INSTRUCTIONAL FOCUS DOCUMENT Grade 5 English...

INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading

UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days

State Resources:

www.texasreadsource.org

IFD Legend

Bold, italic black: Knowledge and Skills Statement (TEKS) and Texas College and Career Readiness Standard (TxCCRS)

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 STAAR

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

Blue: Supporting Information / Clarifications from TCMPC (Specificity)

Italic blue: provides unit level clarification

Bold, blue definitions: Standards for Ensuring Success From Kindergarten to College and Career Spring 2012 Update, 2012 Texas Education Agency/University of Texas System

RUBRIC(S) FOR PERFORMANCE INDICATORS UNIT TEST RESOURCE(S)

Grade 05 ELAR Unit 03 Rubric 01







ELAR Grade 5 Unit 03: Reading to Understand

Informational Text

ELAR and SLAR Teacher's Guide (Grades 3-5)

Conventions Alignment Tool: Grade 3-6 Capitalization

Conventions Alignment Tool: Grade 3-6 Grammar

Conventions Alignment Tool: Grade 3-6 Punctuation

RATIONALE:

This unit bundles student expectations that expose students to a variety of forms of informational text to analyze structures and use comprehension processes to summarize and verify

information. Students interact with the text by making connections, comparisons, and forming questions for the ideas and perspectives presented in the text to become more than just

facts and to support informative writing. Students continue to examine teacher-selected and self-selected literature and media based on individual interests and abilities providing

opportunities to make important personal and world connections within and across different contexts and genres.

Last Updated 08/01/2013

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In Grade 04, students summarized text and described relationships among ideas presented in expository text while exploring a variety of text structures. During this unit, students

summarize the main idea and supporting details while using established methods to verify facts in expository texts. Students use comprehension processes and strategies to analyze

how text structure influences the relationships among ideas. Students begin to use research processes as they form questions to be answered by collecting and recording data from

multiple sources. They use the writing process and appropriate written conventions to communicate understanding through a multi-paragraph essay. As students continue to explain the

meaning of idioms, explore adages, and produce analogies, vocabulary increases and enhances oral and written communication. Word study continues to be inclusive of genre specific

vocabulary, literary terms, and appropriate vocabulary from the literature and is experienced before, during, and after reading. In Unit 04, students utilize knowledge, skills and processes

to make connections within and across genres.

MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:

None Identified

PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS

Grade 05 ELAR Unit 03 PI 01

After reading an expository text, determine the

organizational pattern the author used to present their

ideas. Create a graphic organizer that represents the

relationships among the ideas in the text and best reflects

the organizational pattern.

Standard(s): 5.11A , 5.11C , 5.Fig19C , 5.Fig19E

ELPS ELPS.c.1H , ELPS.c.4E , ELPS.c.4F ,

ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.5G

Structures – Organizational Patterns

Interpretation – Meaning

Form - Expository

Text structure helps the reader organize information and

construct meaning.





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Use multiple sources to gather information on a topic of

choice. Using effective text features and graphics, create

an informational brochure that compiles facts from the

sources.

Standard(s): 5.11A , 5.11B , 5.11D , 5.11E , 5.23A

, 5.23B , 5.24A , 5.24C , 5.26A , 5.Fig19D ,

5.Fig19E , 5.Fig19F

ELPS ELPS.c.1C , ELPS.c.1E , ELPS.c.4D ,

ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.5F ,

ELPS.c.5G

Interpretation – Information

Structures – Text Features, Graphics

Form – Brochure

Readers gather information and express organized ideas

to construct meaning.


Using the writing process and appropriate written

conventions, compose a multi-paragraph essay about a

memorable tradition in your family. Choose an appropriate

organizational structure and include an effective

introduction, specific facts/details, a variety of sentence

structures, and a concluding paragraph.

Standard(s): 5.15A , 5.15B , 5.15C , 5.15D , 5.15E

, 5.18A.i , 5.18A.ii , 5.18A.iii , 5.18A.iv

ELPS ELPS.c.1E , ELPS.c.5C , ELPS.c.5D ,

ELPS.c.5E , ELPS.c.5F , ELPS.c.5G

Interpretation – Meaning

Structures – Organizational Patterns

Purpose

Authors establish a purpose and plan for the development

of a story.

Conventions – Grammar, Spelling, Punctuation,

Capitalization

Authors use conventions of written language to

communicate clearly and effectively.










































Participate in small groups to complete at least two of the

following procedural stations:

1) Interpret instructions to set up a complex board

game.

2) Follow a manual to play a computer or board

game.

3) Follow directions to complete a science

experiment using the scientific method.

4) Follow a four-step recipe to make something to

eat.

5) Follow a four-step set of directions to complete

an art project.

Standard(s): 5.13A , 5.27B , 5.Fig19C

ELPS ELPS.c.1A , ELPS.c.1D , ELPS.c.1E ,

ELPS.c.1F , ELPS.c.2C , ELPS.c.3C , ELPS.c.3E

, ELPS.c.3F , ELPS.c.4C , ELPS.c.4F , ELPS.c.4I

Interpretation

Form – Procedural Text

Readers choose texts in order to learn how to do new

things.





















Using appropriate language and written conventions, write

a formal letter to the principal and an informal letter to a

friend to explain the same main idea.

