INSTRUCTIONAL FOCUS DOCUMENT Grade 4...

INSTRUCTIONAL FOCUS DOCUMENTGrade 4 Matematicas,Mathematics

UNIT : 06 TITLE : Unit 06: Fractions SUGGESTED DURATION : 12 days

State Resources:

MTC 3 – 5: Equivalent Fractions http://www.txar.org/professional_dev/archived/training/materials/MTC/3-

5/Student%20Lessons/Grade%204%20Student%20Lesson%20Equiv%20Frac%2002.20.07.pdf

MTR K – 5: How Do I Compare? Let Me Count the Ways. http://www.txar.org/professional_dev/archived/training/materials/MTR/K-5/lessons/operation4_2.pdf

TEA STAAR Mathematics Resources: http://www.tea.state.tx.us/student.assessment/staar/math/

TEA STAAR Released Test Questions: http://www.tea.state.tx.us/student.assessment/staar/testquestions/

TEXTEAMS: Rethinking Elementary Mathematics Part I: Fraction

Rectangles Task Card; Same Name Task Card; More Same Name Task Card;

Fraction Riddles Task Card; Tenths Task Card; NOT Tenths Task Card;

Hundredths Task Card; Show Me! Tell Me! Task Card

TEXTEAMS: Rethinking Elementary Mathematics Part II: Fraction Frame

Game; Dice Fractions 2

IFD Legend

Bold, italic black; Knowledge and Skills Statement (TEKS)

Bold black; Student Expectation (TEKS)

Strike through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future units

Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STARR

Bold italic green: Student Expectation identified by TEA as a Supporting Standard for STARR

Blue: Supporting Information / Clarifications from CSCOPE (Specificity)

Italic blue: provides unit level clarification

UNIT TEST EITG INSTRUCTIONAL RESOURCE(S)

Mathematics Grade 04 Unit 06: Fractions

Matemáticas Grade 04 Unit 06: Fracciones

Matemáticas Grade 04 Unit 06: Possible Lesson 01

Matemáticas Grade 04 Unit 06: Possible Lesson 02

Mathematics Grade 04 Unit 06: Possible Lesson 01

Mathematics Grade 04 Unit 06: Possible Lesson 02

Mathematics Grade 04 3rd 6 Weeks Spiral Review

Matematicas Grade 04 Spanish 3rd 6 Weeks Spiral

Review

Mathematics Grade 04 Transition Alignment Guide (TAG)

Last Updated 02/22/2013

Print Date 08/09/2013 Printed By CARLOS CALDERON, NORTH ELpage 1 of 22

http://www.txar.org/professional_dev/archived/training/materials/MTC/3-5/Student%20Lessons/Grade%204%20Student%20Lesson%20Equiv%20Frac%2002.20.07.pdf

http://www.txar.org/professional_dev/archived/training/materials/MTR/K-5/lessons/operation4_2.pdf

http://www.tea.state.tx.us/student.assessment/staar/math/

http://www.tea.state.tx.us/student.assessment/staar/testquestions/

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Tool

RATIONALE:

This unit bundles student expectations that address the concepts of fractions, including concrete and pictorial models, to represent equivalent fractions, fraction quantities greater than

one, and the relationships of decimals to fractions.

Prior to this unit, in Grade 3 Unit 06, students used fraction names and symbols to describe fractional parts of a whole, or sets of objects, and used whole numbers and fractions,

including halves and fourths, to locate and name points on a number line. Students also used fractional relationships of parts of a whole to include parts of a dollar, ruler, and clock.

Additionally, in Grade 4 Units 03 – 05, students used the operations of multiplication and division to solve problems. During this unit, students build on previously taught fractional

relationships and operational skills (multiplication and division) to facilitate an understanding of fractions and their equivalencies. This grouping of student expectations incorporates

models of fractional quantities to generate equivalent fractions and represent fractions greater than one. Also, students extend locating and naming points on a number line to include

decimals, such as tenths. This unit is taught before measurement to help students connect standard measurement tools to fractional number line concepts. After this unit, in Grade 5

Unit 07, students will use their understanding of fractions and their equivalencies, coupled with numerical and operational relationships of fractions and mixed numbers, to generate,

compare, add, and subtract fractions with like denominators, as well as relate fractions to decimals.

Using concrete and pictorial models to generate equivalent fractions, represent fractional quantities greater than one, and compare and order fractions are STAAR Supporting Standards

4.2A, 4.2B, and 4.2C. Using concrete and pictorial models to relate decimal to fractions that name tenths and hundredths and using whole numbers, fractions such as halves and

fourths, and decimals such as tenths to locate and name points on a number line are STAAR Readiness Standards 4.2D and 4.10. All of these standards are subsumed under the

Grade 4 Texas Response to Curriculum Focal Points (TxRCFP): Using fractions and decimals to describe parts of wholes and parts of sets.

