TEKS/ELPS Correlations of DynEd s Let s Go! 2nd Grade

Transcription

1 TEKS/ELPS Correlations of DynEd s 2nd Grade

2 TEKS/ELPS Correlations for DynEd s English Language Arts and Reading, Grade 2, Beginning with School Year (b) Knowledge and Skills (1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks). ELPS: 1 A, H, 5 D Teacher s Guide (TG): General Orientation, p. 16 [For beginning readers whose listening vocabulary is already well developed, the text button can be used so that every spoken sentence appears in written form at the bottom of the screen.] Teacher s Guide (TG): General Orientation, p. 16 [For beginning readers whose listening vocabulary is already well developed, the text button can be used so that every spoken sentence appears in written form at the bottom of the screen.] (2) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: TEKS/ELPS Correlations-2nd Grade-LG! Page 2

3 TEKS/ELPS Correlations for DynEd s (A) decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including: ELPS: 1 A, B, H; 2 A, B; 3 A; 4 A, B; 5 A,C (i) single letters (consonants and vowels); (ii) consonant blends (e.g., thr, spl); Level 1 Units 1-8 Phonics: Initial Sounds Level 3 Phonics: Unit 1: cl, gl Unit 2: pl,bl Unit 3: pr, br Unit 4: tr, dr Unit 5: cr, gr Unit 6: fr, fl --- Levels 5-6 Phonics: Unit 1: sn, sm Unit 2: sw, tw Unit 3: sk, sch Unit 4: st, str Unit 5: squ, qu Unit 6: spr, sp Level 6 Phonics: Unit 1: -tch Unit 2: -rm, -rn Unit 3: -rk, -lk Unit 4: -rt, -lt Unit 5: -rd, -ld Unit 6: -nt, -nd Unit 7: -nk Unit 8: -mp: TEKS/ELPS Correlations-2nd Grade-LG! Page 3

4 TEKS/ELPS Correlations for DynEd s (iii) consonant digraphs (e.g., ng, ck, ph); and (iv) vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou); Level 3 Phonics Unit 7: ch, sh Unit 8: th Level 2 Phonics Unit 5: -ay Unit 6: -eet, -ee TG: p. 23 Phonics Levels 5-6 Phonics Unit 7: ph, kn Unit 8: wh, wr Level 6 Unit 1: -th Unit 7: -ng Unit 8: -mb, Level 4 Phonics Unit 1: ai, ay Unit 2: ea, ee Unit 3: ie Unit 4: ow, oa Unit 4: oa Unit 5: ew, oo Unit 6: oi, oy Unit 7: ow, ou Unit 8: au, aw (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-2nd Grade-LG! Page 4

5 TEKS/ELPS Correlations for DynEd s (i) closed syllable (CVC) (e.g., pic-nic, mon-ster); (ii) open syllable (CV) (e.g., tiger); Level 1 Phonics: Initial Sounds Unit 2 - Alphabet a, b, c Unit 3 - Alphabet d, e, f Unit 4 - Alphabet g, h, i, j Unit 5 - Alphabet k, l, m, n Unit 6 - Alphabet o, p, q, r Unit 7 - Alphabet s, t, u, v Unit 8 - Alphabet w, x, y, z Level 2 Units 1-4 Phonics: Word Families Unit 1: -at, -an, -ap Unit 2: -ed, -en, -et Unit 3: -in, -it, -ig Unit 4: -og, -op, -un Level 2 Phonics: Word Families Unit 6: -e Unit 8: -o (iii) final stable syllable (e.g., station, tum-ble); TEKS/ELPS Correlations-2nd Grade-LG! Page 5

6 TEKS/ELPS Correlations for DynEd s (iv) vowel-consonant-silent "e" words (VCe) (e.g., in-vite, cape); (v) r-controlled vowels (e.g., perfect, cor-ner); and (vi) vowel digraphs and diphthongs (e.g., boy-hood, oat-meal); Level 2 Phonics Unit 5: - ame, -ake Unit 7: -ine, -ice, -ite Unit 8: -one Level 2 Phonics Unit 6: -ear Level 2 Phonics Unit 5: -ay Unit 6: -eet, Unit 8: -ue TG: p. 23 Phonics Level 4: Phonics: Vowel digraphs and diphthongs Unit 1: ai, ay Unit 2: ea, ee Unit 3: y, ie Unit 4: ow, oa Unit 5: ew, oo Unit 6: oi,oy Unit 7: ow,ou Unit 8: au, aw TG: p. 23 Phonics TEKS/ELPS Correlations-2nd Grade-LG! Page 6