Standard(s): 5.15A , 5.15B , 5.15C , 5.15D , 5.15E

, 5.18B

ELPS ELPS.c.1G , ELPS.c.5C , ELPS.c.5D ,

ELPS.c.5E , ELPS.c.5F , ELPS.c.5G

Purpose/Audience

Language – Informal, Formal

Form – Letter

Authors choose language and form for audience and

purpose.


Write multiple entries including thoughts, connections,

and/or strategies that deepen understanding of literary

and informational texts. Provide evidence from the text to

support ideas.

Standard(s): 5.9A , 5.18C , 5.Fig19A , 5.Fig19B ,

5.Fig19C , 5.Fig19D , 5.Fig19E , 5.Fig19F

ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F ,

ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K ,

ELPS.c.5F , ELPS.c.5G

Interpretation – Understanding, Connections, Relevance

Perception – Thoughts

Readers use strategies to support understanding of text.

Readers use writing to communicate deeper

understanding of texts.

Readers create connections to make text personally

relevant and useful.




































Record multiple entries in a Word Study Notebook

demonstrating word knowledge.

Standard(s): 5.2A , 5.2B , 5.2C , 5.2D , 5.2E

ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E ,

ELPS.c.1F , ELPS.c.1H , ELPS.c.4A , ELPS.c.5B

, ELPS.c.5F , ELPS.c.5G

Interpretation – Vocabulary An extensive vocabulary enhances oral and written

communication.

KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT

Idiom – an expression that has a different meaning from the literal meaning of its individual words (e.g., have the upper hand or under the

weather). Idioms are particular to a given language and usually cannot be translated literally.

Adages – a short but memorable saying that holds some important fact that is considered true by many people (e.g., Don’t judge a book by its cover)Reliable source – a credible or believable source

This chart provides an organizational structure for the TEKS included in this unit. Ongoing TEKS may be reviewed during whole group and

small group instruction or applied by students through meaningful practice.

INSTRUCTIONAL COMPONENTS TEKS ONGOING TEKS

FORMATIVE

ASSESSMENT

EXAMPLES

Word StudyTEKS

Vocabulary

Observation Data

Teacher-Student




















FORMATIVE

ASSESSMENT

EXAMPLES

Development:

5.2A, 5.2B,

5.2C, 5.2D,

5.2E

Spelling:

5.22B.i,

5.22B.ii,

5.22B.iii,

5.22B.iv

Conference

Checklist

Rubric

Reader’s Notebook

Writer’s Notebook

Word Study

Notebook

OralReadingFluency

Check

Oral Quiz

Written Quiz

Portfolio

Shared Reading /Independent ReadingTEKS

Culture and

History: 5.10A

Expository

Text: 5.11A,

5.11B, 5.11C,

5.11D, 5.11E

Procedural

Texts: 5.13A,

5.13B

Media Literacy:

5.14C

Expository and

Procedural

Texts: 5.18C

Research Plan:

Ongoing TEKS

Fluency: 5.1A

Independent

Reading: 5.9A

Listening:

5.27A, 5.27B,

5.27C

Speaking:

5.28A

Teamwork:

5.29A


































FORMATIVE

ASSESSMENT

EXAMPLES

5.23A, 5.23B

Gathering

Sources: 5.24A,

5.24C

Organizing and

Presenting

Ideas: 5.26A

Comprehension

Skills: 5.Fig19A,

5.Fig19B,

5.Fig19C,

5.Fig19D,

5.Fig19E,

5.Fig19F

WritingTEKS

Writing

Process:

5.15B, 5.15C,

5.15D

Expository and

Procedural

Texts: 5.18A.i,

5.18A.ii,

5.18A.iii,

5.18A.iv, 5.18B

Ongoing TEKS

Writing

Process:

5.15A, 5.15E

Conventions:

5.20A.i,

5.20A.ii,

5.20A.iv,

5.20A.v, 5.20B

Handwriting,

Capitalization,
































FORMATIVE

ASSESSMENT

EXAMPLES

Conventions:

5.20A.iii,

5.20A.vi,

5.20A.vii,

5.20A.viii,

5.20C

Handwriting,

Capitalization,

and

Punctuation:

5.21A.iii,

5.21B.i

Spelling:

5.22B.i,

5.22B.ii,

5.22B.iii,

5.22B.iv, 5.22D

Organizing

and

Presenting

Ideas: 5.26A

and

Punctuation:

5.21A.i,

5.21A.ii,

5.21B.ii

Spelling:

5.22A.i,

5.22A.ii,

5.22A.iii,

5.22C, 5.22E

Listening:

5.27A, 5.27B,

5.27C

Speaking:

5.28A

Teamwork:

5.29A

The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in

English Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills.

TEKS#































TEKS UNIT LEVEL SPECIFICITY

5.2 Reading/Vocabulary Development. Students understand new vocabulary

and use it when reading and writing. Students are expected to:

TxCCRS Reading

TxCCRS E/LAS.II.B - English/Language Arts/Reading. Understand new vocabulary

and concepts and use them accurately in reading, speaking, and writing.

5.2A Determine the meaning of grade-level academic English words derived

from Latin, Greek, or other linguistic roots and affixes.

