TEKS/ELPS Correlations for DynEd s First English Fifth Grade

Transcription

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

2 TEKS/ELPS Correlations for English Language Arts and Reading, Grade 5, Beginning with School Year (b) Knowledge and skills (1) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. *ELPS: 1 A, B, H, 3 A, B, C, D; 4 A, B, C, D, F, G : Dialogs 1, 2, 3: Reading/fluency addressed throughout Listening 1, 2: Reading/fluency addressed throughout Vocabulary 1, 2, 3, Quiz: Reading/fluency addressed throughout) Games1, 2, 3: (Reading words/names and short answers for comprehension check and Quiz questions from stories after each section.) Exercises: All from Teacher s Guide, (TG) (Spoken responses elicited throughout leading toward fluency. : Dialogs 1, 2: Reading/fluency addressed throughout Listening 1, 2 3: Reading/fluency addressed throughout Vocabulary 1, 2, 3, Quiz: Reading/fluency addressed throughout Games 1, 2, 3: Reading words/names and short answers for comprehension check and Quiz questions from stories after each section. Exercises: All (from TG). Spoken responses elicited throughout leading toward fluency. (2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of gradelevel academic English words : : Dialogs 1, 2: Word meanings, roots, TEKS/ELPS Correlations 5th Grade-DK Page 2

3 TEKS/ELPS Correlations for derived from Latin, Greek, or other linguistic roots and affixes; *ELPS: 1 A, B, H; 4 A, B, C, F; 5 A, B, C (B) use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words; *ELPS: 1 A, B, H; 4 A, B, C, F; 5 A, B, C Dialogs 1, 2: Word meanings, roots, affixes addressed throughout Listening1, 2: Word meanings, roots, affixes addressed throughout Vocabulary 1, 2, 3: Word meanings, roots, affixes addressed throughout Quiz: Comprehension Checks and Quiz require students to determine the meanings of many English words. Games 1, 2, 3: utilize and address word meanings, roots and affixes throughout Exercises: All (from TG) Require them to demonstrate their comprehension of the meanings of many words. Unit 1: Dialogs 1, 2: lunchroom, hungry, downstairs, behind Listening 1, 2: new students, first day Vocabulary 1, 2, 3, Quiz; (Wh questions in Quiz and Comprehension Checks. Units 2-8: Games 2: Fill-in Game. Exercises: All (from TG.) affixes addressed throughout Listening 1, 2: Word meanings, roots, affixes addressed throughout Vocabulary 1, 2, 3: Word meanings, roots, affixes addressed throughout) Quiz: Comprehension Checks and Quiz require students to determine the meanings of many English words. Games 1, 2, 3: utilize and address word meanings, roots and affixes throughout Exercises: All (from TG) Require them to demonstrate their comprehension of the meanings of many words. : Games: Fill-in Game. Exercises: All (from TG.) TEKS/ELPS Correlations 5th Grade-DK Page 3

4 TEKS/ELPS Correlations for (C) produce analogies with known antonyms and synonyms *ELPS: 1 A, B, H; 4 A, B, C, F; 5 A, B, C (D) identify and explain the meaning of common idioms, adages, and other sayings; and *ELPS: 1 A, B, H; 4 A, B, C, F; 5 A, B, C Unit 1: Vocabulary 2: antonyms (open/closed) synonyms (near/next to). Unit 2: Listening 2: antonyms (right/left) Vocabulary 1: antonyms (in front of/behind), synonyms (nearest/closest). Unit 4: Listening 1: antonyms (nearest/farthest) Unit 5: Listening 2: antonyms (sad/happy) Unit 7: Vocabulary 3: antonyms (big/little) Unit 10: Listening 2: antonyms (beginning/end) Unit 15: Vocabulary 1: antonyms (addition/subtraction, multiplication/division) TEKS/ELPS Correlations 5th Grade-DK Page 4

5 TEKS/ELPS Correlations for (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, *ELPS: 1 A, B, H; 4 A, B, C, F; 5 A, B, C (F) syllabication, pronunciations, alternate word choices, and parts of speech of words *ELPS: 1 A, B, H; 4 A, B, C, F; 5 A, B, C : Clicking the text button gives students the spelling of any word or group of words that appear in the program. Clicking on a highlighted word brings up a Glossary entry for that word. : Clicking the text button gives students the spelling of any word or group of words that appear in the program. Clicking on a highlighted word brings up a Glossary entry for that word. (3) 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 5th Grade-DK Page 5