7 TEKS/ELPS Correlations for DynEd s (C) decode words by applying knowledge of common spelling patterns (e.g., -ight, -ant); ELPS: 1 A, B, H, 2 A, B, 3 A, 4 A, 5 A, C Level 2 Phonics: Word Families Unit 1: -at, -an, -ap Unit 2: -ed, -en, -et Unit 3: -in, -it, -ig Unit 4: -og, -op, -un Unit 5: - ame, -ake, -ay Unit 6: -eet, -e, -ear Unit 7: -ine, -ice, -ite Unit 8: -one, -o, -ue Level 3 Units 1-8 Phonics: Lessons begin with complete sentences demonstrating words with: Consonant blends & digraphs Unit 1: cl, gl Unit 2: pl,bl Unit 3: pr, br Unit 4: tr, dr Unit 5: cr, gr Unit 6: fr, fl Unit 7: ch, sh Unit 8: t, th TG: p. 23 Phonics Level 4 Phonics: Diphthongs & vowel digraphs Unit 1: ai, ay Unit 2: ea, ee Unit 3: y, ie Unit 4: ow, oa Unit 5: ew, oo Unit 6: oi,oy Unit 7: ow,ou Unit 8: au, aw Level 5 Phonics: initial consonant blends, digraphs, and trigraphs Unit 1: sn, sm Unit 2: sw, tw Unit 3: sk, sch Unit 4: st, str Unit 5: squ, qu Unit 6: spr, spl Unit 8: t, th Unit 7: ph, kn Unit 8: wh, wr Level 6 Units 1-8 Phonics: Lessons begin with complete sentences demonstrating words with: TEKS/ELPS Correlations-2nd Grade-LG! Page 7

8 TEKS/ELPS Correlations for DynEd s lower case ending blends, consonant digraphs and trigraphs Unit 1: -th, -tch Unit 2: -rm, -rn Unit 3: -rk, -lk Unit 4: -rt, -lt Unit 5: -rd, -ld Unit 6: -nt, -nd Unit 7: -nk, -ng Unit 8: -mb, -mp: TG: p. 23 Phonics (D) read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful); ELPS: 1 A, B, H, 2 A, B, 3 A, 4 A, B, 5 A, C TEKS/ELPS Correlations-2nd Grade-LG! Page 8

9 TEKS/ELPS Correlations for DynEd s (E) identify and read abbreviations (e.g., Mr., Ave.); ELPS: 1 A, B, H, 2 A, B, 3 A, 4 A, B, 5 A, C (F) identify and read contractions (e.g., haven't, it's); ELPS: 1 A, B, H, 2 A, B, 3 A, 4 A, B, 5 A, C Units 1-8 Song & Conversation, Grammar Level 1: It s, isn t, I m, they re, can t, don t Level 2: I m, what s, she s, he s, they re, isn t, aren t, can t Level 3: I m, he s, she s, don t, aren t, weren t, didn t TG: Conversation, p. 19 Units 1-8 Song & Conversation, Grammar Level 4: I m, he s, she s, isn t, when s, what s, don t, didn t, can t Level 5: I m, doesn t, she s, he s, I d, he ll, they ll, won t, isn t, there s, don t, can t, haven t, hasn t Level 6: hasn t, he s, she s, one s, it s, I d, shouldn t, can t, they ve, they ll, doesn t, aren t, isn t, they re, didn t TG: Conversation, p. 19 (G) identify and read at least 300 high-frequency words from a commonly used list; and ELPS: 1 A, B, H, 2 A, B, 3 A, 4 A, B, 5 A, C TEKS/ELPS Correlations-2nd Grade-LG! Page 9

10 TEKS/ELPS Correlations for DynEd s (H) monitor accuracy of decoding. ELPS: 1 A, B, H, 2 A, B, 3 A, 4 A, B, 5 A, C Units 1-8 Phonics, Grammar Units 1-8 Phonics, Grammar (3) 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) to make and confirm predictions; ELPS: 1 A, B, C, D, E, F, G, 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, E, F, G, H, I, J, K TEKS/ELPS Correlations-2nd Grade-LG! Page 10

11 TEKS/ELPS Correlations for DynEd s (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, F, G, H, I, 3 A, B, C, D, E, F, G, H, I, 4 A, B, C, E, F, G, H, I, J, K (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). Unit 1-8 Song & Conversation, Grammar TG: pp Grammar Units 1-8 Vocabulary, Grammar, Phonics, Games [The vocabulary, grammar, phonics, and games are presented pictorially and are interactive. The computer gives oral feedback depending on the response.] Units 1-8 Song & Conversation, Grammar TG: pp Grammar Units 1-8 Vocabulary, Grammar, Phonics, Games [The vocabulary, grammar, phonics, and games are presented pictorially and are interactive. The computer gives oral feedback depending on the response.] ELPS: 1 A, B, C, D, E, F, G, 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, E, F, G, H, I, J, K, TEKS/ELPS Correlations-2nd Grade-LG! Page 11

12 TEKS/ELPS Correlations for DynEd s (4) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud gradelevel 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, B, C, E, F (5) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow); ELPS: 1 A, B, H, 4 A, B, C, E, F, 5 A, B, D TEKS/ELPS Correlations-2nd Grade-LG! Page 12

13 TEKS/ELPS Correlations for DynEd s (B) use context to determine the relevant meaning of unfamiliar words or multiple-meaning words; ELPS: 1 A, B, H, 4 A, B, C, E, F, 5 A, B, D (C) identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning; and ELPS: 1 A, B, H, 4 A, B, C, E, F, 5 A, B, D (D) alphabetize a series of words and use a dictionary or a glossary to find words. ELPS: 1 A, B, H, 4 A, B, 5 A, C TEKS/ELPS Correlations-2nd Grade-LG! Page 13

14 TEKS/ELPS Correlations for DynEd s (6) 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) identify moral lessons as themes in well-known 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, B, C, E, F, G, H, I, J, K (B) compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot. 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, B, C, E, F, G, H, I, J, K TEKS/ELPS Correlations-2nd Grade-LG! Page 14

