused differences in investigations. 1B/E2b
  • Scientists' explanations about what happens in the world come partly from what they observe, partly from what they think. 1B/E3a
  • Sometimes scientists have different explanations for the same set of observations. That usually leads to their making more observations to resolve the differences. 1B/E3bc
  • Scientists do not pay much attention to claims about how something they know about works unless the claims are backed up with evidence that can be confirmed, along with a logical argument. 1B/E4”

American Association for the Advancement of Science. (2009). Benchmarks for scientific literacy. Project 2061. Retrieved from http://www.project2061.org/publications/bsl/online/index.php?chapter=4#C2.


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

  • Why is it important to know and understand how the natural world works?
  • How are the properties of systems and their components (parts) organized?
  • How are the components (parts), processes, and patterns of systems connected?

 

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

  • Why is it important to be able to trust scientists’ work?
  • How do scientists make and support their claims?
  • What processes help scientists investigate their claim?

 

Data is collected and organized in an orderly manner and analyzed by observing patterns and relationships in order to develop reasonable explanations and make predictions.

  • What are some ways data can be organized?
  • How can data be used to make reasonable explanations?
  • How do patterns help us understand the natural world?

 

Scientists analyze, assess, and review each other’s work using processes of scientific investigations and build on one another’s ideas through new investigations.

  • How can we know what to believe about a scientific claim?
  • In what ways have scientific explanations affected scientific thinking and people over time?
  • Why is it important to know and understand how things work and why things happen?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

The process of building scientific understanding involves the examination and discovery of concepts through scientific inquiry and research.

  • In what ways do the processes of scientific inquiry lead to the understanding of science concepts?
  • What processes and procedures of an investigation make it valid?
  • What is the cause / effect relationship within the given experimental investigation? Explain your claims with evidence and reasoning.

Systems

  • Scientific investigation

 

Classifications

  • Experimental investigation

 

Properties

  • Question
  • Hypothesis
  • Procedures
  • Data collection
  • Interpretation of results
  • Conclusions

 

Patterns

  • Data
  • Dependent variable

 

Constancy

  • Safe practices
  • Controls
  • Conservation of resources

 

Change

  • Independent variable
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 there is only one scientific method, rather than a series of processes scientists use to investigate problems.
  • Students may think that a hypothesis is an educated guess, rather than a supposition or proposed explanation made on the basis of limited evidence as a starting point for further investigation.

Unit Vocabulary

Key Content Vocabulary:

  • Control – the substance, object, or group in an experiment that is not changed
  • Dependent variable – the condition of an experiment that responds to the change of the independent variable; effect
  • Hypothesis – an idea that can be tested by experiment or observation
  • Independent variable – the condition of an experiment that is changed in order to find out the effect of that change; cause

 

Related Vocabulary:

  • Analyze
  • Data
  • Graph
  • Interpret
  • Observations
  • Physical properties
  • Procedure
  • Question
  • Research
  • Results
Unit Assessment Items System Resources Other Resources

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

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

State:

Texas Education Agency – Texas Safety Standards

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

 

Texas Gateway for Online Resources by TEA – Interactive Science Glossary

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


TAUGHT DIRECTLY TEKS

TEKS intended to be explicitly taught in this unit.

TEKS/SE Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • Student Expectations (TEKS) are labeled 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.
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
  • Handle organisms appropriately
  • 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: 
5.1B Make informed choices in the conservation, disposal, and recycling of materials.
Process Standard

Make

INFORMED CHOICES

Including, but not limited to:

  • In the conservation of materials
    • Fresh water
    • Air
    • Plants
    • Animals
    • Rocks and minerals
  • In the disposal of materials
    • Laboratory materials (e.g., proper disposal and / or reuse of investigation materials)
  • In the recycling of materials
    • Paper
    • Aluminum
    • Glass
    • Cans
    • Plastic

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.
    • Although this student expectation is labeled as a process skill, there is content on recyclable materials and conservation that could be assessed with Supporting Standard 4.7C.
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
          • Scatterplots
          • Circle graphs (without percentages)
          • Dot plots
    • 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
          • Scatterplots
          • Circle graphs (without percentages)
          • Dot plots

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.
5.2G Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information.
Process Standard

Construct

GRAPHS, TABLES, MAPS, AND CHARTS TO ORGANIZE, EXAMINE, AND EVALUATE INFORMATION

Including, but not limited to:

  • Using technology
    • Computers
  • Appropriate graphs, tables, maps, and charts
    • Simple graphs
      • Bar graphs
      • Scatterplots
      • Line graphs
      • Dot plots
    • Tables
    • Maps
      • Weather maps
      • Climate maps
      • Landform maps
    • Charts

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 a process and is used to help with understanding; models have advantages and limitations
  • The Sun, Earth, and Moon system
  • Formation of sedimentary rock
  • Models representing
    • Solar system
    • Extinct animals and their environments (fossils)
    • Earth processes
    • Life processes (e.g., energy flow, food chains, food webs, etc.)
    • 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. 
5.3C 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
      • Possible examples may include:
        • Mary Anning (fossil hunter – made her first discovery at age 11; ichthyosaur)
        • Hans Lippershey (developed the earliest known telescope)
        • *The Wright Brothers (credited with inventing and building the first airplane)
    • Science careers
      • Possible examples may include:
        • Robert Ballard (oceanography, maritime archaeology)
        • Ferdinand Jacob Lindheimer (botanist)
        • Jane Goodall (work revolutionized the study of animal behavior)
    • Contributions of scientists
      • Possible examples may include:
        • Elijah J. McCoy (mechanical engineer; inventor, working on steam engines)
        • *Thomas Edison (inventor, contributed to the invention of the phonograph, incandescent light bulb, and typewriter)
        • *Alexander Graham Bell (inventor of the first practical telephone, engineer)

Note(s):

  • STAAR:
    • *Scientist correlates to grade level Social Studies scientists and inventors SS 5.23A.
    • The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
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
    • 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
    • Notebooks
    • Timing devices
    • Materials to support observations of habitats of organisms, such as
      • Aquariums
      • Terrariums

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.
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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