TEKS/ELPS Correlations for DynEd s First English Third Grade

Transcription

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

2 TEKS/ELPS Correlations for English Language Arts and Reading, Grade 3, Beginning with School Year (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 TEKS/ELPS Correlations-3rd Grade-DK Page 2

3 TEKS/ELPS Correlations for (ii) doubling final consonants when adding an ending (e.g., hop to hopping); (iii) changing the final "y" to "i" (e.g., baby to babies); (iv) using knowledge of common prefixes and suffixes (e.g., dis-, -ly); and (v) using knowledge of derivational affixes (e.g., -de, -ful, -able); Unit 3: Listening 1: swim/swimming Vocabulary 1: big/bigger Vocabulary 2: run/running Unit 4: Listening: getting, sitting Games: dropped Unit 5: Listening 3: cavity/cavities Unit 4: Dialogs 1: dropped, picked, looking Listening 1: closest, nearest, farthest Vocabulary 3: standing, getting, sitting, opening, closing Unit 2: Exercises E: careful Unit 13: Listening 1: grab/grabbed Unit 14: Dialogs 1: swim/swimming Unit 13: Vocabulary 3: butterfly/butterflies Unit 9: Dialogs 1: wearing, going Listening 2: perfectly 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 TEKS/ELPS Correlations-3rd Grade-DK Page 3

4 TEKS/ELPS Correlations for (i) closed syllable (CVC) (e.g., magnet, 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 TEKS/ELPS Correlations-3rd Grade-DK Page 4

5 TEKS/ELPS Correlations for (ii) open syllable (CV) (e.g., ve-to); (iii) final stable syllable (e.g., puz-zle, con-trac-tion); Unit 1: Game 1: five Unit 2: Game 1: music, ruler Unit 3: Game 1: between Unit 7: Game 1: bicycle Unit 2: Game 1: noodles TEKS/ELPS Correlations-3rd Grade-DK Page 5

6 TEKS/ELPS Correlations for (iv) r-controlled vowels (e.g., ferment, 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 TEKS/ELPS Correlations-3rd Grade-DK Page 6

7 TEKS/ELPS Correlations for (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 TEKS/ELPS Correlations-3rd Grade-DK Page 7

8 TEKS/ELPS Correlations for (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 TEKS/ELPS Correlations-3rd Grade-DK Page 8

9 TEKS/ELPS Correlations for [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 : Dialogs 1, 2: Listening 1, 2, 3: Vocabulary 1, 2, 3, Quiz Games 1, 2, 3: [Opportunities for decoding throughout.] : Dialogs 1, 2: Listening 1, 2, 3: Vocabulary 1, 2, 3, Quiz Games 1, 2, 3: [Opportunities for decoding throughout.] TEKS/ELPS Correlations-3rd Grade-DK Page 9

10 TEKS/ELPS Correlations for (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 3 A, B, C, D, E, F, G, H, I, J 4 A, C, E, F, G, I, J, K : Dialogs 1, 2 Listening 1, 2, 3 Vocabulary 1, 2, 3, Quiz Games 1, 2, 3 [Illustrations are used throughout for new vocabulary.] : Dialogs 1, 2 Listening 1, 2, 3 Vocabulary 1, 2, 3, Quiz Games 1, 2, 3 [Illustrations are used throughout for new vocabulary.] TEKS/ELPS Correlations-3rd Grade-DK Page 10

11 TEKS/ELPS Correlations for (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 3 A, B, C, D, E, F, G, H, I, J 4 A, C, E, F, G, I, J, K : 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.] : 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, rereading a portion aloud). *ELPS: 1 A, B, C, D, E, F, G, H 3 A, B, C, D, E, F, G, H, I, J 4 A, C, E, F, G, I, J, K : Dialogs 1, 2 Listening 1, 2, 3 Vocabulary 1, 2, 3, Quiz Games 1, 2, 3 [Opportunities to meet these goals available throughout.] : Dialogs 1, 2 Listening 1, 2, 3 Vocabulary 1, 2, 3, Quiz Games 1, 2, 3 [Opportunities to meet these goals available throughout.] TEKS/ELPS Correlations-3rd Grade-DK Page 11

12 TEKS/ELPS Correlations for (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 (4) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: TEKS/ELPS Correlations-3rd Grade-DK Page 12

13 TEKS/ELPS Correlations for (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 (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 (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: Dialogs 1: homonyms: to, two, too & you re/your context: volleyball, court, net, side lines, serve Unit 3: Listening 3: swing on the swings Vocabulary 1, 2: tall/short, big/small, slide down/slide : Dialogs 1: left on the bus (left) Listening 3: Context bus stop/subway stop TEKS/ELPS Correlations-3rd Grade-DK Page 13