15 TEKS/ELPS Correlations for DynEd s (7) 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 how rhyme, rhythm, and repetition interact to create images in poetry. : Units 1-8 Song & Conversation TG: p. 16 General Orientation : Units 1-8 Song & Conversation TG: p. 16 General Orientation 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, B, C, E, F, G, H, I, J, K TEKS/ELPS Correlations-2nd Grade-LG! Page 15

16 TEKS/ELPS Correlations for DynEd s (8) 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 identify the elements of dialogue and use them in informal plays. Units 1-8 Song & Conversation TG: Conversation, p. 19 Units 1-8 Song & Conversation TG: Conversation, p. 19 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, B, C, E, F, G, H, I, J, K (9) 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-2nd Grade-LG! Page 16

17 TEKS/ELPS Correlations for DynEd s (A) describe similarities and differences in the plots and settings of several works by the same author; 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, B, C, E, F, G, H, I, J, K TEKS/ELPS Correlations-2nd Grade-LG! Page 17

18 TEKS/ELPS Correlations for DynEd s (B) describe main characters in works of fiction, including their traits, motivations, and feelings. 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, B, C, E, F, G, H, I, J, K Song & Conversation, Vocabulary, Grammar Level 1 Unit 4: Describing people Level 2 Unit 2: Expressing physical states; professions; expressing abilities and inabilities Level 3 Unit 1: Introducing someone Unit 2: Asking for/offering something Unit 3: Asking about/describing activities Unit 4: Describing daily routine Unit 5: Describing what someone is wearing; Asking about and describing preferences Unit 6: Asking about/describing destination Unit 7: Talking about the past Unit 8: Describing the past Levels 4-5 Song & Conversation, Vocabulary, Grammar Level 4 Unit 1: Introductions, comparisons Unit 2: Identifying jobs, occupations, and places of work Unit 3: Describing what was happening at a point in time Unit 4: Expressing the past time Unit 5: Talking about illnesses Unit 6: Stating what happened in the past Unit 7: Talking about what someone likes to do and about responsibilities Unit 8: Describing what someone wants to be and do, and what someone is going to do Level 5: Unit 1: Self-identification, describing what someone likes to do Unit 2: Describing someone s hair and eye color, and someone s clothing Unit 5: Expressing preferences TEKS/ELPS Correlations-2nd Grade-LG! Page 18

19 TEKS/ELPS Correlations for DynEd s (10) 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 distinguish between fiction and nonfiction. 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, B, C, E, F, G, H, I, J, K TEKS/ELPS Correlations-2nd Grade-LG! Page 19

20 TEKS/ELPS Correlations for DynEd s (11) 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 recognize that some words and phrases have literal and non-literal meanings (e.g., take steps). 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, B, C, E, F, G, H, I, J, K TEKS/ELPS Correlations-2nd Grade-LG! Page 20

21 TEKS/ELPS Correlations for DynEd s (12) 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. 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, B, C, E, F, G, H, I, J, K TEKS/ELPS Correlations-2nd Grade-LG! Page 21

22 TEKS/ELPS Correlations for DynEd s (13) 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 explain the author's purpose in writing the text. 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, B, C, E, F, G, H, I, J, K TEKS/ELPS Correlations-2nd Grade-LG! Page 22

23 TEKS/ELPS Correlations for DynEd s (14) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about and understand expository text and provide evidence from text to support their understanding. Students are expected to: (A) identify the main idea in a text and distinguish it from the topic; 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, B, C, E, F, G, H, I, J, K TEKS/ELPS Correlations-2nd Grade-LG! Page 23

24 TEKS/ELPS Correlations for DynEd s (B) locate the facts that are clearly stated in a text; 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, B, C, E, F, G, H, I, J, K Units 1-8 Song, Grammar Level 1: Asking about objects and people; Level 2 Unit 1: Identifying objects Unit 2: Describing professions Unit 3: Giving location Unit 4: Describing ability and inability of others Unit 6: Expressing possession Unit 7: Stating the time Unit 8: Describing what someone is doing Level 3 Unit 1: Asking about the location of a person and place; Unit 2: Asking about possession; Unit 3: Asking about activities; Unit 4: Asking about time and daily routine; Unit 5: Asking for clarification; Asking what someone is wearing; Unit 6: Asking about destination and describing transportation; Units 7 & 8: Talking about the past TG: p. 19 Conversation Song & Conversation, Grammar Level 4 Unit 1: Asking about age and where one lives Unit 2: Identifying jobs and places of work Units 3-6: Asking about what was happening at a particular point in time Unit 5: Using why and because Unit 7: Asking about responsibilities Unit 8: Asking about what someone is going to do Level 6 Unit 1: Asking for/giving personal information; asking/stating how long someone has done something Unit 2: Making comparisons; stating preferences Unit 3: Asking about/stating preferences Unit 4: Asking about/expressing cause and effect Unit 6: Asking about/expressing possibilities Unit 7: Expressing/describing emotional reactions Unit 8: Describing someone s past TEKS/ELPS Correlations-2nd Grade-LG! Page 24

25 TEKS/ELPS Correlations for DynEd s (C) describe the order of events or ideas in a 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, F, G, H, I, J 4 A, B, C, E, F, G, H, I, J, K (D) use text features (e.g., table of contents, index, headings) to locate specific information in text. Units 1-8 Song & Conversation TG: p. 19 Conversation Units 1-8 [The representation of text on the multimedia device will always conform to the conventions of a paper-based text.] experiences TG: p. 19 Conversation Units 1-8 Song & Conversation TG: p. 19 Conversation Units 1-8 [The representation of text on the multimedia device will always conform to the conventions of a paper-based text.] 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, B, C, E, F, G, H, I, J, K TEKS/ELPS Correlations-2nd Grade-LG! Page 25