According to the National Council of Teachers of Mathematics (2006), “students relate their understanding of fractions to reading and writing decimals that are greater than or less than 1,

identifying equivalent fractions, comparing and ordering decimals, and estimating decimal or fractional amounts in problem solving. They connect equivalent fractions and decimals by

comparing models to symbols and locating equivalent symbols on the number line” (2006, p. 16). Van de Walle, Karp, & BayWilliams (2010) state that “Linear models are closely

connected to the realworld contexts in which fractions are commonly used—measuring…The number line also emphasizes that a fraction is one number as well as its relative size to

their numbers, which is not as clear when using area models. Importantly, the number line reinforces that there is always one more fraction that can be found between two fractions” (p.

290). Comparing and ordering fractions is identified as a focal point in the Grade 4 TEKS Introduction. Additionally, the National Mathematics Advisory Panel (2008) concludes that






students “should be able to locate positive…fractions on a number line; represent and compare fractions, [and] decimals…and estimate their size” (p. 18).

National Council of Teachers of Mathematics. (2006). Curriculum focal points for prekindergarten through grade 8 mathematics. Reston, VA: National Council of Teachers of

Mathematics, Inc.

National Mathematics Advisory Panel. (2008). The final report of the national mathematics advisory panel. Washington, DC.

Texas Education Agency. (2009). Texas response to curriculum focal points. Austin, TX: Author.

Van De Walle, J., K. Karp, & J. Bay-Williams. (2010). Elementary and middle school mathematics: Teaching developmentally. Boston, MA: Allyn & Bacon.

MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:

MISCONCEPTIONS:

Some students may think that a set model is not a whole since it refers to a collection of items. The idea of referring to a collection of items as a whole

confuses many students, especially if their fraction experiences are limited to area models.

Some students may think that it is not possible or may find it very difficult to model or draw more than one whole to show improper fractions greater than

one.

UNDERDEVELOPED CONCEPTS:

Some students may think that the numerator and the denominator of a fraction share no relationship and confuse which number represents the numerator

and which number represents the denominator. Remind students that the total number of equal parts should be the denominator, or bottom number of the

fraction. The numerator, or top number, of the fraction should be the number of parts under consideration.

Some students may think when a fraction is written using a diagonal line, such as 1/3, that the numerator and denominator have the same value. Only use

a horizontal line to clearly separate the two as shown here: . This form of writing fractions is called “case” fraction form (Galen, 2004).





Some students may think fraction bars, similar to the example below, means that one block is worth 1 out of 5, the next block is worth 2 out of 5, etc. This

Some students may think that the fraction with the larger digit has the greater value. Although this is true in some instances, students need to be exposed

to problems where this is not true. Also, if students are using fraction strips, circles, or other fraction manipulatives, they will be able to compare fractions

without making this common error.

PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS

Grade 04 Mathematics Unit 06 PI 01

Generate an equivalent fraction using a concrete or

pictorial model of each fraction in a given real-life situation.

Use a strategy to compare each of the fractions in the set,

and write a comparative statement using words and

symbols for each fraction. Justify, in writing, why each

comparative statement is reasonable and explain the

solution process.

Sample Performance Indicator:

Diagonal grid paper was used to create this

quilt design.

Numerical Understanding – Fractions;

Quantitative Reasoning – Equivalence

Underlying Process and Mathematical Tools – Tools to

Solve Problems; Observations; Mathematical Language

and Symbols

An equivalent fraction and/or an equivalent model can be

generated from a given fraction, concrete object and/or

pictorial model, and described using words, numbers, and

symbols.


Quantitative Reasoning – Compare

Underlying Process and Mathematical Tools –

Observations; Mathematical Language and Symbols;

Justification of Reasonableness

When comparing fractions, concrete objects and pictorial

models should communicate that the greater the

denominator, the smaller the fraction unit.

When comparing fractions with the same denominator, or

parts of the same size, concrete objects and pictorial

models should communicate that the fraction with the






Label and shade the grid below to show the number of

each quilt color used in the design.

Use the grid to generate the fractional equivalents of each

color in the design. Apply a strategy to compare the

fractions and to write a comparative statement with words

and symbols for the following: (1) fractional parts of yellow

to fractional parts of red, (2) fractional parts of yellow to

fractional parts of blue, (3) fractional parts of yellow to

fractional parts of green, (4) fractional parts of red to

fractional parts of blue, (5) fractional parts of red to

greater numerator is the larger fraction because it has

more same size parts.