14 TEKS/ELPS Correlations for (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 (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 (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: TEKS/ELPS Correlations-3rd Grade-DK Page 14

15 TEKS/ELPS Correlations for (A) paraphrase the themes and supporting details of fables, legends, myths, or stories; and *ELPS: 1 A, B, C, D, E, F, G, H 3 A, B, C, D, F, G, H, I, J 4 A, C, E, F, G, H, I J, K (B) compare and contrast the settings in myths and traditional folktales. *ELPS: 1 A, B, C, D, E, F, G, H 3 A, B, C, D, F, G, H, I, J 4 A, C, E, F, G, H, I J, K TEKS/ELPS Correlations-3rd Grade-DK Page 15

16 TEKS/ELPS Correlations for (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). *ELPS: 1 A, B, C, D, E, F, G, H 3 A, B, C, D, F, G, H, I, J 4 A, C, E, F, G, H, I J, K TEKS/ELPS Correlations-3rd Grade-DK Page 16

17 TEKS/ELPS Correlations for (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. *ELPS: 1 A, B, C, D, E, F, G, H 3 A, B, C, D, F, G, H, I, J 4 A, C, E, F, G, H, I J, K : (TG): p. 16 Listening and Vocabulary activities; p. 18 Written Exercises : (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: TEKS/ELPS Correlations-3rd Grade-DK Page 17

18 TEKS/ELPS Correlations for (A) sequence and summarize the plot's main events and explain their influence on future events; *ELPS: 1 A, B, C, D, E, F, G, H 3 A, B, C, D, F, G, H, I, J 4 A, C, E, F, G, H, I J, K (B) describe the interaction of characters including their relationships and the changes they undergo; and *ELPS: 1 A, B, C, D, E, F, G, H 3 A, B, C, D, F, G, H, I, J 4 A, C, E, F, G, H, I J, K : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises : (TG): p. 15 Dialogs, 16 Listening and Vocabulary activities; p. 18 Written Exercises : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises TEKS/ELPS Correlations-3rd Grade-DK Page 18

19 TEKS/ELPS Correlations for (C) identify whether the narrator or speaker of a story is first or third person. *ELPS: 1 A, B, C, D, E, F, G, H 3 A, B, C, D, F, G, H, I, J 4 A, C, E, F, G, H, I J, K : (TG): p. 15 Dialogs, 16 Listening and Vocabulary activities; p. 18 Written Exercises : (TG): p. 15 Dialogs, 16 Listening and Vocabulary activities; p. 18 Written Exercises TEKS/ELPS Correlations-3rd Grade-DK Page 19

20 TEKS/ELPS Correlations for (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. *ELPS: 1 A, B, C, D, E, F, G, H 3 A, B, C, D, F, G, H, I, J 4 A, C, E, F, G, H, I J, K TEKS/ELPS Correlations-3rd Grade-DK Page 20

21 TEKS/ELPS Correlations for (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. *ELPS: 1 A, B, C, D, E, F, G, H 3 A, B, C, D, F, G, H, I, J 4 A, C, E, F, G, H, I J, K 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. TEKS/ELPS Correlations-3rd Grade-DK Page 21

22 TEKS/ELPS Correlations for (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). *ELPS: 1 A, B, C, D, E, F, G, H 3 A, B, C, D, F, G, H, I, J 4 A, C, E, F, G, H, I J, K TEKS/ELPS Correlations-3rd Grade-DK Page 22

23 TEKS/ELPS Correlations for (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. *ELPS: 1 A, B, C, D, E, F, G, H 3 A, B, C, D, F, G, H, I, J 4 A, C, E, F, G, H, I J, K : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises (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: TEKS/ELPS Correlations-3rd Grade-DK Page 23

24 TEKS/ELPS Correlations for (A) identify the details or facts that support the main idea; *ELPS: 1 A, B, C, D, E, F, G, H 3 A, B, C, D, F, G, H, I, J 4 A, C, E, F, G, H, I J, K (B) draw conclusions from the facts presented in text and support those assertions with textual evidence; *ELPS: 1 A, B, C, D, E, F, G, H 3 A, B, C, D, F, G, H, I, J 4 A, C, E, F, G, H, I J, K : Dialogs 1, 2 Listening 1, 2, 3 Vocabulary 1, 2, 3, Quiz Games 1, 2, 3 : 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. : 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. 18 Written Exercises TEKS/ELPS Correlations-3rd Grade-DK Page 24