Readiness Standard

Determine

THE MEANING OF GRADE-LEVEL ACADEMIC ENGLISH WORDS

DERIVED FROM LATIN, GREEK, OR OTHER LINGUISTIC ROOTS AND

AFFIXES

Possible examples:

Latin - e.g., rupt (rupture, eruption), port (transport,

import, report), spect (spectator, inspector), ject

(projection), ence, ance

Greek - e.g., graph (geography, photograph, graphic),

photo (photosynthesis, photocopy), ism, ist

Other affixes and roots as found in appropriate grade-

level text in multi-content areas

Affix - a word element, such as a prefix or suffix, that occurs before

or after a root or base word to modify its meaning (e.g., the prefix

un- and the suffix -able in unbelievable)

Academic English words

1) words used in the learning of academic subject matter in

formal educational context that are associated with literacy

and academic achievement, including specific academic

terms, technical language, and speech registers related to

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TEKS UNIT LEVEL SPECIFICITYTEKS#

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each field of study

2) words used during instruction and exams, and in textbooks

These could include words that are specific to content (e.g.,

hyperbole, metaphor, and meter) or that are related to learning

tasks (e.g., compare/contrast, differentiate, and infer).

5.2B Use context (e.g., in-sentence restatement) to determine or clarify the

meaning of unfamiliar or multiple meaning words.

Readiness Standard

Use

CONTEXT

Context - the words, sentences, or passages that precede or follow

a specific word, sentence, or passage

To determine or clarify

THE MEANING OF UNFAMILIAR WORDS OR MULTIPLE MEANING

WORDS

Including, but not limited to:

Identify and use relationships among surrounding

words, phrases, sentences, and paragraphs

Use in-sentence examples

Use definition in the sentence

Use in-sentence restatement

Multiple meaning word - a word that has more than one meaning (e.g.,

trunk)

5.2C Produce analogies with known antonyms and synonyms. Produce

ANALOGIES WITH KNOWN ANTONYMS AND SYNONYMS

Examples:

Boy:girl as male:female (antonym)








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Girl:woman as boy:man (synonym)

Analogy - a vocabulary exercise in which an association between a

concept and its attribute is present (e.g., hot:cold as north:_____)

5.2D Identify and explain the meaning of common idioms, adages, and other

sayings.

Identify, Explain

THE MEANING OF COMMON IDIOMS, ADAGES, AND OTHER SAYINGS

Idiom - an expression that has a different meaning from the literal

meaning of its individual words (e.g., have the upper hand or under

the weather). Idioms are particular to a given language and usually

cannot be translated literally.

Possible examples:

Off the top of my head

Green thumb

I’m all earsGet cold feet

Adage - a short but memorable saying that holds some important fact

considered true by many people (e.g., Don’t judge a book by its cover.)

Possible examples:

An apple a day keeps the doctor away.

The grass is always greener on the other side.

The best things in life are free.

Look before you leap.

5.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to

determine the meanings, syllabication, pronunciations, alternate word

Use

A DICTIONARY, A GLOSSARY, OR A THESAURUS (PRINTED OR








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choices, and parts of speech of words.

Readiness Standard

ELECTRONIC)

To determine

MEANINGS, SYLLABICATION, PRONUNCIATIONS, ALTERNATIVE

WORD CHOICES, PARTS OF SPEECH OF WORDS


Use guide words and/or knowledge of alphabetical

order to locate words in print resources; use search

features to find words in electronic resources

Use the given syllabication and the phonetic symbols

to pronounce unknown words

Read the definition(s) and determine the meaning of

the word (using context as applicable)

Locate synonyms or alternate word choices

Determine the appropriate part of speech using

context if applicable

Syllabication - forming or dividing words into syllables

Pronunciation - the manner in which someone utters a word

Part of speech - e.g., noun, pronoun, verb, adjective, adverb,

conjunction, appositive, interjection

5.Fig19 Reading/Comprehension Skills. Students use a flexible range of

metacognitive reading skills in both assigned and independent reading to

understand an author’s message. Students will continue to apply earlierstandards with greater depth in increasingly more complex texts as they

become self-directed, critical readers. The student is expected to:

TxCCRS Key Cognitive Skills







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TxCCRS CDS.I.D - Cross-Disciplinary Standards/Key Cognitive Skills. Academic

behaviors

TxCCRS Foundational Skills

TxCCRS CDS.II.A - Cross-Disciplinary Standards/Foundational Skills. Reading across

the curriculum

5.Fig19A Establish purposes for reading selected texts based upon own or

others’ desired outcome to enhance comprehension.Establish

PURPOSES FOR READING SELECTED TEXTS BASED UPON OWN

AND OTHERS’ DESIRED OUTCOME TO ENHANCE

COMPREHENSION

Possible examples:

To learn

To interpret or follow directions

To solve problems

For enjoyment

5.Fig19B Ask literal, interpretive, evaluative, and universal questions of text. Ask

LITERAL, INTERPRETIVE, EVALUATIVE, AND UNIVERSAL

QUESTIONS


Before, during, and after reading

Literal question - knowledge level, fact-based question (e.g., who,

what, when, where, why, and how questions), questions asked for

clarification








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Interpretive question - may have more than one answer and requires

that the answer(s) be supported with evidence from the text (e.g., What

does this mean?)

Evaluative question - asks for an opinion, a belief, or a point of view.

