teks/elps correlations for dyned’s first · pdf fileenglish language arts and reading,...

TEKS/ELPS Correlations for DynEd’s First English Third Grade

TEKS/ELPS Correlations for DynEd Kids

TEKS and ELPS DynEd Kids Units 1-8

DynEd Kids Units 9-16

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TEKS/ELPS Correlations-3rd Grade-DK *Full text of ELPS available on www.dyned.com

§110.14. English Language Arts and Reading, Grade 3, Beginning with School Year 2009-2010. (b) Knowledge and skills

(1) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:

(A) decode multisyllabic words in context and independent of context by applying common spelling patterns including: *ELPS: 1 A, B, H; 2 A, B; 3 A; 4 A; 5 A, C

(i) dropping the final "e" and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable);

Unit 3: Vocabulary 2: slide, sliding Game 1: closed

Unit 4 Listening 1, 2: writing

Unit 9: Dialogs 1: wear/wearing, get/getting

Unit 10: Dialogs 1: skate/skating

Unit 11: Dialogs 2: race/raced

Unit 12: Dialogs 2: tire/tired

Unit 15: Dialogs 1: change/changing

Unit 16: Dialogs 1: fall/falling

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(ii) doubling final consonants when adding an ending (e.g., hop to hopping);

Unit 3: Listening 1: swim/swimming Vocabulary 1: big/bigger Vocabulary 2: run/running

Unit 4: Listening: getting, sitting Games: dropped

Unit 13: Listening 1: grab/grabbed

Unit 14: Dialogs 1: swim/swimming

(iii) changing the final "y" to "i" (e.g., baby to babies);

Unit 5: Listening 3: cavity/cavities

Unit 13: Vocabulary 3: butterfly/butterflies

(iv) using knowledge of common prefixes and suffixes (e.g., dis-, -ly); and

Unit 4: Dialogs 1: dropped, picked, looking Listening 1: closest, nearest, farthest Vocabulary 3: standing, getting, sitting, opening, closing

Unit 9: Dialogs 1: wearing, going Listening 2: perfectly

(v) using knowledge of derivational affixes (e.g., -de, -ful, -able);

Unit 2: Exercises E: careful

Unit 11: Listening 1: careful

(B) use common syllabication patterns to decode words including: *ELPS: 1 A, B, H; 2 A, B; 3 A; 4 A; 5 A, C







(i) closed syllable (CVC) (e.g., mag-net, splen-did);

Unit 1: Game 1: seven

Unit 2: Game 1: salad, next to

Unit 3: Game 1: bench, pencil, volleyball, stand up,

Unit 4: Game 1: umbrella, across from, bookbag, dress

Unit 3: Listening 3: Tom Vocabulary 1: small, tall, jump, track, net, fast, back, can

Unit 5: Game 1: bus, hospital, candy

Unit 6: Game 1: corner, homework, ball

Unit 7: Game 1: forest, hamburger, lot, morning

Unit 8: Game 1: water, nurse, lamp, corner, girl

Unit 9: Dialogs 2: dollar Listening 1: forgot







(ii) open syllable (CV) (e.g., ve-to);

Unit 1: Game 1: five

Unit 2: Game 1: music, ruler

Unit 3: Game 1: between

Unit 7: Game 1: bicycle

N/A

(iii) final stable syllable (e.g., puz-zle, con-trac-tion);

Unit 2: Game 1: noodles

N/A







(iv) r-controlled vowels (e.g., fer-ment, car-pool); and

Unit 1: Game 1: girl, teacher

Unit 2: Game 1: ruler

Unit 3: Listening 1: bars, Listening 3/Vocabulary 1: short, turn, Game: circle

Unit 4: Game 1: morning, sweater, ear

Unit 5: Game 1: fingers, ears, driver

Unit 6: Game 1: homework

Unit 7: Game 1: grandparents

Unit 8: Game 1: afternoon

Unit 11: Dialogs 2: were

Unit 12: Dialogs 1: homework







(v) vowel digraphs and diphthongs (e.g., ei-ther);