26 TEKS/ELPS Correlations for DynEd s (15) Reading/Comprehension of Informational Text/Procedural Text. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) follow written multi-step directions; and ELPS: 1 A, H, 4 A, B, C, E, F (B) use common graphic features to assist in the interpretation of text (e.g., captions, illustrations). Units 1-8 [Icons and other graphics are used to prompt student interaction.] Units 1-8 [Icons and other graphics are used to prompt student interaction.] ELPS: 1 A, H, 4 A, B, C, E, F (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 continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: TEKS/ELPS Correlations-2nd Grade-LG! Page 26

27 TEKS/ELPS Correlations for DynEd s (A) recognize different purposes of media (e.g., informational, entertainment); ELPS: 1 A, B, H 2 A, B, C, D, E, G, H, I 3 A, B, C, D, F, G, H, I, J 4 A, B, C, E, F, G, I, J, K (B) describe techniques used to create media messages (e.g., sound, graphics); and ELPS: 1 A, B, H 2 A, B, C, D, E, G, H, I 3 A, B, C, D, F, G, H, I, J 4 A, B, C, E, F, G, I, J, K Units 1-8 [Each unit is introduced with a video which includes a song and conversation. The vocabulary, grammar, phonics, and games are presented pictorially and are interactive. The computer gives oral feedback depending on the response. Icons are used to give direction and guide students to appropriate responses when needed.] Units 1-8 [Each unit is introduced with a video which includes a song and conversation. The vocabulary, grammar, phonics, and games are presented pictorially and are interactive. The computer gives oral feedback depending on the response. Icons are used to give direction and guide students to appropriate responses when needed.] TEKS/ELPS Correlations-2nd Grade-LG! Page 27

28 TEKS/ELPS Correlations for DynEd s (C) identify various written conventions for using digital media (e.g., , website, video game). ELPS: 1 A, B, H, 2 A, B, C, D, E, G, H, I, 3 A, B, C, D, F, G, H, I, J 4 A, B, C, E, F, G, I, J, K (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 generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas); ELPS: 1 A, B, C, D, E, F, G, H, 2 A, B, C, D, E, F, G, H, I 3 A, B, C, D, E, F, G, H, I, J 4 A, B, C, D 5 A, B, C, D, E, F, G TEKS/ELPS Correlations-2nd Grade-LG! Page 28

29 TEKS/ELPS Correlations for DynEd s (B) develop drafts by sequencing ideas through writing sentences; ELPS: 1 A, H, 5 A, B, C, D, E, F, G (C) revise drafts by adding or deleting words, phrases, or sentences; ELPS: 1 A, H, 5 A, B, C, D, E, F, G (D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and ELPS: 1 A, H, 5 A, B, C, D, E, F, G (E) publish and share writing with others. ELPS: 1 A, H, 5 A, B, C, D, E, F, G TEKS/ELPS Correlations-2nd Grade-LG! Page 29

30 TEKS/ELPS Correlations for DynEd s (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 brief stories that include a beginning, middle, and end; and ELPS: 1 A, H, 5 A, B, C, D, E, F, G (B) write short poems that convey sensory details. ELPS: 1 A, H, 5 A, B, C, D, E, F, G (19) 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) write brief compositions about topics of interest to the student; ELPS: 1 A, H, 5 A, B, C, D, E, F, G TEKS/ELPS Correlations-2nd Grade-LG! Page 30

31 TEKS/ELPS Correlations for DynEd s (B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing); and ELPS: 1 A, H, 5 A, B, C, D, E, F, G (C) write brief comments on literary or informational texts. ELPS: 1 A, H, 5 A, B, C, D, E, F, G TEKS/ELPS Correlations-2nd Grade-LG! Page 31

32 TEKS/ELPS Correlations for DynEd s (20) 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 statements about issues that are important to the student for the appropriate audience in the school, home, or local community. ELPS: 1 A, H, 5 A, B, C, D, E, F, G (21) 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) understand and use 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-2nd Grade-LG! Page 32

33 TEKS/ELPS Correlations for DynEd s (i) verbs (past, present, and future); Song & Conversation, Grammar, Phonics, Game Units 1-8: Simple present Level 2 Units 1-7; Simple Present Unit 8: Present Continuous Level 3 Units 1-4: Simple present Units 5-6: Simple present, Present continuous Units 7-8: Simple past Song & Conversation, Grammar, Phonics, Game Level 4: Units 1-2: Simple present Unit 3: Simple past; past continuous Units 4-6: Simple past Units 7-8: Simple present; Present continuous Level 5 Unit 1: Simple present Unit 2: Simple present, present continuous Unit 3: Future, conditional (invitations) Unit 4: Simple present Unit 5: Simple present, present continuous, simple past Unit 6: Simple present Unit 7: Simple past Unit 8: Present perfect Level 6 Unit 1: Present perfect, simple past Units 2-3: Simple present Unit 4: Simple past Units 5-8: Simple present (with unreal conditionals) TEKS/ELPS Correlations-2nd Grade-LG! Page 33