Responses may represent different perspectives and should be

supported with evidence from the text. (e.g., Do you agree or disagree?

What do you feel about this? What do you believe about this? What is

your opinion about this?)

Universal question - an open-ended question that is raised by ideas in

the text and transcend social and cultural boundaries and speak to a

common human experience (e.g., What does the character believe in?

What is the main character willing to fight for? How does this story give

you a better understanding of human nature?)

5.Fig19C Monitor and adjust comprehension (e.g., using background knowledge,

creating sensory images, rereading a portion aloud, generating

questions).

Monitor, Adjust

COMPREHENSION


Use background knowledge

Create sensory images (images created by using the

five senses- sight, smell, sound, touch, taste)

Re-read a portion aloud

Use contextual clues (refer to 5.2B)

Generate literal, interpretive, evaluative, and universal

questions (refer to 5.Fig19B)

Ask for help

5.Fig19D Make inferences about text using textual evidence to support Make








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understanding.

Readiness Standard (Fiction, Expository)

Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)

INFERENCES ABOUT TEXT

Inference - a logical guess made by connecting bits of information.

Readers make inferences by drawing conclusions, making

generalizations, and making predictions.

Drawing conclusions - a form of inference in which the reader

gathers information, considers the general thoughts or ideas that

emerge from the information, and comes to a decision. The

conclusion is generally based on more than one piece of

information.

Use

TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING

Textual evidence - specific details or facts found in the text that support

what is inferred

5.Fig19E Summarize and paraphrase texts in ways that maintain meaning and

logical order within a text and across texts.

Readiness Standard (Fiction, Expository)

Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)

Summarize, Paraphrase

TEXTS IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER

WITHIN A TEXT AND ACROSS TEXTS


Brief, coherent sentences that communicate the key

information in logical order

Main ideas from the beginning, middle, and end

Summarize - to reduce large sections of text to their essential points

and main idea. Note: It is still important to attribute summarized

ideas to the original source.

Paraphrase - restate the meaning of something in different words.

Paraphrasing alters the exact wording of the source and transmits

its ideas or information without evaluation or interpretation.







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5.Fig19F Make connections (e.g., thematic links, author analysis) between and

across multiple texts of various genres and provide textual evidence.

Readiness Standard

Make

CONNECTIONS BETWEEN AND ACROSS MULTIPLE TEXTS OF

VARIOUS GENRES


Own experiences - things done or seen

Ideas in other text - concepts that connect texts

Larger community - a group of people who have the

same interest or live in the same area

Thematic links - a logical connection made

between or among texts that share similar

themes

Author analysis

Possible literary genres:

Fiction

Literary nonfiction

Poetry

Drama

Possible informational genres:

Expository

Persuasive

Procedural

Provide

TEXTUAL EVIDENCE







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Textual evidence - specific details or facts found in text that support

what is inferred

5.10 Reading/Comprehension of Informational Text/Culture and History.

Students analyze, make inferences and draw conclusions about the

author's purpose in cultural, historical, and contemporary contexts and

provide evidence from the text to support their understanding. Students

are expected to:

TxCCRS Reading

TxCCRS E/LAS.II.C - English/Language Arts/Reading. Describe, analyze, and evaluate

information within and across literary and other texts from a variety of

cultures and historical periods.

5.10A Draw conclusions from the information presented by an author and

evaluate how well the author's purpose was achieved.

Supporting Standard

Draw Conclusions

FROM THE INFORMATION PRESENTED BY AN AUTHOR

Draw conclusions - a form of inference in which the reader gathers

information, considers the general thoughts or ideas that emerge

from the information, and comes to a decision. The conclusion is

generally based on more than one piece of information.

Evaluate

HOW WELL THE AUTHOR’ S PURPOSE WAS ACHIEVED


Steps in evaluation

Identify the author’s stated or implied purposeLocate and identify information provided by the author

(e.g., visuals, text features, key points, details)








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Determine if the information provided supports the

author’s purposeEvaluate the effectiveness of the information in

supporting the author’s intended purpose

Purpose - the intended goal of a piece of writing; the reason a

person writes

5.11 Reading/Comprehension of Informational Text/Expository Text. Students

analyze, make inferences and draw conclusions about expository text and

provide evidence from text to support their understanding. Students are

expected to:

TxCCRS Reading

TxCCRS E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual

information and draw complex inferences, analyze, and evaluate the

information within and across texts of varying lengths.

5.11A Summarize the main ideas and supporting details in a text in ways that

maintain meaning and logical order.

Readiness Standard

Summarize

THE MAIN IDEAS AND SUPPORTING DETAILS IN A TEXT IN WAYS

THAT MAINTAIN MEANING AND LOGICAL ORDER

Summary includes, but is not limited to:

Brief, coherent sentences that communicate the key

information in logical order

Main ideas from the beginning, middle, and end

Summary - to reduce large sections of text to their essential points

and main idea. Note: It is still important to attribute summarized








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ideas to the original source.

Logical order - how a writer organizes text when building an

argument. The writer may present ideas or information in a

sequence that makes sense to him or her and addresses the

audience's needs

Main idea - the overall message of a text or section of a text (e.g., Polar

bears are becoming endangered.)