When comparing fractions with the same numerator,

concrete objects and pictorial models should

communicate that the fraction with the larger denominator

is the smaller fraction because it has smaller same size

parts.

Numerical Understanding – Fractions

Quantitative Reasoning – Compare

Underlying Process and Mathematical Tools –

Mathematics in Everyday Situations; Tools to Solve

Problems; Observations; Mathematical Language and

Symbols; Justification of Reasonableness

The value of two fractional quantities in a real-life situation

can be compared and justified from observations using a

variety of methods such as concrete objects and pictorial

models.






fractional parts of green, and (6) fractional parts of blue to

fractional parts of green. Write a journal entry to justify why

each comparative statement is reasonable, and explain

the solution process.

Standard(s): 4.2A , 4.2C , 4.14A , 4.14D , 4.15A ,

4.15B , 4.16B

ELPS ELPS.c.1E , ELPS.c.5B , ELPS.c.5G

Grade 04 Mathematics Unit 06 PI 02

Generate an equivalent fraction and decimal from a given

concrete or pictorial model that contains at least one

fractional quantity greater than one and represents a real-

life scenario. Place each equivalent fraction at its

approximate location on a number line. In a journal entry,

describe the strategy used to order the fraction totals from

least to greatest.

Sample Performance Indicator:

Kaytlynn shaded a hundredths grid on the

card below to create a tile design. In a table,

record a fraction and decimal for each of

the four parts of Kaytlynn’s grid (e.g., black,

white, gray, and striped).


Quantitative Reasoning – Equivalence

Underling Process and Mathematical Tools – Tools to

Solve Problems; Observations; Mathematical Language

and Symbols

An equivalent fraction and/or an equivalent model can be

generated from a given fraction, concrete object and/or

pictorial model, and described using words, numbers, and

symbols.

Numerical Understanding – Fractions; Decimals


Solve Problems; Mathematical Language and Symbols

Fractions can be related to decimals that name tenths and

hundredths by using concrete objects and pictorial

models.

Numerical Understanding – Fractions; Mixed Numbers

Underling Process and Mathematical Tools –

Mathematical Language and Symbols

A mixed number is a number greater than one that

represents the sum of two parts: a whole number part and

a fractional part.





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Complete Brandon’s design to create the same tile

design as Kaytlynn. In the same table, record a fraction

and decimal for each of the four parts of Brandon’s grid

(e.g., black, white, gray, and striped). Combine the fraction

totals and decimal equivalents for each of the four parts of

both Brandon’s and Kaytlynn’s grids.

Place each fraction total at its approximate location on a

number line. In a journal entry, describe the strategy used

to order the fraction totals from least to greatest.

Standard(s): 4.2A , 4.2B , 4.2C , 4.2D , 4.10 ,

4.14A , 4.14D , 4.15A , 4.15B , 4.16A , 4.16B

ELPS ELPS.c.1E , ELPS.c.5F

Numerical Understanding – Fractions; Mixed Numbers


Solve Problems; Mathematical Language and Symbols

A mixed number can be represented using concrete

models and pictorial representations.

Numerical Understanding – Fractions; Mixed Numbers;

Improper Fractions

Quantitative Reasoning – Compare; Order

Spatial Reasoning – Number Lines



Problems; Mathematical Language and Symbols;

Justification of Reasonableness

Fractions in real-life situations can involve mixed numbers

and improper fractions, both of which can be modeled,

compared, and ordered on a number line to demonstrate

and justify their numerical value in relation to one another.

Numerical Understanding – Fractions; Mixed Numbers;

Improper Fractions

Quantitative Reasoning – Compare; Order



Problems; Observations; Mathematical Language and

The value of an improper fraction and a mixed number in a

real-life situation can be compared and justified from

observations and generalizations using concrete models

and pictorial representations.



















Symbols; Generalizations; Justification of

Reasonableness

KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT

Equivalent fractions – fractions that have the same value

Fraction – a number in the form or a/b where a and b are whole numbers and b is not zero. A fraction can be used to name part of an object, part of a

set of objects, to compare two quantities, or to represent division

Improper fraction – a fraction with a numerator that is greater than or equal to the denominator and whose value is greater than or equal to oneMixed number – a number that has a whole number part and a fractional part

TEKS UNIT LEVEL SPECIFICITY

4.2 Number, operation, and quantitative reasoning. The student describes and

compares fractional parts of whole objects or sets of objects. The student is

expected to

4.2A Use concrete objects and pictorial models to generate equivalent

fractions.