34 TEKS/ELPS Correlations for DynEd s (ii) nouns (singular/plural, common/proper); Vocabulary, Grammar, Phonics, Game Units 1-3: Classroom objects Unit 4: Family Members Unit 5: Toys Unit 7: Food (Also Song & Conversation) Unit 8: Animals Level 2: Unit 1: Classroom objects, Toys, Animals Unit 2: Professions Unit 3: Addresses, Telephone numbers, rooms in a house Household objects Unit 5: Food items Unit 6: Personal, everyday objects Unit 8: Parts of the body Level 3 Unit 1: Rooms in a school; Numbers Unit 2: Classroom objects Unit 3: Days of the week Unit 5: Clothes Unit 6: Places in a community; Vocabulary, Grammar, Phonics, Game Level 4 Unit 2: Occupations, places of work Unit 4: Months, dates Unit 5: Common illnesses Unit 6: Sports activities (home run, basket, etc.) Unit 7: Hobbies, favorite activities (shopping, washing dishes, etc.) Level 5: Unit 1: Family, occupations Unit 2: Family Unit 3: Outdoor activities & equipment Unit 4: Animals Unit 5: Seasons; seasonal activities (swimming, fishing) Unit 6: Countable and non-countable food items Level 6 Unit 3: Clothing Unit 4: Farm animals Unit 6: Countries, cities & languages TEKS/ELPS Correlations-2nd Grade-LG! Page 34

35 TEKS/ELPS Correlations for DynEd s (iii) adjectives (e.g., descriptive: old, wonderful; articles: a, an, the); Transportation Unit 7: Places to visit; Playground equipment Unit 8: Personal, everyday objects Level 1-3 Song & Conversation, Vocabulary, Grammar Level 1 Unit 1: Asking about objects (singular & plural) Unit 2: Asking about colors Units 2 & 5: Describing objects Unit 4: Describing people Unit 5: Guessing Unit 6: Asking about and describing the weather Unit 7: Expressing hunger & thirst Unit 8: Asking about favorites Level 2 Unit 2: Expressing physical states Level 3 Unit 5: Describing what someone is wearing Level 4-6 Song & Conversation, Vocabulary, Grammar Level 4 Unit 1: Comparisons Unit 3: Ordinal numbers Level 5 Unit 2: Describing color of people s eye, hair, and clothing Unit 4: Comparatives & superlatives Unit 5: Next, last Unit 6: some, a few, a little, much, many Level 6 Unit 2: Comparing tastes, sounds, aromas, textures and appearances Unit 3: Whose, my, your, his, her TEKS/ELPS Correlations-2nd Grade-LG! Page 35

36 TEKS/ELPS Correlations for DynEd s (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully); (v) prepositions and prepositional phrases; Level 3 Grammar Unit 4: ever, always, never Grammar Level 1 Unit 6: Specifying location Game: Location Game Level 2 Unit 3: Game: Prepositions of location Unit 7: Asking about daily routine, Describing daily routine Level 3 Units 3-4, 6-7, 8 Asking about and describing daily activities and routines; asking about and giving destinations; location Levels 5-6 Level 5 Grammar Unit 3: tomorrow Unit 5: next Unit 6: only Unit 7: when Unit 8: ever, never Level 6 Unit 1: yet, since Unit 4: before, after Grammar Level 4 Unit 2: in a garage; Unit 4: on your birthday Level 5 Unit 2: in the green dress Unit 5: to France Level 6 Unit 1: for six year Unit 5: for him/her TEKS/ELPS Correlations-2nd Grade-LG! Page 36

37 TEKS/ELPS Correlations for DynEd s (vi) pronouns (e.g., he, him); and Level 1: Songs & Conversation Units 1-2: Greetings (I, you) Unit 4: Introducing family members (you) Unit 5: Birthday Greetings (you) Unit 6: How s the weather?(it) Unit 7: Expressing hunger & thirst (I/you) Unit 8: Expressing favorites (I/you like) Grammar Units 1-2: Asking about and describing objects (It s) Unit 3: Asking about objects (They re) Unit 4: Asking about people (She s/he s) Unit 5: What is it? (It s) Unit 6: Asking about and specifying location (It/They) Describing ability (She/He) Unit 7: Expressing wants (I/you) Unit 8: Expressing likes and agreeing (I, you) Units 1-8 Levels 4-5 [See ] Level 6 in addition to those in levels 1-5: Unit 2: one (This one/that one) Unit 3: mine, yours, his, hers Unit 4: them TEKS/ELPS Correlations-2nd Grade-LG! Page 37

38 TEKS/ELPS Correlations for DynEd s Levels 2-3: Vocabulary, Grammar: Unit 1: this, that, these, those Level 3: Unit 1: I, you, he, it, they Unit 2: I, you, he, she, they Unit 3: I, you, he, she, they Unit 4: I, me, you, he, she, they Unit 5: I, me, you, she, he, one, they, what Unit 6: I, me, you, he, she, they Unit 7: I, me, you, he, she, we, they Unit 8: I, you, it, he, she, they, what (vii) time-order transition words; --- Level 6 Unit 4: after TEKS/ELPS Correlations-2nd Grade-LG! Page 38