Note:

Refer to 5.Fig19E for related comprehension skills

5.11B Determine the facts in text and verify them through established

methods.

Supporting Standard

Determine

THE FACTS IN TEXT

Verify

THEM THROUGH ESTABLISHED METHODS


Verify through the use of reliable sources

Determine if the sources are valid and credible

Example of a reliable source:

Encyclopedia

Reliable source - a credible or believable source. Some questions to

evaluate credibility might be: Is the author a respected authority on

the subject? Does the author support opinions with strong

argumentation and reasoning? How current is the information?

5.11C Analyze how the organizational pattern of a text (e.g., cause-and-effect,

compare-and-contrast, sequential order, logical order, classification

Analyze

HOW THE ORGANIZATIONAL PATTERN OF A TEXT INFLUENCES THE








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schemes) influences the relationships among the ideas.

Readiness Standard

RELATIONSHIPS AMONG IDEAS

Organizational pattern - the pattern an author constructs as he

organizes his or her ideas and provides supporting details


Cause-and-effect

Compare-and-contrast

Sequential order

Logical order

Classification scheme

Other possible examples of organizational patterns:

Description

Order of importance

Cause-and-effect - cause is an event; effect is the result of the event

Compare-and-contrast - similarities and differences

Sequential order - order in which events occur

Logical order - how a writer organizes text when building an

argument. The writer presents ideas or information in a sequence

that makes sense to him or her and addresses the audience’s

needs.

Classification - events or ideas grouped in specific categories

5.11D Use multiple text features and graphics to gain an overview of the

contents of text and to locate information.

Readiness Standard

Use

MULTIPLE TEXT FEATURES AND GRAPHICS TO GAIN AN OVERVIEW

OF THE CONTENTS OF TEXT AND TO LOCATE INFORMATION







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Possible examples of text features:

Title

Captions

Sub titles

Key words

Bold print

Italics

Table of contents

Glossary

Index

Heading

Illustration/photo

Topic sentence

Concluding sentence

Guide word

Diagram

Chart

Map

Graph

Table

Timeline

5.11E Synthesize and make logical connections between ideas within a text

and across two or three texts representing similar or different genres.

Readiness Standard

Synthesize, Make

LOGICAL CONNECTIONS BETWEEN IDEAS WITHIN A TEXT AND

ACROSS TWO OR THREE TEXTS REPRESENTING SIMILAR OR

DIFFERENT GENRES








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Steps in synthesis

Identify similar/related information from multiple texts of

the same genre or different genres

Draw conclusions and/or make generalizations about

the ideas presented in the texts

Synthesize - to combine elements and parts to form a coherent

whole

Draw Conclusions - a form of inference in which the reader gathers

information, considers the general thoughts or ideas that emerge

from the information, and comes to a decision. The conclusion is

generally based on more than one piece of information.

Note:

Refer to 5.Fig19F for related skills

5.13 Reading/Comprehension of Informational Text/Procedural Texts. Students

understand how to glean and use information in procedural texts and

documents. Students are expected to:

TxCCRS Reading

TxCCRS E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual

information and draw complex inferences, analyze, and evaluate the

information within and across texts of varying lengths.

5.13A Interpret details from procedural text to complete a task, solve a

problem, or perform procedures.

Supporting Standard

Interpret

DETAILS FROM PROCEDURAL TEXT TO COMPLETE A TASK, SOLVE

A PROBLEM, OR PERFORM PROCEDURES

Examples of procedural text:








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Instructions/Directions

Procedure

Manual

Recipe

Procedural text - a type of informational text that is written with the

intent to explain the steps in the procedure, as in a recipe.

Procedural text could house data that requires reader

interpretation.

5.13B Interpret factual or quantitative information presented in maps, charts,

illustrations, graphs, timelines, tables, and diagrams.

Supporting Standard

Interpret

FACTUAL OR QUANTITATIVE INFORMATION PRESENTED IN


Map

Chart

Illustration

Graph

Timelines

Table

Diagram

Other possible examples:

Graphic organizer

Caption

Key

Factual information - a focus on details such as who, what, where, and







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when

Quantitative - refers to numbers and statistics

5.14 Reading/Media Literacy. Students use comprehension skills to analyze how

words, images, graphics, and sounds work together in various forms to

impact meaning. Students will continue to apply earlier standards with

greater depth in increasingly more complex texts. Students are expected

to:

TxCCRS Listening

TxCCRS E/LAS.IV.A - English/Language Arts/Listening. Apply listening skills as an

individual and as a member of a group in a variety of settings (e.g.,

lectures, discussions, conversations, team projects, presentations,

interviews).

TxCCRS Key Cognitive Skills

TxCCRS CDS.I.B - Cross-Disciplinary Standards/Key Cognitive Skills. Reasoning


TxCCRS CDS.II.E - Cross-Disciplinary Standards/Foundational Skills. Technology

5.14C Identify the point of view of media presentations.

Supporting Standard

Identify

THE POINT OF VIEW OF MEDIA PRESENTATIONS

Point of view in media - the specific bias or perspective that an image

maker brings to a particular scene or subject about a person, idea, or

event

5.15 Writing/Writing Process. Students use elements of the writing process









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(planning, drafting, revising, editing, and publishing) to compose text.