6 TEKS/ELPS Correlations for (A) compare and contrast the themes or moral lessons of several works of fiction from various cultures; *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G (B) describe the phenomena explained in origin myths from various cultures; and *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G (C) explain the effect of a historical event or movement on the theme of a work of literature *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G TEKS/ELPS Correlations 5th Grade-DK Page 6

7 TEKS/ELPS Correlations for (4) 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 analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems. *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G TEKS/ELPS Correlations 5th Grade-DK Page 7

8 TEKS/ELPS Correlations for (5) 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 analyze the similarities and differences between an original text and its dramatic adaptation. *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G (6) 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) describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events; *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G TEKS/ELPS Correlations 5th Grade-DK Page 8

9 TEKS/ELPS Correlations for (B) explain the roles and functions of characters in various plots, including their relationships and conflicts; and *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G Unit 1: Dialogs 1: Let s have lunch together Exercises: All (from TG) Unit 3: Listening 3: Eddy short/fast, Tom big/tall Exercises: All (from TG) Unit 6: Dialogs 1: She s very good at English Exercises: All (from TG) Unit 7: Dialogs 2: stay home, visit grandmother Exercises: All (from TG) Unit 8: Dialogs 1: practice violin, do homework Exercises: All (from TG) Unit 9: Listening 3: Likes to go shopping Exercises: All (from TG) Unit 10: Dialogs 1: Canada, good ice skater Exercises: All (from TG) Unit 11: Dialogs 1: afraid, not afraid Exercises: All (from TG) Unit 12: Dialogs 2: What do you want to be? Exercises: All (from TG) Unit 14: Dialogs 1: prefer summer, spring, autumn Exercises: All (from TG) Unit 15: Listening 3: studied hard, didn t study hard Exercises: All (from TG) Unit 16: Dialogs 1: afraid of the dark, like the dark Exercises: All (from TG) TEKS/ELPS Correlations 5th Grade-DK Page 9

10 TEKS/ELPS Correlations for (C) explain different forms of thirdperson points of view in stories. *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G (7) 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 provide evidence from text to support their understanding. Students are expected to identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person's life. *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G TEKS/ELPS Correlations 5th Grade-DK Page 10

11 TEKS/ELPS Correlations for (8) 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 evaluate the impact of sensory details, imagery, and figurative language in literary text. *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G TEKS/ELPS Correlations 5th Grade-DK Page 11

12 TEKS/ELPS Correlations for (9) 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 summarize or 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, H; 3 A, B, C, D, H; 4 A, B, C, E, G, H, I; 5 A, B, C, D, E, F, G Unit 6: Exercises B1: (from TG) completing compound sentences, answering comprehension questions. Unit 9: Exercises B 1, 2, 3: (from TG) reproducing sentences from dialogs, word order. Unit 11: Exercises A1: (from TG) logical sequence in writing ( He was sick. He wasn t there. ), word order. Unit 12: Exercises A1: (from TG) read sentences independently and fill-in blanks. Unit 13: Exercises A1: (from TG) read sentences independently and fill-in blanks. Unit 14: Exercises A1: (from TG) read sentences independently and fill-in blanks. Unit 15: Exercises A1: (from TG) read sentences independently and fill-in blanks. Remove extra 15 Unit 16: Exercises A1: (from TG) word order, filling in single words to complete stories. TEKS/ELPS Correlations 5th Grade-DK Page 12

13 TEKS/ELPS Correlations for (10) 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 draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved. *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G (11) 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 5th Grade-DK Page 13

14 TEKS/ELPS Correlations for (A) summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order; *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G : Written Wh- questions throughout : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 17 Classroom Follow-up; p. 18 Written Exercises : Written Wh- questions throughout : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 17 Classroom Follow-up; p. 18 Written Exercises (B) determine the facts in text and verify them through established methods; *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G (C) analyze how the organizational pattern of a text (e.g., cause-andeffect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas; *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 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 TEKS/ELPS Correlations 5th Grade-DK Page 14