39 TEKS/ELPS Correlations for DynEd s (B) use complete sentences with correct subject-verb agreement; and ELPS: 1 A, B, E, F, G, H; 2 A, B, C, D; 3 A, B, C; 5 A, B, C, D, E, F (C) distinguish among declarative and interrogative sentences. ELPS: 1 A, B, E, F, G, H; 2 A, B, C, D, 3 A, B, C; 5 A, B, C, D, E, F All levels; Units 1-8 Song & Conversation, Grammar [Directions are communicated in complete sentences. Students are asked to repeat complete model sentences throughout the units.] Units 1-8 Song & Conversation, Grammar TG: pp. 19 Conversation, p. 20 Vocabulary, p Grammar All levels; Units 1-8 Song & Conversation, Grammar [Directions are communicated in complete sentences. Students are asked to repeat complete model sentences throughout the units.] Units 1-8 Song & Conversation. Grammar TG: pp. 19 Conversation, p. 20 Vocabulary, p Grammar (22) 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 leaving appropriate margins for readability; TG: p. 16 General Orientation TG: p. 16 General Orientation ELPS: 1 A, B, H, 5 A, C, D TEKS/ELPS Correlations-2nd Grade-LG! Page 39

40 TEKS/ELPS Correlations for DynEd s (B) use capitalization for: ELPS: 1 A, B, H, 5 A, C, D (i) proper nouns; Units 1-8 Song & Conversation, Grammar TG: p. 16 General Orientation Units 1-8 Song & Conversation, Grammar TG: p. 16 General Orientation (ii) months and days of the week; and Level 3 Unit 3 Song & Conversation, Grammar, Game: Days of the Week Level 4 Unit 4 Grammar: Months, Dates, Birthdays (iii) the salutation and closing of a letter; and (C) recognize and use punctuation marks, including: ELPS: 1 A, B, H, 5 A, C, D (i) ending punctuation in sentences; All levels Units 1-8 Song & Conversation, Grammar TG: p. 16 General Orientation All levels Units 1-8 Song & Conversation, Grammar TG: p. 16 General Orientation TEKS/ELPS Correlations-2nd Grade-LG! Page 40

41 TEKS/ELPS Correlations for DynEd s (ii) apostrophes and contractions; and s (iii) apostrophes and possessives. Units 1-8 Song & Conversation, Grammar Level 1: It s, isn t, I m, they re, can t, don t Level 2: I m, what s, she s, he s, they re, isn t, aren t, can t Level 3: I m, he s, she s, don t, aren t, weren t, didn t, where s TG: Conversation, p. 19 Level 2 Song & Conversation, Grammar Unit 6: It s Mimi s watch. They re Mimi s books. Units 1-8 Song & Conversation, Grammar Level 4: I m, he s, she s, isn t, when s, what s, don t, didn t, can t Level 5: I m, you re, doesn t, don t, he s, she s, it s, we re, who s. that s, isn t, won t, I d, it ll, she ll, he ll, they ll, didn t, there s, they re, I ve, haven t, hasn t Level 6: hasn t, he s, she s, one s, it s, I d, shouldn t TG: Conversation, p. 19 Song & Conversation, Grammar Level 4 Unit 4: mother s, father s brother s, grandmother s Level 5 Unit 1: rich man s wife Unit 6: Sam s Café Level 6 Unit 2: Eddy s cookies Unit 3: Sue s, Tom s Unit 5: mother s birthday (23) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: TEKS/ELPS Correlations-2nd Grade-LG! Page 41

42 TEKS/ELPS Correlations for DynEd s (A) use phonological knowledge to match sounds to letters to construct unknown words; ELPS: 1 A, B, H, 2 A, B 3 A, 4 A, B, 5 A, C Units 1-8 Phonics Level 1: Initial Word Sounds Level 2: Word families Level 3: Consonant blends & digraphs TG: p. 23 Phonics Units 1-8 Phonics Level 3: Consonant blends & digraphs Level 4: Diphthongs & vowel digraphs Level 5: initial consonant blends, digraphs, and trigraphs Level 6: Ending blends, consonant digraphs, and trigraphs TG: p. 23 Phonics TEKS/ELPS Correlations-2nd Grade-LG! Page 42

43 TEKS/ELPS Correlations for DynEd s (B) spell words with common orthographic patterns and rules: (i) complex consonants (e.g., hard and soft c and g, ck); Level 1 Phonics Unit 2: hard c Unit 4: hard g Level 5 Phonics Unit 3: sch Unit 4: str Unit 6: spr, spl Unit 7: ph, kn Unit 8: wh, wr Level 6 Phonics: Unit 1: -th, -itch Unit 2: -rm, -rn Unit 3: -rk, -lk Unit 4: -rt, lt Unit 5: -rd, -ld Unit 6: -nt, -nd Unit 7: -nk, -ng Unit 8: -mb, mp TG: p. 23 Phonics (ii) r-controlled vowels; Level 2 Phonics Unit 6: -ear --- TEKS/ELPS Correlations-2nd Grade-LG! Page 43

44 TEKS/ELPS Correlations for DynEd s (iii) long vowels (e.g., VCehope); and (iv) vowel digraphs (e.g., oobook, fool, ee-feet), diphthongs (e.g., ou-out, owcow, oi-coil, oy-toy); Level 2 Phonics Unit 5: - ame, -ake Unit 7: -ine, -ice, -ite Unit 8: -one, -o, -ue Level 2 Phonics Unit 5: -ay Unit 6: -eet, -ee TG: p. 23 Phonics [On-screen text is provided in many exercises.] --- Level 4 Phonics: Unit 1: ai, ay Unit 2: ea, ee Unit 3: y, ie Unit 4: ow, oa Unit 5: ew, oo Unit 6: oi,oy Unit 7: ow,ou Unit 8: au, aw TG: p. 23 Phonics [On-screen text is provided in many exercises.] TEKS/ELPS Correlations-2nd Grade-LG! Page 44