Unit 1: Game 1: teacher, stairs, door

Unit 2: Game 1: blue, green, train, noodles, feet, boots

Unit 3: Game 1: sleep, between, outside

Unit 4: Game 1: street, bookbag

Unit 5: Game 1: afraid

Unit 6: Game 1: draw

Unit 7: Game 1: through

Unit 8: Game 1: mouth

Unit 12: Listening 2: teacher

(C) decode words applying knowledge of common spelling patterns (e.g., -eigh, -ought);

*ELPS: 1 A, B, H; 2 A, B; 3 A; 4 A; 5 A, C

Unit 1: Game 1: right

Unit 4: Dialog 1: light Listening 2: geography

Unit 9: Dialogs 2: enough







(D) identify and read contractions (e.g., I'd, won't); and

*ELPS: 1 A, B, H; 2 A, B; 3 A; 4 A; 5 A, C

Unit 1: Dialogs1: what’s Dialogs 2: Let’s Listening 1: doesn’t Written Extension activities:

I’m, You’re, He’s, she’s, it’s, we’re, they’re, don’t, doesn’t, let’s

Unit 2: Dialogs 1: I’d Dialogs 2: Don’t Listening 1: aren’t Listening 2: doesn’t Listening 3: don’t Written Extension activities:

[In addition to what was presented in Unit 1:] aren’t, didn’t, what’s, I’d, I’ll]

Unit 3: Dialogs 1: don’t Listening 1: It’s Listening 2: doesn’t Listening 3: he’s Written Extension activities:

[Same as Units 1 & 2] Unit 4:

Dialogs 1: Let’s Listening 1: It’s Listening 3: doesn’t Written Extension activities:

Unit 10 Dialogs 2: don’t







[In addition to what was presented in previous units: can’t, there’s, that’s, isn’t]

Unit 5: Dialogs 1: What’s Listening 1: doesn’t Listening 3: It’s Written Extension activities:

[In addition to what was presented in previous units: she’ll]

Unit 6: Dialogs 1: What’s Listening 1: isn’t Listening 2: can’t Listening 3: It’s Written Extension activities:

[In addition to what was presented in previous units: here’s, he’ll, they’ll]

(E) monitor accuracy in decoding.

*ELPS: 1 A, B, H; 2 A, B; 3 A; 4 A; 5 A, C

Units 1-8: Dialogs 1, 2: Listening 1, 2, 3: Vocabulary 1, 2, 3, Quiz Games 1, 2, 3: [Opportunities for decoding throughout.]

Units 9-16: Dialogs 1, 2: Listening 1, 2, 3: Vocabulary 1, 2, 3, Quiz Games 1, 2, 3: [Opportunities for decoding throughout.]







(2) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:

(A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions; *ELPS: 1 A, B, C, D, E, F, G, H 2 A, B, C, D, E, G, H, I 3 A, B, C, D, E, F, G, H, I, J 4 A, C, E, F, G, I, J, K

Units 1-8: Dialogs 1, 2 Listening 1, 2, 3 Vocabulary 1, 2, 3, Quiz Games 1, 2, 3 [Illustrations are used throughout for new vocabulary.]

Units 9-16: Dialogs 1, 2 Listening 1, 2, 3 Vocabulary 1, 2, 3, Quiz Games 1, 2, 3 [Illustrations are used throughout for new vocabulary.]







(B) ask relevant questions, seek clarification, and locate facts and details about stories and other [texts and support answers with evidence from text; and *ELPS: 1 A, B, C, D, E, F, G, H 2 A, B, C, D, E, G, H, I 3 A, B, C, D, E, F, G, H, I, J 4 A, C, E, F, G, I, J, K

Units 1-8: Dialogs 1, 2 Listening 1, 2, 3 Vocabulary 1, 2, 3, Quiz Games 1, 2, 3 [Opportunity to ask relevant questions, locate facts and details available throughout.]

Units 9-16: Dialogs 1, 2 Listening 1, 2, 3 Vocabulary 1, 2, 3, Quiz Games 1, 2, 3 [Opportunity to ask relevant questions, locate facts and details available throughout.]