25 TEKS/ELPS Correlations for (C) identify explicit cause and effect relationships among ideas in texts; and *ELPS: 1 A, B, C, D, E, F, G, H 3 A, B, C, D, F, G, H, I, J 4 A, C, E, F, G, H, I J, K (D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text. *ELPS: 1 A, B, C, D, E, F, G, H 3 A, B, C, D, F, G, H, I, J 4 A, C, E, F, G, H, I J, K 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 : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises [The representation of text on the multimedia device will always conform to the conventions of a paper-based text.] - (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises [The representation of text on the multimedia device will always conform to the conventions of a paper-based text.] TEKS/ELPS Correlations-3rd Grade-DK Page 25

26 TEKS/ELPS Correlations for (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 ; 3 A, B, C, D, F, G, H, I, J;4 A, C, E, F, G, H, I J, K (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 TEKS/ELPS Correlations-3rd Grade-DK Page 26

27 TEKS/ELPS Correlations for (B) locate and use specific information in graphic features of text. *ELPS: 4 A, C, E, F, G, J, K : 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.] : 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 TEKS/ELPS Correlations-3rd Grade-DK Page 27

28 TEKS/ELPS Correlations for (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 vs. language in a web-based news article). *ELPS: 4 A, C, E, F, G, J, K : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises (17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: TEKS/ELPS Correlations-3rd Grade-DK Page 28

29 TEKS/ELPS Correlations for (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 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 : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises TEKS/ELPS Correlations-3rd Grade-DK Page 29

30 TEKS/ELPS Correlations for (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 teacherdeveloped 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 : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises (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: TEKS/ELPS Correlations-3rd Grade-DK Page 30

31 TEKS/ELPS Correlations for (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 : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises (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 : (TG): Written exercises pp : (TG): Written exercises pp (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: TEKS/ELPS Correlations-3rd Grade-DK Page 31

32 TEKS/ELPS Correlations for (A) create brief compositions that: *ELPS: 5 A, B, C, D, E, F, G (i) establish a central idea in a topic sentence; (ii) include supporting sentences with simple facts, details, and explanations; (iii) contain a concluding statement; (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 (C) write responses to literary or expository texts that demonstrate an understanding of the text. *ELPS: 5 A, B, C, D, E, F, G TEKS/ELPS Correlations-3rd Grade-DK Page 32

33 TEKS/ELPS Correlations for (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 (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 TEKS/ELPS Correlations-3rd Grade-DK Page 33

34 TEKS/ELPS Correlations for (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? TEKS/ELPS Correlations-3rd Grade-DK Page 34

35 TEKS/ELPS Correlations for (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 TEKS/ELPS Correlations-3rd Grade-DK Page 35

36 TEKS/ELPS Correlations for (iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the); Listening 1: school, desk, chair Listening 2: English, Arithmetic, Geography Vocabulary 1: clothing Vocabulary 2: school facilities 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 TEKS/ELPS Correlations-3rd Grade-DK Page 36

37 TEKS/ELPS Correlations for (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully); (v) prepositions and prepositional phrases; (vi) possessive pronouns (e.g., his, hers, theirs); Unit 3: Listening 3: run very fast 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 6: Dialogs 1: her homework Unit 12: Listening 2: tasted good Unit 12: Exercises D: for the pain, in a restaurant Unit 13: Dialogs 2: my father TEKS/ELPS Correlations-3rd Grade-DK Page 37

38 TEKS/ELPS Correlations for (vii) coordinating conjunctions (e.g., and, or, but); and (viii) time-order transition words and transitions that indicate a conclusion; Unit 1: Dialog 1: and Unit 11: Dialog 1: Jeff and Sue (B) use the complete subject and the complete predicate in a sentence; and *ELPS: 5 A, B, C, D, E, F (C) use complete simple and compound sentences with correct subject-verb agreement *ELPS: 5 A, B, C, D, E, F : All lessons : All lessons : All lessons : All lessons (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: TEKS/ELPS Correlations-3rd Grade-DK Page 38

39 TEKS/ELPS Correlations for (A) write legibly in cursive script with spacing between words in a sentence; *ELPS: 1 A, B, H; 4 A : (TG), p. 16 Listening and Vocabulary activities; p. 18 Written Exercises : (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; : (TG), p. 16 Listening and Vocabulary activities; p. 18 Written Exercises (ii) historical periods; and : (TG), p. 16 Listening and Vocabulary activities; p. 18 Written Exercises (iii) official titles of people : (TG), p. 16 Listening and Vocabulary activities; p. 18 Written Exercises : (TG), p. 16 Listening and Vocabulary activities; p. 18 Written Exercises : (TG), p. 16 Listening and Vocabulary activities; p. 18 Written Exercises : (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 TEKS/ELPS Correlations-3rd Grade-DK Page 39