15 TEKS/ELPS Correlations for (D) use multiple text features and graphics to gain an overview of the contents of text and to locate information; and *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G (E) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres. *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G : (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 [The representation of text on the multimedia device will always conform to the conventions of a paper-based text.] (12) 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: TEKS/ELPS Correlations 5th Grade-DK Page 15

16 TEKS/ELPS Correlations for (A) identify the author's viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument; and *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G (B) recognize exaggerated, contradictory, or misleading statements in text. *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G Unit 5: Dialogs 1: Dentist pull tooth out? Just kidding. Unit 16: Dialogs 1: What s that sound? Something is coming. Listening 1: Something is coming! (13) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: TEKS/ELPS Correlations 5th Grade-DK Page 16

17 TEKS/ELPS Correlations for (A) interpret details from procedural text to complete a task, solve a problem, or perform procedures; and *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G (B) interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams. *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G Unit 1: Listening 1: twins/same birthday Unit 4: Listening 2: class schedule. Unit 7: Listening 1: rainy days/umbrellas Unit 8: Listening 1: effect of weather on schedule : Games 1, 2, 3: (the computer gives oral feedback depending on the response. Icons are used to give direction and guide students to appropriate responses when needed.) 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. Unit 9: Listening 1: left coat on bus Unit 10: Listening 1, 2: today Monday/tomorrow Tuesday Unit 13: Dialogs 1: how to get cat down form tree Unit 14: Vocabulary 1: seasons/weather Unit 15: Listening 3: didn t study hard/didn t do well on test : Games 1, 2, 3: (the computer gives oral feedback depending on the response. Icons are used to give direction and guide students to appropriate responses when needed.) 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. TEKS/ELPS Correlations 5th Grade-DK Page 17

18 TEKS/ELPS Correlations for (14) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) explain how messages conveyed in various forms of media are presented differently (e.g., documentaries, online information, televised news); *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, H; 4 A, B, C, G, I, J, K; 5 A, B, C, D, E, F, G (B) consider the difference in techniques used in media (e.g., commercials, documentaries, news); *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, H; 4 A, B, C, G, I, J, K; 5 A, B, C, D, E, F, G TEKS/ELPS Correlations 5th Grade-DK Page 18

19 TEKS/ELPS Correlations for (C) identify the point of view of media presentations; and *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, H; 4 A, B, C, G, I; 5 A, B, C, D, E, F, G (D) analyze various digital media venues for levels of formality and informality. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, H; 4 A, B, C, G, I, J, K; 5 A, B, C, D, E, F, G (15) 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 5th Grade-DK Page 19

20 TEKS/ELPS Correlations for (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, H; 4 A, B, C, G, I, J, K; 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 TEKS/ELPS Correlations 5th Grade-DK Page 20

21 TEKS/ELPS Correlations for (B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, causeeffect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing; *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, H; 4 A, B, C, G, I, J, K; 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 TEKS/ELPS Correlations 5th Grade-DK Page 21

22 TEKS/ELPS Correlations for (C) revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed; *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, H; 4 A, B, C, G, I, J, K; 5 A, B, C, D, E, F, G (D) edit drafts for grammar, mechanics, and spelling; and *ELPS: 1 A, B, H; 5 A, B, C, D : (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 5th Grade-DK Page 22

23 TEKS/ELPS Correlations for (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, H; 4 A, B, C, G, I, J, K; 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 (16) 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 include: *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G TEKS/ELPS Correlations 5th Grade-DK Page 23

24 TEKS/ELPS Correlations for (i) a clearly defined focus, plot, and point of view; (ii) a specific, believable setting created through the use of sensory details; and (iii) dialogue that develops the story; and (B) write poems using: *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G (i) poetic techniques (e.g., alliteration, onomatopoeia); (ii) figurative language (e.g., similes, metaphors); and (iii) graphic elements (e.g., capital letters, line length). TEKS/ELPS Correlations 5th Grade-DK Page 24