Students are expected to:

TxCCRS Writing

TxCCRS E/LAS.I.A - English/Language Arts/Writing. Compose a variety of texts that

demonstrate clear focus, the logical development of ideas in well-organized

paragraphs, and the use of appropriate language that advances the

author's purpose.


TxCCRS CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across

the curriculum

5.15B Develop drafts by choosing an appropriate organizational strategy (e.g.,

sequence of events, cause-effect, compare-contrast) and building on

ideas to create a focused, organized, and coherent piece of writing.

Develop

DRAFTS


Construct a draft using a selected organizational

pattern (strategy) according the genre and purpose

Include ideas and details that are strongly related and

contribute to the thesis or controlling idea of the piece

Develop a coherent draft that is focused and well

controlled with meaningful transitions and connections

Choose words that are purposeful and precise and

support the overall meaning (or purpose) of the piece

Examples of possible organizational patterns (strategies):







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Sequential order

Chronological order

Order of importance

Cause-and-effect

Compare and contrast

Problem/Solution

Description

Organizational pattern (strategy) - the pattern an author constructs as

he organizes his or her ideas and provides supporting details

Organization of a paper - the development of ideas in a coherent

manner. In a well-organized paper, main points should be supported,

each idea should flow sequentially and logically to the next idea,

transitions should connect ideas, and extraneous sentences should

not be included.

Transitional words and phrases - words or phrases that help to

sustain a thought or idea through the writing. They link sentences

and paragraphs together smoothly so that there are no abrupt

jumps or breaks between ideas.

Word choice - the author’s thoughtful use of precise vocabulary to

fully convey meaning to the reader.

Note:

This is the second step in the writing process, often referred to as

drafting. The focus is on developing ideas and the message, not on

mechanics.

5.15C Revise drafts to clarify meaning, enhance style, include simple and

compound sentences, and improve transitions by adding, deleting,

After rethinking

HOW WELL QUESTIONS OF PURPOSE, AUDIENCE, AND GENRE







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combining, and rearranging sentences or larger units of text after

rethinking how well questions of purpose, audience, and genre have

been addressed.

HAVE BEEN ADDRESSED

Revise

DRAFTS

Revise - changing, adding, or deleting words, phrases, or sentences to

clarify and/or to enhance the message to ensure the purpose,

audience, and genre have been addressed


Clarify meaning

Enhance style

Use varied sentences, both simple and compound, that

are purposeful and well controlled to enhance the

effectiveness of the piece

Improve transitions and sentence-to-sentence

connections to enhance the flow of the piece

Include varied structure/word order

Check coherence

Review and adjust organization

Include sensory details to enhance the message

Incorporate precise words that create visual images

Coherent - Logically ordered, with consistent relations of parts to the

whole (e.g., a coherent essay)

Word choice - the author’s thoughtful use of precise vocabulary to

fully convey meaning to the reader

Note:

While this is considered the third step in the writing process, revision

may be ongoing throughout the writing process.







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5.15D Edit drafts for grammar, mechanics, and spelling. Edit

DRAFTS FOR GRAMMAR, MECHANICS, AND SPELLING


Conventions/Grammar (refer to 5.20Ai-viii,B,C)

Capitalization (refer to 5.21Ai-iii)

Punctuation (refer to 5.21Bi-ii)

Spelling (refer to 5.22Ai-iii,Bi-iv,C)

Use resources to find correct spellings (refer to

5.22D,E)

Previously taught expectations in grammar,

capitalization, punctuation, and spelling

Note:

This is the fourth step in the writing process. The focus is on grammar,

capitalization, punctuation, and spelling.

5.18 Writing/Expository and Procedural Texts. Students write expository and

procedural or work-related texts to communicate ideas and information to

specific audiences for specific purposes. Students are expected to:

TxCCRS Writing

TxCCRS E/LAS.I.A - English/Language Arts/Writing. Compose a variety of texts that

demonstrate clear focus, the logical development of ideas in well-organized

paragraphs, and the use of appropriate language that advances the

author's purpose.









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the curriculum

5.18A Create multi-paragraph essays to convey information about the topic

that:

Create

MULTI-PARAGRAPH ESSAYS TO CONVEY INFORMATION ABOUT THE

TOPIC THAT

Expository text - a type of informational text that clarifies or explains

something

5.18A.i present effective introductions and concluding paragraphs. An effective introduction establishes the controlling idea or thesis.

A concluding paragraph provides closure to the essay.

5.18A.ii guide and inform the reader's understanding of key ideas and evidence.

5.18A.iii include specific facts, details, and examples in an appropriately organized

structure

Facts, details, and examples support the controlling idea or thesis.

Organization of a paper (organizational structure) - the development of

ideas in a coherent manner. In a well-organized paper, main points

should be supported, each idea should flow sequentially and

logically to the next idea, transitions should connect ideas, and

extraneous sentences should not be included.

Organizational pattern - the pattern an author constructs as he

organizes his or her ideas and provides supporting details

Examples of organizational patterns:

Sequential order

Order of importance

Cause-and-effect

Compare and contrast

Problem/solution

Main ideas and details










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Description

5.18A.iv use a variety of sentence structures and transitions to link paragraphs. Including, but not limited to:

Use varied sentences, both simple and compound, that

are purposeful and well controlled to enhance the

effectiveness of the piece

Use transitions and sentence-to-sentence connections

to enhance the flow of the piece

Transitional words/phrases - words or phrases that help to sustain a

thought or idea through the writing. They link sentences and

paragraphs together smoothly so that there are no abrupt jumps or

breaks between ideas.