45 TEKS/ELPS Correlations for DynEd s (C) spell high-frequency words from a commonly used list; ELPS: 1 A, B, H, 2 A, B, 3 A, 4 A, B 5 A, C (D) spell base words with inflectional endings (e.g., -ing and -ed); ELPS: 1 A, B, H, 2 A, B, 3 A, 4 A, B 5 A, C TG: p. 16 General Orientation [The teacher can... vary the focus of each class session, beginning on the first day with a focus on listening, then listening and speaking the next day, then speaking and listening, then reading, then written work, etc...in class dictations and other writing exercises will help students learn new vocabulary and language forms.] TG: p. 16 General Orientation [The teacher can... vary the focus of each class session, beginning on the first day with a focus on listening, then listening and speaking the next day, then speaking and listening, then reading, then written work, etc...in class dictations and other writing exercises will help students learn new vocabulary and language forms.] Level 2 Units 1-3, 5-6 Asking about objects (singular and plural) Identifying objects (singular and plural) TG: p. 16 General Orientation [The teacher can... vary the focus of each class session, beginning on the first day with a focus on listening, then listening and speaking the next day, then speaking and listening, then reading, then written work, etc...in class dictations and other writing exercises will help students learn new vocabulary and language forms.] Level 4 Unit 1: comparatives (big, bigger) Unit 2: 3rd person singular (He fixes cars.) Unit 4: Dates (It s August 21st.) Units 5-6: Past tense verbs (stayed, happened) Units 7-8: present participles & gerunds: (going, shopping) Level 5 Unit 1, 6: Plurals (brothers, sisters, pickles, cookies) Unit 2, 3, 5: Present participles and gerunds (wearing, camping, swimming) Unit 4: comparatives & superlatives (faster, fastest) Unit 7: past participles (learned) TEKS/ELPS Correlations-2nd Grade-LG! Page 45

46 TEKS/ELPS Correlations for DynEd s Level 6 Unit 1: (regular past participles) Unit 2: (third person singular verbs) Unit 7: (plural nouns) (E) spell simple contractions (e.g., isn't, aren't, can't); and ELPS: 1 A, B, H, 2 A, B, 3 A, 4 A, B, 5 A, C Units 1-8 Song & Conversation, Grammar Level 1: It s, isn t, I m, they re, can t, don t Level 2: I m, what s, she s, he s, they re, isn t, aren t, can t Level 3: I m, he s, she s, don t, aren t, weren t, didn t, where s) TG: p. 16 General Orientation, Conversation, p. 19 Units 1-8 Song & Conversation, Grammar Level 4: I m, he s, she s, isn t, when s, what s, don t, didn t, can t Level 5: I m, you re, doesn t, don t, he s, she s, it s, we re, who s. that s, isn t, won t, I d, it ll, she ll, he ll, they ll, didn t, there s, they re, I ve, haven t, hasn t Level 6: hasn t, he s, she s, one s, it s, I d, shouldn t TG: p. 16 General Orientation, Conversation, p. 19 (24) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: TEKS/ELPS Correlations-2nd Grade-LG! Page 46

47 TEKS/ELPS Correlations for DynEd s (A) generate a list of topics of classwide interest and formulate openended questions about one or two of the topics; 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 4 A, B, C, E, F, G, I 5 A, B, C, D, E, F, G Song & Conversation, Vocabulary Grammar Unit 6 Asking about the weather; Unit 8 Asking about favorites Level 2: Unit 2: Professions Level 3: Unit 1 Asking about the location of something or someone Unit 4 Asking about daily routine Unit 5 Asking about preferences Song & Conversation, Vocabulary Grammar Level 4: Unit 2 Asking about and identifying jobs, occupations, and places of work Unit 3 Asking about and describing what was happening at a point in time Unit 8 Asking about and describing what someone wants to be; Asking about and describing what someone wants to do Level 5: Unit 2: What do you like to do? Unit 4: Comparing size and speed Unit 5: Asking about personal preference (What season do you like best?) Unit 7: How old were you when? Unit 8: Have you ever? Level 6 Unit 1: Asking about personal information TEKS/ELPS Correlations-2nd Grade-LG! Page 47

48 TEKS/ELPS Correlations for DynEd s (B) decide what sources of information might be relevant to answer these questions. 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 4 A, B, C, E, F, G, I 5 A, B, C, D, E, F, G Unit 2: Making comparisons Unit 4: Asking about cause and result Unit 5: Asking for advice Unit 6: Asking about conditional situations Unit 7-8: Asking about opinions TEKS/ELPS Correlations-2nd Grade-LG! Page 48

49 TEKS/ELPS Correlations for DynEd s (25) 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) gather evidence from available sources (natural and personal) as well as from interviews with local experts; Song & Conversation, Vocabulary & Grammar Song & Conversation, Vocabulary & Grammar 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 4 A, B, C, E, F, G, I 5 A, B, C, D, E, F, G (B) use text features (e.g., table of contents, alphabetized index, headings) in age-appropriate reference works (e.g., picture dictionaries) to locate information; and All levels All units [The representation of text on the multimedia device will always conform to the conventions of a paper-based text.] All levels All units [The representation of text on the multimedia device will always conform to the conventions of a paper-based text.] ELPS: 1 A, B, H, 4 A, B, C, D, E, F TEKS/ELPS Correlations-2nd Grade-LG! Page 49