(C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud). *ELPS: 1 A, B, C, D, E, F, G, H 2 A, B, C, D, E, G, H, I 3 A, B, C, D, E, F, G, H, I, J 4 A, C, E, F, G, I, J, K

Units 1-8: Dialogs 1, 2 Listening 1, 2, 3 Vocabulary 1, 2, 3, Quiz Games 1, 2, 3 [Opportunities to meet these goals available throughout.]

Units 9-16: Dialogs 1, 2 Listening 1, 2, 3 Vocabulary 1, 2, 3, Quiz Games 1, 2, 3 [Opportunities to meet these goals available throughout.]







(3) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

*ELPS: 1 A, B, H 2 A, C, D, E, G, H 3 A, B, C, D 4 A, C, E, F

N/A N/A

(4) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:







(A) identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots;

*ELPS: 1 A, B, H, 4 A, C, E, F 5 A, B, D

N/A N/A

(B) use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs;

*ELPS: 1 A, B, H, 4 A, C, E, F 5 A, B, D

Unit 3: Dialogs 1: homonyms: to, two, too & you’re/your context: volleyball, court, net, side lines, serve

Units 9-16: Dialogs 1: left on the bus (left) Listening 3: Context bus stop/subway stop

(C) identify and use antonyms, synonyms, homographs, and homophones;

*ELPS: 1 A, B, H, 4 A, C, E, F 5 A, B, D

Unit 3: Listening 3: swing on the swings Vocabulary 1, 2: tall/short, big/small, slide down/slide

N/A







(D) identify and apply playful uses of language (e.g., tongue twisters, palindromes, riddles); and

*ELPS: 1 A, B, H, 2 A, B, C, 3 A, B, C, 4 A, C, E, F, 5 A, B,D

N/A N/A

(E) alphabetize a series of words to the third letter and use a dictionary or a glossary to determine the meanings, syllabication, and pronunciation of unknown words.

*ELPS: 1 A, B, H, 4 A, C, E, F 5 A, B, C

N/A N/A

(5) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:







(A) paraphrase the themes and supporting details of fables, legends, myths, or stories; and

*ELPS: 1 A, B, C, D, E, F, G, H 2 A, B, C, D, E, G, H, I 3 A, B, C, D, F, G, H, I, J 4 A, C, E, F, G, H, I J, K

N/A N/A

(B) compare and contrast the settings in myths and traditional folktales.


N/A N/A







(6) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse).


N/A N/A







(7) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain the elements of plot and character as presented through dialogue in scripts that are read, viewed, written, or performed.


Units 1-8: (TG): p. 16 Listening and Vocabulary activities; p. 18 Written Exercises

Units 9-16: (TG): p. 16 Listening and Vocabulary activities; p. 18 Written Exercises

(8) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:







(A) sequence and summarize the plot's main events and explain their influence on future events;


Units 1-8: (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises


(B) describe the interaction of characters including their relationships and the changes they undergo; and


Units 1-8: (TG): p. 15 Dialogs, 16 Listening and Vocabulary activities; p. 18 Written Exercises








(C) identify whether the narrator or speaker of a story is first or third person.










(9) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to explain the difference in point of view between a biography and autobiography.


N/A N/A







(10) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to identify language that creates a graphic visual experience and appeals to the senses.


Unit 1: Dialog 2: I’m hungry!

Unit 2: Dialog 1: I don’t like hot dogs. I really like noodles. Dialog 2: I have a stomachache. My stomach hurts! You ate too much! Vocabulary 2: Candy bars are sweet. These are hot noodles.

Unit 4: Dialog: “I am looking for my coat. I can’t find it.” “What color is it?” “I think I see it.” Vocabulary 1: Here is a purple scarf.

Unit 11: Listening 3: He had a headache and a fever.

Unit 12: Listening 2: Sometimes it’s too sweet. Sometimes it’s burnt.







(11) Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).


N/A N/A







(12) 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 identify the topic and locate the author's stated purposes in writing the text.