5.18B Write formal and informal letters that convey ideas, include important

information, demonstrate a sense of closure, and use appropriate

conventions (e.g., date, salutation, closing).

Write

FORMAL AND INFORMAL LETTERS THAT CONVEY IDEAS

Formal letter - used for official or serious situations to an audience not

considered friends or family

Informal letter - written to a friend or family member

Include

IMPORTANT INFORMATION

Demonstrate

A SENSE OF CLOSURE

Closure - a sense of certainty or completeness; a bringing to an end

Use








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APPROPRIATE CONVENTIONS

Conventions of letters include, but are not limited to:

Date (e.g., January 12, 2010)

Salutation - greeting in a letter (e.g., Dear friend,)

Closing (e.g., Sincerely,)

5.18C Write responses to literary or expository texts and provide evidence

from the text to demonstrate understanding.

Write

RESPONSES TO LITERARY OR EXPOSITORY TEXTS

Possible examples:

Ideas, reflections, responses to text, connections,

recording information

Provide

EVIDENCE FROM THE TEXT TO DEMONSTRATE UNDERSTANDING

Textual evidence - specific details or facts found in text that support

what is inferred

5.20 Oral and Written Conventions/Conventions. Students understand the

function of and use the conventions of academic language when speaking

and writing. Students will continue to apply earlier standards with greater

complexity. Students are expected to:

TxCCRS Writing

TxCCRS Edit writing for proper voice, tense, and syntax, assuring that it conforms to

standard English, when appropriate.









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the curriculum

TxCCRS Write clearly and coherently using standard writing conventions.

5.20A Use and understand the function of the following parts of speech in the

context of reading, writing, and speaking:

Use, Understand

THE FUNCTION OF THE FOLLOWING PARTS OF SPEECH IN THE

CONTEXT OF READING, WRITING, AND SPEAKING

5.20A.iii adjectives (e.g., descriptive, including origins: French windows, American cars)

and their comparative and superlative forms (e.g., good, better, best).

Including but not limited to:

Comparative adjectives using –er and –ierSuperlative adjectives using –estIrregular comparative and superlative adjectives (e.g.,

good, better, best)

Adjective - a word that describes a noun or a pronoun

Origin adjective - describes where something came from (e.g., I have

an American car.)

Comparative - the form of an adjective used to compare two or more

things. Comparatives are formed using –er (e.g., taller, faster), -ier

(e.g., happier), or the word more (e.g., more traditional).

Superlative - an adjective indicating the greatest (or least) degree of

something. A superlative is usually formed using -est (e.g., the best

and the brightest).

5.20A.vi indefinite pronouns (e.g., all, both, nothing, anything). Indefinite pronoun - a pronoun that does not refer to a specific

person or thing (e.g., all, anything, both, each, everyone, many,

nothing, several, some, something)










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5.20A.vii subordinating conjunctions (e.g., while, because, although, if) Subordinating conjunction - introduces a dependent clause and

connects it to an independent clause (e.g., because, when, unless)

Example of usage:

Both students and teachers were at the assembly

because of a special guest.

Independent clause - a group of words containing a subject and a

verb that can stand alone as a complete sentence; also called a

main clause

Dependent clause - a group of words with a subject and a verb that

modifies a main or independent clause to which it is joined (e.g., until

you leave in I will wait until you leave); also called a subordinate

clause

5.20A.viii transitional words (e.g., also, therefore). Transitional words and phrases - words or phrases that help to

sustain a thought or idea through the writing. They link sentences

and paragraphs together smoothly so that there are not abrupt

jumps or breaks between ideas.

5.20C Use complete simple and compound sentences with correct subject-

verb agreement.

Use

COMPLETE SIMPLE AND COMPOUND SENTENCES WITH CORRECT

SUBJECT-VERB AGREEMENT

Including, but not limited:

Subjects differing in number

Simple sentence - a sentence with one clause (e.g., the chicken

crossed the road)









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Compound sentence - a sentence composed of at least two

independent clauses linked with a conjunction (e.g., Sam talked, and

Emma listened)

Run-on sentence - consists of two or more simple sentences missing

either proper punctuation or coordinating conjunction (e.g., Charlotte

built her web others came to see it.)

Fragment - part of a sentence (an incomplete thought) that is missing

a subject or predicate (e.g., Built a web. The busy spider.)

5.21 Oral and Written Conventions/Handwriting, Capitalization, and

Punctuation. Students write legibly and use appropriate capitalization and

punctuation conventions in their compositions. Students are expected to:

5.21A Use capitalization for: Use

CAPITALIZATION FOR

5.21A.iii organizations. Possible examples:

Organizations (e.g., National Aeronautics and Space

Administration; Federal Bureau of Investigation)

5.21B Recognize and use punctuation marks including: Recognize, Use

PUNCTUATION MARKS INCLUDING

5.21B.i commas in compound sentences A comma precedes the coordinating conjunction (e.g., I lost my ring,

but Mom found it.)

Compound sentence - consists of two or more simple sentences

joined by a conjunction and a comma.