Supporting Standard

Use, Describe

CONCRETE OBJECTS AND PICTORIAL MODELS OF EQUIVALENT

FRACTIONS

Including, but not limited to:

Same form of concrete and pictorial models to

represent fraction equivalence (do not compare a

fraction circle to a fraction square, etc.)

TEKS#

SE#





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TEKS UNIT LEVEL SPECIFICITYTEKS#

SE#

Whole object models

Ex: area models (e.g., fraction circles,

fraction bars, pattern blocks, color tiles,

etc.)

Ex: linear model types (e.g., fraction bars,

paper folding, number lines, customary

rulers, etc.)

Set of objects

Ex: pattern blocks, color tiles, counters,

etc.

Equivalent fractions using concrete objects, pictorial

models, and number lines

Equivalent to one whole

Less than one whole

Greater than one whole

Fraction models of equivalence

Generate

EQUIVALENT FRACTIONS MODELS







SE#

Concrete objects and pictorial models

Different fractions used to represent the same portion

of a whole

Equivalent fractions when given two whole numbers in

a real-life situation

Ex: Construct a pictorial model to answer the

following: if 6 of the 10 dogs have spots, what

fraction represents the spotted dogs? (3/5)

Note:

Grade 3 introduces constructing models of equivalent

fractions for fractional parts of whole objects.

Grade 4 introduces using concrete objects and

pictorial models to generate equivalent fractions.

4.2B Model fraction quantities greater than one using concrete objects and

pictorial models.

Supporting Standard

Model, Describe

FRACTION QUANTITIES GREATER THAN ONE


Fraction models greater than or equal to one

(improper fractions and mixed numbers)

Whole object models

Ex: area models (e.g., fraction circles,

fraction bars, pattern blocks, color tiles,

etc.)

Ex: linear model types (e.g., fraction bars,

paper folding, number lines, customary







SE#

rulers, etc.)

Whole may consist of more than one

object

Ex: two hexagons = one whole; 10

color tiles = one whole, etc.

Set of objects

Ex: pattern blocks, color tiles, counters,

pictures, etc.

Relationship of numerator and denominator to the

concrete object or pictorial model (numerator is greater

than the denominator)

Differences and similarities between proper and

improper fractions (e.g.,3/4 and 4/3)

Equivalence relationship between improper fractions

and mixed numbers

Concrete models to show connections between

mixed numbers and improper fractions

Fraction names and symbols to represent the concrete

objects and pictorial models (concrete or pictorial to

numeric)

Ex: 7/4 (improper), 7 out of 4 equal parts, or 1¾ (mixed number)

Mixed numbers

Ex: 1¾ is read as one and threefourths.Determining the whole when given one fractional part

Real-life situations

Note:






SE#

Grade 4 introduces improper fractions as fractions

greater than 1.

Grade 4 transitions from concrete to pictorial for

fractions greater than one.

Grade 4 is laying the conceptual foundation for mixed

numbers and improper fractions.

Grade 5 generates mixed numbers and improper

fractions transitioning from the concrete to the

abstract.

4.2C Compare and order fractions using concrete objects and pictorial models.

Supporting Standard

Compare, Order, Describe

FRACTIONS USING MODELS


Problem situations involving fractions using models

Concrete objects

Pictorial models

Distance on a number line

Comparative language

Less than one whole, less than, or (<)

Equal to one whole, equal to, or (=)

Greater than one whole, greater than, or (>)

Denominator size (the smaller the number, the larger

the part size or the larger the number, the smaller the

part size)

Strategies for comparing fractions

Fractions with common numerators by







SE#

comparing denominators

Fractions with common denominators by

comparing numerators

Unlike numerators and denominators

Pictorial models

Concrete models

Benchmark comparisons

Justify solution for reasonableness

Real-life situations

Note:

Grade 3 introduces the comparison of fractional parts

of whole objects or sets of objects using concrete

models and the pictorial representations of the

concrete models.

Grade 4 transitions from the concrete to the pictorial

model to compare and order fractions.

4.2D Relate decimals to fractions that name tenths and hundredths using

concrete objects and pictorial models.

Readiness Standard

Relate

DECIMAL MODELS TO FRACTION MODELS


Decimals to fractions using tenths and hundredths

Decimals to fractions using models

Concrete objects

Pictorial models







SE#

Distance on a number line

A variety of equivalent relationships that connect

models, fraction notation, and decimal notation

Equivalent representations

0.01 = 1/100

1.50 = 1.5 =1 5/10 = 1 1/2

0.75 = 3/4

75 cents is 3 quarters, which is equal to 3/4 of a

dollar or $0.75.