(13) 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:







(A) identify the details or facts that support the main idea;


Units 1-8: Dialogs 1, 2 Listening 1, 2, 3 Vocabulary 1, 2, 3, Quiz Games 1, 2, 3

Units 9-16: Dialogs 1, 2 Listening 1, 2, 3 Vocabulary 1, 2, 3, Quiz Games 1, 2, 3

(B) draw conclusions from the facts presented in text and support those assertions with textual evidence;


Units 1-8: Dialogs 1, 2 Listening 1, 2, 3 Vocabulary 1, 2, 3, Quiz Games 1, 2, 3 (TG): p. 15 Dialogs p. 16 Listening and Vocabulary activities p.16 Written exercises.

Units 9-16 (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises







(C) identify explicit cause and effect relationships among ideas in texts; and


Unit 1: Dialogs 1: I’m hungry. I want to eat lunch.

Unit 2: Dialogs 2: He always eats too much he he gets a stomachache.

Unit 3: Dialogs 1: I don’t want to climb on the bars. We can play volleyball. Dialogs 2: Turn around. Oh, I see them now. (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises

Units 9-16- (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises

(D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text.


Units 1-8: (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises [The representation of text on the multi-media device will always conform to the conventions of a paper-based text.]

Units 9-16: (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises [The representation of text on the multi-media device will always conform to the conventions of a paper-based text.]







(14) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to identify what the author is trying to persuade the reader to think or do.

*ELPS: 1 A, B, C, D, E, F, G, H 2 A, B, C, D, E, G, H, I; 3 A, B, C, D, F, G, H, I, J;4 A, C, E, F, G, H, I J, K

N/A N/A

(15) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:

(A) follow and explain a set of written multi-step directions; and

*ELPS: 4 A, C, E, F, G, J, K

N/A N/A







(B) locate and use specific information in graphic features of text.

*ELPS: 4 A, C, E, F, G, J, K

Units 1-8: Dialog 1, 2 Listening 1, 2, 3 Vocabulary 1, 2,3, Quiz Games 1, 2, 3: [Uses graphics throughout to present/explain factual information. Each unit is introduced with a series of slides with dialogue. Information on vocabulary, grammar and phonics is presented pictorially and interactively.]

Units 9-16: Dialog 1, 2 Listening 1, 2, 3 Vocabulary 1, 2,3, Quiz Games 1, 2, 3 [Uses graphics throughout to present/explain factual information. Each unit is introduced with a series of slides with dialogue. Information on vocabulary, grammar and phonics is presented pictorially and interactively.]

(16) 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:

(A) understand how communication changes when moving from one genre of media to another;

*ELPS: 1 A, H 4 A, C, E, F, G, I, J, K

N/A N/A







(B) explain how various design techniques used in media influence the message (e.g., shape, color, sound); and

*ELPS: 1 A, B, C, D, E, F, G, H 2 A, B, C, D, E, G, H, 3 A, B, C, D, F, G, H, I, J 4 A, C, E, F, G, J, K



(C) compare various written conventions used for digital media (e.g., language in an informal e-mail vs. language in a web-based news article).

*ELPS: 4 A, C, E, F, G, J, K

N/A N/A

(17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:







(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals);

*ELPS: 1 A, B, C, D, E, F, G, H

2 A, B, C, D, E, G, H, I 3 A, B, C, D, F, G, H, I, J 5 A, B, C, D



(B) develop drafts by categorizing ideas and organizing them into paragraphs;

*ELPS: 5 A, B, C, D, E, F, G









(C) revise drafts for coherence, organization, use of simple and compound sentences, and audience;

*ELPS: 5 A, B, C, D, E, F, G



(D) edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; and

*ELPS: 5 A, B, C, D, E, F, G



(E) publish written work for a specific audience.

*ELPS: 5 A, B, C, D, E, F, G

N/A N/A

(18) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:







(A) write imaginative stories that build the plot to a climax and contain details about the characters and setting; and

*ELPS: 5 A, B, C, D, E, F, G



(B) write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse).

*ELPS: 5 A, B, C, D, E, F, G

N/A N/A

(19) Writing. Students write about their own experiences. Students are expected to write about important personal experiences.

