INSTRUCTIONAL FOCUS DOCUMENT Grade 4 English Language …misdtx.schoolwires.com/cms/lib/TX21000394/Centricity/Domain/909... · INSTRUCTIONAL FOCUS DOCUMENT Grade 4 English Language

INSTRUCTIONAL FOCUS DOCUMENTGrade 4 English Language Arts And Reading

UNIT : 06 TITLE : Unit 06: Influencing an Audience SUGGESTED DURATION : 20 days

State Resources:

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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

UNIT TEST RESOURCE(S)

ELAR Grade 4 Unit 06: Influencing an Audience 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 focus on the messages conveyed in media and persuasive texts in order to understand that authors write to influence, convince, express,

justify, and promote a point of view. Students identify the impact of media form and design on communication. Students continue to make inferences, summarize, and support their ideas

with textual evidence and personal experience. Students express their beliefs and convince an audience through oral and written language.

In previous units, students explored informational text for the purpose of communication, gaining knowledge, and to engage in the research process.

During this unit, students continue to explore informational text through examination of persuasive purpose. Students make inferences and summarize to understand and explain how an

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author uses language such as facts, statistics, humor, and words that play on emotions in order to persuade, convince, or influence readers. Students also explain the positive and

negative effects of advertisement techniques on consumer behavior and explain how design techniques influence the message. Students establish a position and provide supporting

details to compose persuasive essays using the fundamentals of the writing process. Students continue to explore language while building on the principles that vocabulary, spelling,

punctuation, and grammar are critical to the ability to comprehend and communicate effectively. Word study is inclusive of genre specific vocabulary, literary terms, and appropriate

vocabulary from the literature and will be experienced before, during, and after reading. In Grade 05, students continue to explore media and persuasive text by recognizing bias and

perspective.

MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:

UNDERDEVELOPED CONCEPTS:

Fourth grade students may have had little experience with reading and writing of persuasive texts. It is important to focus on comprehension strategies and

processes in order to teach students how to question and think critically as they read and interpret the author’s message and ultimately apply thesetechniques in their own writing.

PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS






Grade 04 ELAR Unit 06 PI 01

After reading and/or viewing 2-3 advertisements from

different media genres (e.g., television, radio, web, print),

create a chart that identifies techniques (e.g., pacing,

close-ups, sound effects, etc.) and language used to

influence and impact customer behavior or thinking.

Standard(s): 4.12A , 4.14A , 4.14B , 4.Fig19A ,

4.Fig19C , 4.Fig19D

ELPS ELPS.c.1E , ELPS.c.2F , ELPS.c.4F ,

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

Techniques – Pacing, Closeups, Sound effects

Perception – Attitudes

Audience

Form – Advertisement

Media techniques in advertisements can positively or

negatively impact customer behavior.

Authors use techniques to influence the attitudes or

actions of a specific audience.


Take a position on an important issue (e.g., using cell

phones in school, standardized testing). Write a

persuasive essay for a specific audience (e.g., the

principal, a teacher, or parent) that states your position

and includes supporting details. In a small group, read

your essay and discuss your position.

Standard(s): 4.15A , 4.15B , 4.15C , 4.15D , 4.15E

, 4.19A , 4.28A

ELPS ELPS.c.5B , ELPS.c.5C , ELPS.c.5D ,

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

Techniques – Persuasion

Perception – Attitudes

Audience

Form – Essay

Structure – Organization

Authors choose structure to organize information to

construct meaning.

Conventions - Written Authors use conventions of written language to

communicate clearly and effectively.





about:/module/standards/0/103142/standard.ashx



























Choose a topic of personal interest and a genre

appropriate for conveying a message to an audience.

Using appropriate written conventions and the topic and

genre of choice, compose a text that is well developed and

has good organization.

Standard(s): 4.15A , 4.15B , 4.15C , 4.15D , 4.15E

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

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

ELPS.c.4K , ELPS.c.5G

Purpose/Audience

Form - Choice

Authors vary form and style in order to write for different

purposes, audiences, and contexts.


Using digital media (e.g., email, text, blog), create two

messages that differ in formality (language use and

conventions).

Standard(s): 4.14C

ELPS ELPS.c.1A , ELPS.c.1B , ELPS.c.1C ,

ELPS.c.1D

Techniques – Formality of Language

Conventions – Formality

Language and techniques change depending on the level

of formality.


