50 TEKS/ELPS Correlations for DynEd s (C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams). ELPS: 1 A, B, H 4 A, B, C, D, E, F 5 A, B, C, D, E, F, G (26) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to revise the topic as a result of answers to initial research questions. ELPS: 1 A, B, H 4 A, B, C, D, E, F 5 A, B, C, D, E, F, G Units 1-8 Grammar Level 1: What s this? What are these? Who s s/he? What do you want? Do you like Level 2: What s this? What are these? What s the matter? Who are they? What s wrong? What do you do? Level 3: Asking about the location of a place; Asking about possession; Asking about activities; Asking about activities and daily routines; Asking about preferences; Asking about time; Asking about destinations TG: p. 19 Conversation Units 1-8 Grammar Level 4: Self-identification; comparisons; Asking about job, occupations, and places of work; Asking about and describing what was happening at a particular point in time; Placing things in order; Using why and because; Asking about and stating what happened; Asking about and telling what someone likes to do and is going to do Level 5: Asking what someone likes to do; Comparing size and speed; Asking about personal preference (What season do you like best?) Asking how old someone was when Asking if someone has ever Level 6: Asking for personal information and how long someone has done something; TEKS/ELPS Correlations-2nd Grade-LG! Page 50

51 TEKS/ELPS Correlations for DynEd s asking for sensory information (how does this taste? smell? etc.); asking about possession; asking about cause and effect and the order of events; asking for advice; asking about possibilities and conditional situations; asking about opinions; describing someone s past and future plan TG: p. 19 Conversation (27) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to create a visual display or dramatization to convey the results of the research. 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 4 A, B, C, E, F, G, I 5 A, B, C, D, E, F, G TEKS/ELPS Correlations-2nd Grade-LG! Page 51

52 TEKS/ELPS Correlations for DynEd s (28) 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 and ask relevant questions to clarify information; and ELPS: 1 A, B, D, E, F, G, H 2 A, B, C, D, E, F, G, H, I 3 A, B, C, D, E, F, G, H, I, J Units 1-8 Grammar Level 1: What s this? What are these? Who s s/he? What do you want? Do you like Level 2: What s this? What are these? What s the matter? Who are they? What s wrong? What do you do? Level 3: Asking about the location of a place; Asking about possession; Asking about activities; Asking about activities and daily routines; Asking about preferences; Asking about time; Asking about destinations TG: p. 19 Conversation Units 1-8 Grammar: Level 4: Self-identification; comparisons; Asking about job, occupations, and places of work; Asking about and describing what was happening at a particular point in time; Placing things in order; Using why and because; Asking about and stating what happened; Asking about and telling what someone likes to do and is going to do Level 5: Asking about age; identifying people by clothing and features; asking about weather; comparing sizes and speeds; asking about personal preferences; asking about quantities; asking how old someone was when he/she learned to do something; asking about previous experiences Level 6: Asking for personal information and how long someone has done something; asking for sensory information (how does this taste? smell? etc.); asking about possession; asking about cause and effect and the order of events; asking for advice; asking about possibilities and conditional situations; asking TEKS/ELPS Correlations-2nd Grade-LG! Page 52

53 TEKS/ELPS Correlations for DynEd s (B) follow, restate, and give oral instructions that involve a short related sequence of actions. ELPS: 1 A, B, D, E, F, G, H 2 A, B, C, D, E, F, G, H, I 3 A, B, C, D, E, F, G, H, I, J Units 1-8 [Oral directions for working on activities] Grammar, Phonics, Games TG: p. 19 Conversation pp Vocabulary; pp Grammar; p. 23 Phonics; pp Games about opinions; describing someone s past and future plan TG: p. 19 Conversation Units 1-8 [Oral directions for working on activities] Grammar, Phonics, Games TG: p. 19 Conversation; pp Vocabulary; pp Grammar; p. 23 Phonics; pp Games TEKS/ELPS Correlations-2nd Grade-LG! Page 53

54 TEKS/ELPS Correlations for DynEd s (29) 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 share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. All levels Units 1-8 [Students repeat after the model to develop correct grammar, pronunciation, intonation, and fluidity.] TG: p. 19 Conversation; pp Vocabulary; pp Grammar; p. 23 Phonics All levels Units 1-8 [Students repeat after the model to develop correct grammar, pronunciation, intonation, and fluidity.] TG: p. 19 Conversation; pp Vocabulary; pp Grammar; p. 23 Phonics ELPS: 1 A, B, D, E, F, G, H 2 A, B, C, D, E, F, G, H, I 3 A, B, C, D, E, F, G, H, I, J TEKS/ELPS Correlations-2nd Grade-LG! Page 54

55 TEKS/ELPS Correlations for DynEd s (30) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions. All levels Units 1-8 TG: p. 19 Conversation; pp Vocabulary; pp Grammar; p. 23 Phonics pp Games All levels Units 1-8 TG: p. 19 Conversation; pp Vocabulary; pp Grammar; p. 23 Phonics pp Games ELPS: 1 A, B, D, E, F, G, H 2 A, B, C, D, E, F, G, H, I 3 A, B, C, D, E, F, G, H, I, J Source: The provisions of this adopted to be effective September 4, 2008, 33 TexReg TEKS/ELPS Correlations-2nd Grade-LG! Page 55