*ELPS: 5 A, B, C, D, E, F, G

Units 1-8: (TG): Written exercises pp. 15-16

Units 9-16: (TG): Written exercises pp. 15-16

(20) 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:







(A) create brief compositions that: *ELPS: 5 A, B, C, D, E, F, G

(i) establish a central idea in a topic sentence;

N/A N/A

(ii) include supporting sentences with simple facts, details, and explanations;

N/A N/A

(iii) contain a concluding statement; N/A N/A

(B) write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing); and

*ELPS: 5 A, B, C, D, E, F, G

N/A N/A

(C) write responses to literary or expository texts that demonstrate an understanding of the text.

*ELPS: 5 A, B, C, D, E, F, G

N/A N/A







(21) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details.

*ELPS: 5 A, B, C, D, E, F, G

N/A N/A

(22) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:

(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: *ELPS: 1 A, B, E, F, G, H; 2 A, B, C, D; 3 A, B, C; 5 A, B, C, D, E







(i) verbs (past, present, and future); Unit 1: Dialogs 1: Simple present and present continuous

Unit 2: Dialogs 1: Simple present; modal can, future (I’ll) (I’d like a…) Dialogs 2: Simple present: What’s the matter? Listening 2: Present continuous: Who is sitting across from Tom? Listening 3: Simple past (ate, did, didn’t)

Unit 3: Dialogs 1:Present: What do you want to do? Can we play, too? Stand at the back. Simple past: I didn’t see it.

Unit 4: Dialogs 1: Past: dropped, picked Listening 1: Present: study Listening 2: Present: begins

Unit 9: Dialogs 1: Why aren’t you wearing a coat?







(ii) nouns (singular/plural, common/proper);

Unit 1: Listening 1: Names of characters, family, birthday Listening 2: School facilities (lunchroom, library, etc.) Vocabulary 2: school objects (a desk, a chair, etc.) Vocabulary3: school items (a book bag, a pen, a calculator, this pen,etc.)

Unit 2: Dialog 1: food, lunchroom, window Dialog 2/Listening: matter, stomach ache, outside

Unit 3: Dialog 2: Volleyball Listening 1: Playground & equipment Listening 3: Description of characters (brown nose, big smile) & their sports equipment; Eddy, Tom, Diana, Jeff, Sally; soccer, goal Vocabulary 1: boy/girl/woman, cheetah, elephant, ant Vocabulary 2: bars, jump rope, swings, track, race, hopscotch, slide Vocabulary 3: map, line, clock, ruler, watch, circle

Unit 4: Dialogs 1: names of characters, clothing, school objects

Unit 10: Dialogs 1: Henry, Diana, Jeff, Sue







Listening 1: school, desk, chair Listening 2: English, Arithmetic, Geography Vocabulary 1: clothing Vocabulary 2: school facilities

(iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the);

Unit 1: Dialogs 1: new, first, hungry Vocabulary 1: third Listening 1/Vocabulary 1: older, little Vocabulary 2: open, closed, this, a, the, which Vocabulary 3: long, blue, green

Unit 2: Dialog 2: better

Unit 3: Listening 3/Vocabulary 1: short, fast, big, tall, blue, brown, black Vocabulary 1: tall/taller, short/ shorter, fast/faster/fastest, big/bigger, small/smaller/smallest

Unit 4: Dialogs 1: light Listening 1: nearest, farthest, closest Vocabulary 1: colors, warm, cold, light, dark

Unit 11: Listening 1: beautiful, green







(iv) adverbs (e.g., time: before, next; manner: carefully, beautifully);

Unit 3: Listening 3: run very fast

Unit 12: Listening 2: tasted good

(v) prepositions and prepositional phrases;

Unit 1: Dialog 2: behind Listening 2: next to Vocabulary 2: near, under

Unit 2: Dialogs 1: near the window, over there Vocabulary 1: between, behind, on this side, next to, across from, in front of Vocabulary 3: up/down

Unit 3: Dialogs 1: on the bars, on this (that) side, at the back, in the front, near the net. Vocabulary 2: on the swings, down the slide Listening 1: behind the school, around the track, near a tree, inside the gym, on the second floor Listening 2: over the net Vocabulary 3: inside the circle