25 TEKS/ELPS Correlations for (17) Writing. Students write about their own experiences. Students are expected to write a personal narrative that conveys thoughts and feelings about an experience. *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G : Extension Writing Activities (from TG, pp ): Students are asked to write about their own experiences related to the topics and situations discussed in the program. : Extended Writing Activities (from TG, pp ): Students are asked to write about their own experiences related to the topics and situations discussed in the program. (18) 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 multi-paragraph essays to convey information about the topic that: *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G (i) present effective introductions and concluding paragraphs; TEKS/ELPS Correlations 5th Grade-DK Page 25

26 TEKS/ELPS Correlations for (ii) guide and inform the reader's understanding of key ideas and evidence; (iii) include specific facts, details, and examples in an appropriately organized structure; and (iv) use a variety of sentence structures and transitions to link paragraphs; (B) write formal and informal letters that convey ideas, include important information, demonstrate a sense of closure, and use appropriate conventions (e.g., date, salutation, closing); and *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G TEKS/ELPS Correlations 5th Grade-DK Page 26

27 TEKS/ELPS Correlations for (C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding. *ELPS: 1 A, B, H; 4 A, B, C, D, E, F, G, I, J, K; 5 A, B, C, D, E, F, G (19) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives. *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G (20) 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 TEKS/ELPS Correlations 5th Grade-DK Page 27

28 TEKS/ELPS Correlations for expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: Verbs, collective nouns, adjectives, adverbs, prepositions, indefinite pronouns, subordinating conjunctions and transitional words and compound and simple sentences with correct subject-verb agreement are used and reinforced through out all sections. Specific sections where they are addressed are listed below: *ELPS: 1 A, B, H; 3 A, B, C; 5 A, B, C, D, E, F (i) verbs (irregular verbs and active voice); (ii) collective nouns (e.g., class, public); Unit 8: Exercises D1: (from TG) fill-in verbs, regular and irregular. Unit 7: Vocabulary 2: forest Unit 9: Exercises A1: (from TG) irregular verbs, past tense. Unit 11: Dialogs 2: class Listening 2: team TEKS/ELPS Correlations 5th Grade-DK Page 28

29 TEKS/ELPS Correlations for (iii) adjectives (e.g., descriptive, including origins: French windows, American cars) and their comparative and superlative forms (e.g., good, better, best); (iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot); Unit 1: Dialog 1: new, first, hungry Dialog 2/Vocabulary 1: second, 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: Listening 1: usually, sometimes Unit 13: Exercises: (from TG.) C1 fill-in adjective phrases. TEKS/ELPS Correlations 5th Grade-DK Page 29

30 TEKS/ELPS Correlations for (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details; (vi) indefinite pronouns (e.g., all, both, nothing, anything); (vii) subordinating conjunctions (e.g., while, because, although, if); and Unit 1: Exercises E: (from TG) fill-in blanks with prepositions of place. Unit 2: Exercises A1, C1, D1: (from TG) fill-in blanks with prepositions of place. Unit 3: Exercises A1: (from TG) fill-in blanks with prepositions of place. Unit 4: Exercises A1: (from TG) fill-in blanks with prepositions of place. Unit 6: Listening 3: everything Unit 4: Listening 2: after Unit 5: Listening 2: when Unit 8: Listening 1: because Unit 9: Listening 2: anything Unit 10: Vocabulary Questions (viii) transitional words (e.g., also, therefore); Unit 9: Dialog 2 & Listening 2, 3: so Unit 10: Dialog 2: but then TEKS/ELPS Correlations 5th Grade-DK Page 30

31 TEKS/ELPS Correlations for (B) use the complete subject and the complete predicate in a sentence; and *ELPS: 1B; 2 C, D; 3 C; 5 F, G (C) use the complete subject and the complete predicate in a sentence; and *ELPS: 1 A, B, H; 3 A, B, C; 5 A, B, C, D, E, F (D) use complete simple and compound sentences with correct subject-verb agreement. *ELPS: 1 A, B, H; 3 A, B, C; 5 A, B, C, D, E, F Units 2-8: Games: Fill-in Games. Unit 1: Dialogs 1, 2: This is our first day. Listening 1: I don t see the stairs. They are behind you. Unit 8: Exercises D: (from TG.) Here are. Here is. Where are they? : Games: Fill-in Games. : Games: Fill-in Games: Verb-subject agreement used throughout (21) 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) use capitalization for: *ELPS: 1 A, B, H; 5 A, B, C, D TEKS/ELPS Correlations 5th Grade-DK Page 31