40 TEKS/ELPS Correlations for (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 (D) use correct mechanics including paragraph indentations. *ELPS: 1 A, B, H; 4 A, C; 5 D : (TG), p. 16 Listening and Vocabulary activities; p. 18 Written Exercises : (TG), p. 16 Listening and Vocabulary activities; p. 18 Written Exercises (24) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: TEKS/ELPS Correlations-3rd Grade-DK Page 40

41 TEKS/ELPS Correlations for (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 : Vocabulary 1, 2, 3 Game 1: Spelling : (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; (ii) dropping final "e" when endings are added (e.g., -ing, -ed); (iii) changing y to i before 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 3: Vocabulary 2: slide, sliding Unit 4: Listening: writing Vocabulary: closing Unit 5: Listening 2: cry/cries Unit 9: Listening 2: shop/shopping, run/running Unit 10: Dialogs 1: skate/skating Unit 11 Exercises D2: butterfly/butterflies TEKS/ELPS Correlations-3rd Grade-DK Page 41

42 TEKS/ELPS Correlations for (iv) double consonants in middle of words; (v) complex consonants (e.g., scr-, - dge, -tch); and (vi) abstract vowels (e.g., ou as in could, touch, through, bought); 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 4: Dialog: light Listening: desks Unit 9: Listening 2: shopping, running Unit 10: Listening 1: February Vocabulary: starts, lunchroom, lunch 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 TEKS/ELPS Correlations-3rd Grade-DK Page 42

43 TEKS/ELPS Correlations for (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 (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 (F) spell complex contractions (e.g., should've, won't); and *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 3: Dialog: homophone: two, too, to; you re, your Unit 9: Dialogs 1: Final Stable: purple Unit 9: Dialogs 2: too/to TEKS/ELPS Correlations-3rd Grade-DK Page 43

44 TEKS/ELPS Correlations for (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 : Game 1: spelling (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 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 : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 17 Classroom Follow-up; p. 18 Written Exercises Unit 9: Topics: clothes, shopping : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 17 Classroom Follow-up; p. 18 Written Exercises TEKS/ELPS Correlations-3rd Grade-DK Page 44

45 TEKS/ELPS Correlations for (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 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 : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 17 Classroom Follow-up; p. 18 Written Exercises : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 17 Classroom Follow-up; p. 18 Written Exercises (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 TEKS/ELPS Correlations-3rd Grade-DK Page 45

46 TEKS/ELPS Correlations for (i) student-initiated surveys, on-site inspections, and interviews; (ii) data from experts, reference texts, and online searches; and (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 (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 (D) identify the author, title, publisher, and publication year of sources; and *ELPS: 4 A, B, C, D, E, F, G, I, J, K TEKS/ELPS Correlations-3rd Grade-DK Page 46

47 TEKS/ELPS Correlations for (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 (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 TEKS/ELPS Correlations-3rd Grade-DK Page 47

48 TEKS/ELPS Correlations for (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 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 TEKS/ELPS Correlations-3rd Grade-DK Page 48

49 TEKS/ELPS Correlations for (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 3 A, B, C, D, E, F, G, H, I (B) follow, restate, and give oral instructions that involve a series of related sequences of action. *ELPS: 1 A, B, D, E, F, G, H 3 A, B, C, D, E, F, G, H, I : (TG), p. 16 Listening and Vocabulary activities : (TG), p. 16 Listening and Vocabulary activities : (TG), p. 16 Listening and Vocabulary activities : (TG), p. 16 Listening and Vocabulary activities TEKS/ELPS Correlations-3rd Grade-DK Page 49

50 TEKS/ELPS Correlations for (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. *ELPS: 1 A, B, D, E, F, G, H 3 A, B, C, D, E, F, G, H, I : (TG), p. 16 Listening and Vocabulary activities : (TG), p. 16 Listening and Vocabulary activities TEKS/ELPS Correlations-3rd Grade-DK Page 50

51 TEKS/ELPS Correlations for (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 studentled discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others. *ELPS: 1 A, B, D, E, F, G, H 3 A, B, C, D, E, F, G, H, I : (TG), p. 16 Listening and Vocabulary activities : (TG), p. 16 Listening and Vocabulary activities Source: The provisions of this adopted to be effective September 4, 2008, 33 TexReg TEKS/ELPS Correlations-3rd Grade-DK Page 51