Unit 4: Dialogs 1: in back of Listening 1: in front of

Unit 12: Exercises D: for the pain, in a restaurant

(vi) possessive pronouns (e.g., his, hers, theirs);

Unit 6: Dialogs 1: her homework

Unit 13: Dialogs 2: my father







(vii) coordinating conjunctions (e.g., and, or, but); and

Unit 1: Dialog 1: and

Unit 11: Dialog 1: Jeff and Sue

(viii) time-order transition words and transitions that indicate a conclusion;

N/A N/A

(B) use the complete subject and the complete predicate in a sentence; and

*ELPS: 5 A, B, C, D, E, F

Units 1-8: All lessons


(C) use complete simple and compound sentences with correct subject-verb agreement

*ELPS: 5 A, B, C, D, E, F



(23) 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:







(A) write legibly in cursive script with spacing between words in a sentence;

*ELPS: 1 A, B, H; 4 A

Units 1-8: (TG), p. 16 Listening and Vocabulary activities; p. 18 Written Exercises


(B) use capitalization for: *ELPS: 1 A, B, H; 4 A, C; 5 D

(i) geographical names and places; Units 1-8: (TG), p. 16 Listening and Vocabulary activities; p. 18 Written Exercises


(ii) historical periods; and Units 1-8: (TG), p. 16 Listening and Vocabulary activities; p. 18 Written Exercises


(iii) official titles of people Units 1-8: (TG), p. 16 Listening and Vocabulary activities; p. 18 Written Exercises


(C) recognize and use punctuation marks including: *ELPS: 1 A, B, H; 4 A, C; 5 D







(i) apostrophes in contractions and possessives;

Unit 1: Dialog1: I’m, you’re, she’s, we’re, let’s Dialog 2: It’s, don’t, let’s Listening 1: Diana’s, Jeff’s, doesn’t

Unit 2: Dialog1: I’d, don’t, I’ll Dialog 2: What’s, don’t, didn’t, it’s, I’m, let’s

Unit 3: [In addition to the above:] Listening 2: Sally’s Games: he’s

Unit 4: [In addition to the above:] can’t, there’s, that’s, you’ve

Unit 11: Dialogs 1: You’re not, I’m not

(ii) commas in series and dates; Unit 1: Listening 1: Their names are Sally, Tom, Jeff, and Diana

N/A

(D) use correct mechanics including paragraph indentations.

*ELPS: 1 A, B, H; 4 A, C; 5 D



(24) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:







(A) use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell;

*ELPS: 1 A, B, E, H; 2 A, B; 4 A; 5 C

Units 1-8: Vocabulary 1, 2, 3 Game 1: Spelling

Units 9-16: N/A

(B) spell words with more advanced orthographic patterns and rules: *ELPS: 1 A, B, E, H; 2 A, B; 4 A; 5 C

(i) consonant doubling when adding

an ending; Unit 3:

Listening 1: swim/swimming Vocabulary 1: big/bigger Vocabulary 2: run/running

Unit 4: Dialog: dropped Vocabulary 3: getting, sitting

Unit 9: Listening 2: shop/shopping, run/running

(ii) dropping final "e" when endings are added (e.g., -ing, -ed);

Unit 3: Vocabulary 2: slide, sliding

Unit 4: Listening: writing Vocabulary: closing

Unit 10: Dialogs 1: skate/skating

(iii) changing y to i before adding an ending;

Unit 5: Listening 2: cry/cries

Unit 11 Exercises D2: butterfly/butterflies







(iv) double consonants in middle of words;

Unit 3: Dialog: volleyball, sorry Listening 1: swimming Listening 2: middle, Sally Listening 3: Eddy Vocabulary 1: taller, bigger, smaller, smallest, Vocabulary 2: running, different

Unit 9: Listening 2: shopping, running

(v) complex consonants (e.g., scr-, -dge, -tch); and

Unit 4: Dialog: light Listening: desks Vocabulary: starts, lunchroom, lunch

Unit 10: Listening 1: February

(vi) abstract vowels (e.g., ou as in could, touch, through, bought);