32 TEKS/ELPS Correlations for (i) abbreviations; (ii) initials and acronyms; and (iii) organizations; (B) recognize and use punctuation marks including: *ELPS: 1 A, B, H; 5 A, B, C, D (i) commas in compound sentences; and (ii) proper punctuation and spacing for quotations; and Unit 2: Listening 2: For drinks, there is milk, and there are fruit juices. He likes hot dogs, but today he's going to eat a sandwich. Unit 9: Listening 3: Her mother bought a dark blue dress, and Sally bought some yellow sports clothes. (C) use proper mechanics including italics and underlining for titles and emphasis. *ELPS: 1 A, B, H; 5 A, B, C, D (22) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: TEKS/ELPS Correlations 5th Grade-DK Page 32

33 TEKS/ELPS Correlations for (A) spell words with more advanced orthographic patterns and rules: *ELPS: 1 A, B, H; 5 A, B, C, D Unit 7: Exercises E, F 1, 2, G 1, 2: (from TG). Using digraphs and blends (sh, ch, th, cl, pr, cr, bl, br, pr, sp, st). Unit 8: Exercises E, 1, 2, F 1, 2: (from TG) Using double vowels, vowel/consonant pairs. (i) consonant changes (e.g.,/t/ to/sh/ in select, selection;/k/ to/sh/ in music, musician); (ii) vowel changes (e.g., long to short in crime, criminal; long to schwa in define, definition; short to schwa in legality, legal); and (iii) silent and sounded consonants (e.g., haste, hasten; sign, signal; condemn, condemnation); (B) spell words with: *ELPS: 1 A, B, H; 5 A, B, C, D TEKS/ELPS Correlations 5th Grade-DK Page 33

34 TEKS/ELPS Correlations for (i) Greek Roots (e.g., tele, photo, graph, meter); (ii) Latin Roots (e.g., spec, scrib, rupt, port, ject, dict); (iii) Greek suffixes (e.g., -ology, - phobia, -ism, -ist); and (iv) Latin derived suffixes (e.g., -able, -ible; -ance, -ence); Clicking the text button gives students the spelling of any word or group of words that appear in the program. : Clicking the text button gives students the spelling of any word or group of words that appear in the program. : Clicking the text button gives students the spelling of any word or group of words that appear in the program. : Clicking the text button gives students the spelling of any word or group of words that appear in the program. Clicking the text button gives students the spelling of any word or group of words that appear in the program. : Clicking the text button gives students the spelling of any word or group of words that appear in the program. : Clicking the text button gives students the spelling of any word or group of words that appear in the program. : Clicking the text button gives students the spelling of any word or group of words that appear in the program. TEKS/ELPS Correlations 5th Grade-DK Page 34

35 TEKS/ELPS Correlations for (C) differentiate between commonly confused terms (e.g., its, it's; affect, effect); *ELPS: 1 A, B, H; 5 A, B, C, D (D) use spelling patterns and rules and print and electronic resources to determine and check correct spellings; and *ELPS: 1 A, B, H; 5 A, B, C, D (E) know how to use the spell-check function in word processing while understanding its limitations. *ELPS: 1 A, B, H; 5 A, B, C, D : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises; Exercises: F (from TG) one-won, two-too, four-for, eight-ate. : Clicking the text button gives student the spelling of any word or group of words that appear in the program. Clicking on a highlighted word brings up a Glossary entry for that word. : Clicking the text button gives students the spelling of any word or group of words that appear in the program. : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises; Exercises: F (from TG) onewon, two-too, four-for, eight-ate. : Clicking the text button gives student the spelling of any word or group of words that appear in the program. Clicking on a highlighted word brings up a Glossary entry for that word. : Clicking the text button gives students the spelling of any word or group of words that appear in the program (23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: TEKS/ELPS Correlations 5th Grade-DK Page 35

36 TEKS/ELPS Correlations for (A) brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic; and *ELPS: 1 A, B, H; 2 A, B, C, D; 3 A, B, C, D, E; 5 A, B, C, D, E, F, G (B) generate a research plan for gathering relevant information about the major research question. *ELPS: 1 A, B, H; 2 A, B, C, D; 3 A, B, C, D, E; 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 (24) 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: TEKS/ELPS Correlations 5th Grade-DK Page 36