Other possible grade-appropriate uses of commas:











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Between the city and state (e.g., Austin, Texas)

After a salutation and closing in a letter (e.g., Dear

_____, Sincerely,)

Between two adjectives preceding a noun (e.g., It was

a hot, sunny day.)

5.22 Oral and Written Conventions/Spelling. Students spell correctly. Students

are expected to:

5.22B Spell words with: Spell

WORDS WITH

Greek and Latin roots and suffixes


Use grade-appropriate words and academic words

from multiple content areas

Refer to 5.2A for related vocabulary skills

5.22B.i Greek Roots (e.g., tele, photo, graph, meter).

5.22B.ii Latin Roots (e.g., spec, scrib, rupt, port, ject, dict).

5.22B.iii Greek suffixes (e.g., -ology, -phobia, -ism, -ist)

5.22B.iv Latin derived suffixes (e.g., -able, -ible; -ance, -ence).

5.22D Use spelling patterns and rules and print and electronic resources to

determine and check correct spellings.

Use

SPELLING PATTERNS AND RULES AND PRINT AND ELECTRONIC

RESOURCES













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To determine, check

CORRECT SPELLINGS

Possible examples of resources:

Word wall

Personal dictionary

High frequency word list

Printed or electronic dictionary

Printed or electronic thesaurus

Glossary

Spell check

Note:

Refer to previous grade-level expectations and 5.22Ai-iii for spelling

patterns and rules

5.23 Research/Research Plan. Students ask open-ended research questions and

develop a plan for answering them. Students are expected to:

TxCCRS Research

TxCCRS E/LAS.V.A - English/Language Arts/Research. Formulate topic and

questions.


TxCCRS CDS.II.C - Cross-Disciplinary Standards/Foundational Skills. Research

across the curriculum

TxCCRS Refine research topic based on preliminary research and devise a timeline for

completing work.







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5.23A Brainstorm, consult with others, decide upon a topic, and formulate

open-ended questions to address the major research topic.

Brainstorm, Consult with Others, Decide

UPON A TOPIC

Formulate

OPEN-ENDED QUESTIONS TO ADDRESS THE MAJOR RESEARCH

TOPIC

Open-ended research question - a type of question used to

encourage many possible responses rather than a single directed

one (e.g., What does the ending of this story suggest to you?)

Brainstorming - a technique in which many ideas are generated

quickly and without judgment or evaluation, usually as part of a

problem-solving process or to inspire creative thinking.

Brainstorming may be done in a classroom, with a small group, or

individually.

5.23B Generate a research plan for gathering relevant information about the

major research question.

Generate

A RESEARCH PLAN FOR GATHERING RELEVANT INFORMATION

ABOUT THE MAJOR RESEARCH QUESTION


Determine what resources will be best for gathering information about

the research topic/questions (e.g., surveys, interviews, encyclopedias,

web-based articles, books, newspaper, local experts)

5.24 Research/Gathering Sources. Students determine, locate, and explore the

full range of relevant sources addressing a research question and

systematically record the information they gather. Students are expected

to:

TxCCRS Research









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TxCCRS E/LAS.V.B - English/Language Arts/Research. Select information from a

variety of sources.

TxCCRS Gather relevant sources.

TxCCRS Use source material ethically.

5.24A Follow the research plan to collect data from a range of print and

electronic resources (e.g., reference texts, periodicals, web pages,

online sources) and data from experts.

Follow

THE RESEARCH PLAN TO COLLECT DATA FROM A RANGE OF

PRINT AND ELECTRONIC RESOURCES AND DATA FROM EXPERTS


Reference texts

Periodicals

Web pages

Online sources

5.24C Record data, utilizing available technology (e.g., word processors) in

order to see the relationships between ideas, and convert

graphic/visual data (e.g., charts, diagrams, timelines) into written notes.

Record

DATA, UTILIZING AVAILABLE TECHNOLOGY IN ORDER TO SEE THE

RELATIONSHIPS AMONG IDEAS


Use word processers to record data

Group ideas and information into logical groups within

categories

Arrange and rearrange the information until patterns or

some kind of picture begins to emerge

Convert








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GRAPHIC/VISUAL DATA INTO WRITTEN NOTES


Charts

Diagrams

Timelines

5.26 Research/Organizing and Presenting Ideas. Students organize and present

their ideas and information according to the purpose of the research and

their audience. Students are expected to synthesize the research into a

written or an oral presentation that:

TxCCRS E/LAS.V.C - English/Language Arts/Research. Produce and design a

document.

5.26A Compiles important information from multiple sources. Compiles

IMPORTANT INFORMATION FROM MULTIPLE SOURCES

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.







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


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.1A use prior knowledge and experiences to understand meanings in English

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 Cross-curricular second language acquisition/listening

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.2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and

interactions

ELPS.c.3 Cross-curricular second language acquisition/speaking

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.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.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.4 Cross-curricular second language acquisition/reading

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.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.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 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 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.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.5E.i using correct verbs, tenses, and pronouns/antecedents

ELPS.c.5E.ii using possessive case (apostrophe s) correctly

ELPS.c.5E.iii using negatives and contractions correctly

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.














INSTRUCTIONAL FOCUS DOCUMENT Grade 5 English...

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