N/A Unit 10: Dialogs 1: about

(C) spell high-frequency and compound words from a commonly used list;

*ELPS: 1 A, B, E, H; 2 A, B; 4 A; 5 C

N/A N/A







(D) spell words with common syllable constructions (e.g., closed, open, final stable syllable);

*ELPS: 1 A, B, E, H; 2 A, B; 4 A; 5 C

Unit 1: Game 1

Closed: left Open: right

Unit 2: Game 1:

Open: library Unit 3:

Game 1: Open: paper

Unit 9: Dialogs 1:

Final Stable: purple

(E) spell single syllable homophones (e.g., bear/bare; week/weak; road/rode);

*ELPS: 1 A, B, E, H; 2 A, B; 4 A; 5 C

Unit 3: Dialog: homophone: two, too, to; you’re, your

Unit 9: Dialogs 2: too/to

(F) spell complex contractions (e.g., should've, won't); and

*ELPS: 1 A, B, E, H; 2 A, B; 4 A; 5 C

N/A N/A







(G) use print and electronic resources to find and check correct spellings.

*ELPS: 1 A, B, E, H; 2 A, B; 4 A; 5 C

Units 1-8: Game 1: spelling

N/A

(25) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

(A) generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and

*ELPS: 1 A, B, D, E, F, G, H 2 A, B, C, D, E, G, H, I 3 A, B, C, D, E, F, G, H, I 4 A, B, C, D, E, F, G, I, J, K 5 A, B, C, D, E, F, G

Unit 1: Topics: birthdays, families

Unit 2: Topics: favorite lunches,

Unit 3: Topics: Recreation sports, playground equipment

Units 1-8: (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 17 Classroom Follow-up; p. 18 Written Exercises

Unit 9: Topics: clothes, shopping








(B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question.

*ELPS: 1 A, B, D, E, F, G, H 2 A, B, C, D, E, G, H, I 3 A, B, C, D, E, F, G, H, I 4 A, B, C, E, F, G, I, J, K 5 A, B, C, D, E, F, G



(26) 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:

(A) follow the research plan to collect information from multiple sources of information, both oral and written, including: *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H. I; 4 A, B, C, D, E, F, G, H, I







(i) student-initiated surveys, on-site inspections, and interviews;

N/A N/A

(ii) data from experts, reference texts, and online searches; and

N/A N/A

(iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate

Unit 4: Listening 3: schedule

Unit 9: Listening 3: Menu

(B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics);

*ELPS: 4 A, B, C, D, E, F, G, I, J, K

N/A N/A

(C) take simple notes and sort evidence into provided categories or an organizer;

*ELPS: 4 A, B, C, D, E, F, G, I, J, K 5 A, B, C, D, F, G

N/A N/A

(D) identify the author, title, publisher, and publication year of sources; and

*ELPS: 4 A, B, C, D, E, F, G, I, J, K

N/A N/A







(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.

*ELPS: 5 A, B, C, D, E, F, G

N/A N/A

(27) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic)

*ELPS: 1 A, B, H 4 A. B. C. D. E. F, G, I, J, K 5 A, B, C, D, E, F, G

N/A N/A







(28) 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 draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used.

*ELPS: 1 A, B, D, E, F, G, H 2 A, B, C, D, E, G, H, I 3 A, B, C, D, E, F, G, H, I 4 A, B, C, D, E, F, G, I, J, K 5 A, B, C, D, E, F, G

N/A N/A







(29) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:

(A) listen attentively to speakers, ask relevant questions, and make pertinent comments; and

*ELPS: 1 A, B, D, E, F, G, H 2 A, B, C, D, E, G, H, I 3 A, B, C, D, E, F, G, H, I

Units 1-8: (TG), p. 16 Listening and Vocabulary activities


(B) follow, restate, and give oral instructions that involve a series of related sequences of action.










(30) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.










(31) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.




Source: The provisions of this §110.14 adopted to be effective September 4, 2008, 33 TexReg 7162.


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