37 TEKS/ELPS Correlations for (A) follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts; *ELPS: 1 A, B, H; 4 A, B, C, D, E, F, G, H, I, J, K; 5 A, B, C, D, E, F, G (B) differentiate between primary and secondary sources; *ELPS: 1 A, B, H; 4 A, B, C, D, E, F, G, H, I, J, K; 5 A, B, C, D, E, F, G (C) record data, utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes; *ELPS: 1 A, B, H; 4 A, B, C, D, E, F, G, H, I, J, K; 5 A, B, C, D, E, F, G TEKS/ELPS Correlations 5th Grade-DK Page 37

38 TEKS/ELPS Correlations for (D) identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format; and *ELPS: 1 A, B, H; 4 A, B, C, D, E, F, G, H, I, J, K; 5 A, B, C, D, E, F, G (E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources. *ELPS: 1 A, B, H; 4 A, B, C, D, E, F, G, H, I, J, K; 5 A, B, C, D, E, F, G (25) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to: TEKS/ELPS Correlations 5th Grade-DK Page 38

39 TEKS/ELPS Correlations for (A) refine the major research question, if necessary, guided by the answers to a secondary set of questions; and *ELPS: 1 A, B, H; 4 A, B, C, D, E, F, G, H, I, J, K (B) evaluate the relevance, validity, and reliability of sources for the research. *ELPS: 1 A, B, H; 4 A, B, C, D, E, F, G, H, I, J, K (26) 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 synthesize the research into a written or an oral presentation that: (A) compiles important information from multiple sources; *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 5 A, B, C, D, E, F, G TEKS/ELPS Correlations 5th Grade-DK Page 39

40 TEKS/ELPS Correlations for (B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions; *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 5 A, B, C, D, E, F, G (C) presents the findings in a consistent format; and *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 5 A, B, C, D, E, F, G (D) uses quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g., bibliography, works cited). *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 5 A, B, C, D, E, F, G (27) 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: TEKS/ELPS Correlations 5th Grade-DK Page 40

41 TEKS/ELPS Correlations for (A) listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose or perspective; *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, J (B) follow, restate, and give oral instructions that include multiple action steps; and *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, J : The speaking/recording option, managed by the computer program to reinforce correct responses, is available throughout. Students use this feature to refine their pronunciation of English words and their use of conventions of language. (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 : The speaking/recording option, managed by the computer program to reinforce correct responses, is available throughout. Students use this feature to refine their pronunciation of English words and their use of conventions of language. (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 TEKS/ELPS Correlations 5th Grade-DK Page 41

42 TEKS/ELPS Correlations for (C) determine both main and supporting ideas in the speaker's message. *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, J : (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 TEKS/ELPS Correlations 5th Grade-DK Page 42

43 TEKS/ELPS Correlations for (28) 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 give organized presentations employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I : The speaking/recording option, managed by the computer program to reinforce correct responses, is available throughout. Students use this feature to refine their pronunciation of English words and their use of conventions of language. (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 17 Classroom Follow-up; p. 18 Written Exercises : The speaking/recording option, managed by the computer program to reinforce correct responses, is available throughout. Students use this feature to refine their pronunciation of English words and their use of conventions of language. (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 17 Classroom Follow-up; p. 18 Written Exercises TEKS/ELPS Correlations 5th Grade-DK Page 43

44 TEKS/ELPS Correlations for (29) 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 student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I : The speaking/recording option, managed buy the computer program to reinforce correct responses, is available throughout. Students use this feature to refine their pronunciation of English words and their use of conventions of language. (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 17 Classroom Follow-up; p. 18 Written Exercises : The speaking/recording option, managed buy the computer program to reinforce correct responses, is available throughout. Students use this feature to refine their pronunciation of English words and their use of conventions of language. (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 17 Classroom Follow-up; p. 18 Written Exercises Source: The provisions of this adopted to be effective September 4, 2008, 33 TexReg 7162 TEKS/ELPS Correlations 5th Grade-DK Page 44