Note:

Grade 4 relates fractions and decimals using models

only.

Grade 4 introduces the tenths and hundredths place.

4.10 Geometry and spatial reasoning. The student recognizes the connection

between numbers and their properties and points on a line. The student is

expected to:

4.10 Locate and name points on a number line using whole numbers, fractions

such as halves and fourths, and decimals such as tenths.

Readiness Standard

Locate, Name, Use, Recognize

POINTS ON A NUMBER LINE


Types of points

Whole numbers

Skip counting or multiples

Ex: 225, 250, 275, ?, 325








SE#

Fractions

Halves

Fourths

Ex: 1/4, 2/4, ___, 4/4

Eighths increments as shown on a ruler

Decimals

Tenths

Hundredths

Points on a number line that are missing but have at

least two points numbered to indicate the interval being

used

Points on a number line that may or may not begin with

zero but have at least two points numbered to indicate

the interval being used

The relationship of whole numbers and fractions on a

number line and measurement tools (ruler, scales,

etc.)

An understanding of whole numbers on a number line

in relation to the vertical number line on the

thermometer, the circular number line on a clock, etc.

(including various increments)

4.14 Underlying processes and mathematical tools. The student applies Grade 4

mathematics to solve problems connected to everyday experiences and

activities in and outside of school. The student is expected to:

4.14A Identify the mathematics in everyday situations. Identify, Apply, Solve

MATHEMATICS IN PROBLEM SITUATIONS








SE#


Everyday real-life situations

Classroom created activities

STAAR Note:

The process skills will be incorporated into at least

75% of the test questions and will be identified along

with content standards.

4.14D Use tools such as real objects, manipulatives, and technology to solve

problems.

Use

TOOLS


Real objects

Manipulatives

Technology

Solve

PROBLEM SITUATIONS INVOLVING MATHEMATICS


Everyday real-life situations

Classroom created activities

STAAR Note:







SE#



with content standards

STAAR Note:



with content standards

4.15 Underlying processes and mathematical tools. The student communicates

about Grade 4 mathematics using informal language. The student is expected

to

4.15A Explain and record observations using objects, words, pictures, numbers,

and technology.

Explain, Record, Communicate

OBSERVATIONS


Objects

Words

Pictures

Numbers

Technology

STAAR Note:










SE#


4.15B Relate informal language to mathematical language and symbols. Relate, Communicate

LANGUAGE


Informal language to mathematical language and

symbols

STAAR Note:




4.16 Underlying processes and mathematical tools. The student uses logical

reasoning. The student is expected to:

4.16A Make generalizations from patterns or sets of examples and nonexamples. Make

GENERALIZATIONS


Patterns

Sets of examples

Use

LOGICAL REASONING









SE#


Justification of thinking

STAAR Note:




4.16B Justify why an answer is reasonable and explain the solution process. Justify

REASONABLENESS OF AN ANSWER


Objects

Words

Pictures

Numbers

Logical reasoning

Explain

SOLUTION PROCESS


Verbally

Words

Pictorially







SE#

STAAR Note:




UNDERLYING PROCESSES AND MATHEMATICAL TOOLS TEKS: USE APPROPRIATE PROCESSES AND TOOLS TO SUPPORT INSTRUCTION.

4.14 Underlying processes and mathematical tools. The student applies Grade 4 mathematics to solve problems connected to everyday

experiences and activities in and outside of school. The student is expected to:

4.14A identify the mathematics in everyday situations

4.14B solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for

reasonableness

4.14C select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic

guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem

4.14D use tools such as real objects, manipulatives, and technology to solve problems

4.15 Underlying processes and mathematical tools. The student communicates about Grade 4 mathematics using informal language. The

student is expected to

4.15A explain and record observations using objects, words, pictures, numbers, and technology

4.15B relate informal language to mathematical language and symbols

4.16 Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to:

TEKS#

SE#















UNDERLYING PROCESSES AND MATHEMATICAL TOOLS TEKS: USE APPROPRIATE PROCESSES AND TOOLS TO SUPPORT INSTRUCTION.TEKS#

SE#

4.16A make generalizations from patterns or sets of examples and nonexamples

4.16B justify why an answer is reasonable and explain the solution process

The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline Englishlanguage 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

ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.

ELPS.c.1 Cross-curricular second language acquisition/learning strategies

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.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.5 Cross-curricular second language acquisition/writing

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







http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4






ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.

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.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary

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.








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