Bracken Basic Concepts
Preschool and primary grade students' understanding of science concepts is often inhibited by their insufficient mastery of the basic language concepts necessary for describing the nature and elements of science (e.g., colors, shapes, sizes, textures). The Bracken Basic Concept Scale-Revised (BBCS-R) identifies which basic language concepts students have and have not mastered and can thereby facilitate differentiated instruction for pre-kindergarten, kindergarten, first, and second grade students (see Appendix C-Bracken Basic Concepts).
The BBCS-R assesses 308 basic language concepts that are foundational to students' cognitive and academic development. These important concepts are classified into 11 discrete categories:
| Colors | Direction/Position | Letter Identification |
| Self- and Social Awareness | Numbers/Counting | Texture/Material |
| Sizes | Quantity | Comparisons |
| Time/Sequence | Shapes |
Once non-mastered concepts are identified through assessment using the BBCS-R, concept instruction should occur naturally throughout day-to-day classroom experiences and through formal and informal lessons, learning centers, and daily conversations. Students also can be grouped for targeted instruction based on collective need. Importantly, Bracken concepts may also be taught through the use of The Bracken Concept Development Program (BCDP), with its related learning centers and lesson plans. Additionally, teachers should intentionally and systematically identify and teach basic concepts embedded within Project Clarion's science and math curriculum units. The emphasis of these teaching methods is on providing naturalistic and developmentally appropriate instruction. Teachers should strive to incorporate as many Bracken concepts as possible into every Project Clarion science unit and lesson.