Write multiple entries including thoughts, connections,

and/or strategies that deepen understanding of literary

and informational texts and media. Provide evidence from

the text to support ideas.

Standard(s): 4.9A , 4.18C , 4.Fig19A , 4.Fig19B ,

4.Fig19C , 4.Fig19D , 4.Fig19E , 4.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 create connections to make text personally

relevant and useful.

Readers use writing to communicate deeper

understanding of texts.


Record multiple entries in a Word Study Notebook

demonstrating word knowledge. Use the notebook to

support writing.

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

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

ELPS.c.1F , ELPS.c.1H , 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

Persuasive text – text written with the intent to persuade or convince the reader of something



































Position – an opinion about a particular subjectDigital media – electronic media that work on digital codes (as opposed to analog media); examples include e-mail, digital videos, e-books,

Internet, video games, and interactive media

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

Development:

4.2B, 4.2D

Ongoing TEKS

Vocabulary

Development:

4.2A, 4.2C,

4.2E

Informal

Language

Sample

Observation

Data

Teacher-

Student

Conference

Checklist

Rubric

Reader’s

Notebook

Reading Log

Writer’s

Notebook

Word Study

Shared Reading /

Independent ReadingTEKS

Vocabulary

Development:

4.2B

Persuasive

Text: 4.12A

Media Literacy:

4.14A, 4.14B,

4.14C

Comprehension

Skills: 4.Fig19D,

Ongoing TEKS

Fluency: 4.1A

Vocabulary

Development:

4.2E

Sensory

Language: 4.8A

Independent

Reading: 4.9A,

4.18C

Listening:

























FORMATIVE

ASSESSMENT

EXAMPLES

Notebook

Oral Reading

Fluency Check

Portfolio

4.Fig19E 4.27A, 4.27B

Speaking: 4.28A

Teamwork:

4.29A

Comprehension

Skills: 4.Fig19A,

4.Fig19B,

4.Fig19C,

4.Fig19F

WritingTEKS

Writing

Process:

4.15C, 4.15D

Persuasive

Texts: 4.19A

Ongoing TEKS

Writing

Process:

4.15A, 4.15B,

4.15E

Literary Texts:

4.16A, 4.16B,

4.17A

Expository and

Procedural

Texts: 4.18A.i,

4.18A.ii,

4.18A.iii, 4.18B

Conventions:

4.20A.i,

4.20A.ii,































FORMATIVE

ASSESSMENT

EXAMPLES

4.20A.iii,

4.20A.iv,

4.20A.v,

4.20A.vi,

4.20A.vii,

4.20A.viii,

4.20B, 4.20C

Handwriting,

Capitalization,

and

Punctuation:

4.21A, 4.21B.i,

4.21B.ii,

4.21B.iii,

4.21C.i,

4.21C.ii

Spelling:

4.22A.i,

4.22A.ii,

4.22A.iii,

4.22A.iv,

4.22A.v, 4.22B,

4.22C, 4.22D

Listening:

4.27A, 4.27B

Speaking:

4.28A































FORMATIVE

ASSESSMENT

EXAMPLES

Teamwork:

4.29A

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 UNIT LEVEL SPECIFICITY

4.2 Reading/Vocabulary Development. Students understand new vocabulary

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

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

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

4.2B use the context of the sentence (e.g., in-sentence example or definition)

to determine the meaning of unfamiliar words or multiple meaning

words;

Readiness Standard

Use

CONTEXT OF THE SENTENCE

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

a specific word, sentence, or passage

To determine

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

TEKS#

SE#






about:/module/standards/Tools/Browse?StandardId=102573


TEKS UNIT LEVEL SPECIFICITYTEKS#

SE#

Use definitions in the sentence

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

trunk)

4.2D identify the meaning of common idioms Identify

THE MEANING OF COMMON IDIOMS

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:

Eat like a bird

Fit as a fiddle

Finding a needle in a haystack

A breathe of fresh air

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

behaviors

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

the curriculum








SE#

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

understanding.

Readiness Standard (Fiction)

Supporting Standard (Literary Nonfiction, Poetry, and Drama)

Make

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

4.Fig19E Summarize information in text, maintaining meaning and logical order.

Readiness Standard (Fiction)

Supporting Standard (Literary Nonfiction, Poetry, and Drama)

Summarize

INFORMATION IN TEXT, MAINTAINING MEANING AND LOGICAL

ORDER


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.

4.12 Reading/Comprehension of Informational Text/Persuasive Text. Students









SE#

analyze, make inferences and draw conclusions about persuasive text and

provide evidence from text to support their analysis. Students are expected

to:

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.

4.12A explain how an author uses language to present information to influence

what the reader thinks or does.

Explain

HOW AN AUTHOR USES LANGUAGE TO PRESENT INFORMATION TO

INFLUENCE WHAT THE READER THINKS OR DOES

Possible examples:

Facts and statistics

Humor

Words that play on emotions

Persuasive text - text written with the intent to persuade or convince

the reader of something

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








SE#

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

4.14A explain the positive and negative impacts of advertisement techniques

used in various genres of media to impact consumer behavior;

Explain

THE POSITIVE AND NEGATIVE IMPACTS OF ADVERTISEMENT

TECHNIQUES USED IN VARIOUS GENRES OF MEDIA TO IMPACT

CONSUMER BEHAVIOR


Identify and describe common advertising techniques

(e.g., using celebrities, humor, statistics, and

testimonials)

Explain how the advertisements impact consumers and

whether it is positive or negative

Possible examples of media genre:

Television

Radio

Newspaper

Magazine

Web page

Product label

Flyer

Brochure

Poster

4.14B explain how various design techniques used in media influence the

message (e.g., pacing, close-ups, sound effects)

Explain

HOW VARIOUS DESIGN TECHNIQUES USED IN MEDIA INFLUENCE








SE#

THE MESSAGE


Sound (e.g., background music, volume, sound

effects)

Movement (e.g., feet moving quickly, hair blowing in

the wind, pacing)

Visuals (e.g., pictures, graphs, graphics, colors,

shapes, close- ups)

4.14C compare various written conventions used for digital media (e.g.

language in an informal e-mail vs. language in a web-based news

article).

Compare

VARIOUS WRITTEN CONVENTIONS USED FOR DIGITAL MEDIA


Compare and contrast written conventions and

language in informal (e.g., casual e-mail, text message,

blog, social media, etc.)and formal (e.g., business e-

mail, web-based news article, etc.) digital media

Possible examples of informal written conventions:

Slang

Abbreviations

Lack of punctuation and capitalization

Casual tone

Possible examples of formal written conventions:

Proper grammar







SE#

Formal sentence structure

Correct use of punctuation and capitalization

Business, academic, or formal tone

Digital media - electronic media that work on digital codes (as

opposed to analog media). Examples include e-mail, digital videos, e-

books, Internet, video games, and interactive media.

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

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

Students are expected to:

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

4.15C revise drafts for coherence, organization, use of simple and compound

sentences, and audience;

Readiness Standard

Revise

DRAFTS FOR COHERENCE, ORGANIZATION, USE OF SIMPLE AND

COMPOUND SENTENCES, AND AUDIENCE

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

clarify and/or to enhance the message based on the intended

audience


Improve coherence

Review and adjust organization








SE#

Use varied sentences, both simple and compound, that

are purposeful and well controlled to enhance the

effectiveness of the piece

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.

4.15D edit drafts for grammar, mechanics, and spelling using a teacher-

developed rubric

Readiness Standard

Edit

DRAFTS FOR GRAMMAR, MECHANICS, AND SPELLING USING A

TEACHER-DEVELOPED RUBRIC


Conventions/Grammar (refer to 4.20Ai-viii,B,C)

Capitalization (refer to 4.21Bi-iii)

Punctuation (refer to 4.21Ci-ii)

Spelling (refer to 4.22Ai-v,B,C)

Use resources to find correct spellings (refer to 4.22D)

Previously taught expectations in grammar,

capitalization, punctuation, and spelling

Note:

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







SE#

capitalization, punctuation, and spelling.

4.19 Writing/Persuasive Texts. Students write persuasive texts to influence the

attitudes or actions of a specific audience on specific issues. Students are

expected to:

4.19A write persuasive essays for appropriate audiences that establish a

position and use supporting details.

Write

PERSUASIVE ESSAYS FOR APPROPRIATE AUDIENCES THAT

ESTABLISH A POSITION AND USE SUPPORTING DETAILS

Persuasive text - text written with the intent to persuade or convince

the reader of something

Audience - the intended target group for a message, regardless of

the medium

Position - an opinion about a particular subject

Supporting details - facts, ideas, and/or opinions that support the

established position

Note:

Both facts and opinions can be used in persuasive writing.

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.

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.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.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.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.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.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.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.





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