TEKS/ELPS Correlations for DynEd s First English Fourth Grade 110.15. English Language Arts and Reading, Grade 4, Beginning with School Year 2009-2010.
TEKS/ELPS Correlations for (b) Knowledge and skills (1) Reading/Fluency. Students read gradelevel 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; 4 A, B, C, F, 5 A, B, C : Dialogs 1, 2, 3: (reading/fluency addressed throughout) Listening 1, 2: (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 Teacher s Guide, IG.) (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: TEKS/ELPS Correlations 4 th Grade DK Page 2
TEKS/ELPS Correlations for (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes; *ELPS: 1 A, B, H; 2 A, B; 3 A; 4A; 5 A, C : Dialogs 1, 2: (word meanings, roots, 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) (also require them to demonstrate their comprehension of the meanings of many words.) : Dialogs 1, 2: (word meanings, roots, 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) (also require them to demonstrate their comprehension of the meanings of many words.) TEKS/ELPS Correlations 4 th Grade DK Page 3
TEKS/ELPS Correlations for (B) use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words; *ELPS: 1 A, B, H; 2 A, B; 3 A; 4A; 5 A, C (C) complete analogies using knowledge of antonyms and synonyms (e.g., boy:girl as male: or girl:woman as boy: ); *ELPS: 1 A, B, H; 2 A, B; 3 A; 4A; 5 A, C (D) identify the meaning of common idioms; and *ELPS: 1 A, B, H; 2 A, B; 3 A; 4A; 5 A, C 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.) 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) : Games: Fill-in Game. Exercises: All (from TG.) Unit 10: Listening 2: antonyms (beginning/end) Unit 15: Vocabulary 1: antonyms (addition/subtraction, multiplication/division) TEKS/ELPS Correlations 4 th Grade DK Page 4
TEKS/ELPS Correlations for (E) use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words. *ELPS: 1 A, B, H; 2 A, B; 3 A; 4A; 5 A, C (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: (A) summarize and explain the lesson or message of a work of fiction as its theme; 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 : Games 1, 2, 3: (each unit contains a short story about the characters in the series. The students are asked to respond to the messages conveyed by each of these stories through reading related questions and responding.) Exercises: All (from TG), (students are asked to respond to the messages conveyed by each of these stories through reading related questions and responding.) : Games 1, 2, 3: (each unit contains a short story about the characters in the series. The students are asked to respond to the messages conveyed by each of these stories through reading related questions and responding.) Exercises: All (from TG), (each unit contains a short story about the characters in the series. Students are asked to respond to the messages conveyed by each of these stories through reading related questions and responding.) TEKS/ELPS Correlations 4 th Grade DK Page 5
TEKS/ELPS Correlations for (B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical 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 : Games 1, 2, 3: (each unit contains a short story about the characters in the series. The students are asked to respond to the messages conveyed by each of these stories through reading related questions and responding.) Exercises: All (from TG) (each unit contains a short story about the characters in the series. The students are asked to respond to the messages conveyed by each of these stories through reading related questions and responding.) Unit 9-16: Games 1, 2, 3: (each unit contains a short story about the characters in the series. The students are asked to respond to the messages conveyed by each of these stories through reading related questions and responding.) Exercises: All (from TG) (each unit contains a short story about the characters in the series. The students are asked to respond to the messages conveyed by each of these stories through reading related questions and responding.) TEKS/ELPS Correlations 4 th Grade DK Page 6
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 explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse). *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 4 th Grade DK Page 7
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 describe the structural elements particular to dramatic 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 (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) sequence and summarize the plot s main events and explain their influence on 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 : (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 4 th Grade DK Page 8
TEKS/ELPS Correlations for (B) describe the interaction of characters including their relationships and the changes they undergo; 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 4 th Grade DK Page 9
TEKS/ELPS Correlations for (C) identify whether the narrator or speaker of a story is first or third person. *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 similarities and differences between the events and characters experiences in a fictional work and the actual events and experiences described in an author s biography or autobiography. *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 4 th Grade DK Page 10
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 identify the author s use of similes and metaphors to produce imagery. *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 4 th Grade DK Page 11
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 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; 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. Unit 16: Exercises A1: (from TG) word order, filling in single words to complete stories. TEKS/ELPS Correlations 4 th Grade DK Page 12
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 explain the difference between a stated and an implied purpose for an expository 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 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: (A) summarize the main idea and supporting details in text in ways that maintain meaning; *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.) : (written Wh- questions throughout.) TEKS/ELPS Correlations 4 th Grade DK Page 13
TEKS/ELPS Correlations for (B) distinguish fact from opinion in a text and explain how to verify what is a fact; *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) describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison; 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 D) use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information. *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 8: Exercises D1: (from IG) like/dislike. Unit 2: Listening 3: introduces cause and effect (what happens when you eat too much candy?) Unit 4: Listening 2: schedule, sequence Unit 7: Listening 1: schedule, rainy day Unit 8: Listening 1: compares schedules, effect of weather Unit 5: Vocabulary 1: feels bad because he has a toothache Unit 6: Vocabulary 1: windy day, fly a kite : (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.] Unit 10: Listening 1: if today is Monday then Wednesday is the day after tomorrow Exercises A1: (from TG) last weekday Unit 11: Listening 3: throw away trash, keep playground clean Exercises A1: (from TG) sequence. Unit 12: Listening 1: sick, medicine, feel better. Exercises A1: (from TG) sequence Unit 13: Dialogs 1: step on rock, grab branch. Exercises A1: (from TG) cause and effect : (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 4 th Grade DK Page 14
TEKS/ELPS Correlations for (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 explain how an author uses language to present information to influence what the reader thinks or does. *ELPS: 1, A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G (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: (A) determine the sequence of activities needed to carry out a procedure (e.g., following a recipe); 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, I Unit 1: Listening 1: order and sequence, first, second, third, on the first floor. Unit 4: Listening 2: sequence of class schedule. Unit 7: Listening 1: sequence of class schedule. Unit 8: Listening 1: discuss schedules, sequences, time and the terms associated with those concepts. Unit 9: Listening 1: how to get coat. Unit 10: Listening 1, 2: days of week, months of year, sequence. Unit 13: Dialogs 1: step on rock, grab branch Unit 14: Vocabulary 1: sequence of seasons. Unit 15: Listening 3: Time, Sequence, Schedules, Calendars, Seasons. Problem solving activities. (coming down from the tree.) TEKS/ELPS Correlations 4 th Grade DK Page 15
TEKS/ELPS Correlations for (B) explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations). *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G, I : (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.) 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.) 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.) (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 the positive and negative impacts of advertisement techniques used in various genres of media to impact consumer behavior; *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; 5 A, B, C, D, E, F, G, I TEKS/ELPS Correlations 4 th Grade DK Page 16
TEKS/ELPS Correlations for (B) explain how various design techniques used in media influence the message (e.g., pacing, closeups, sound effects); 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; 5 A, B, C, D, E, F, G, I (C) compare various written conventions used for digital media (e.g. language in an informal e-mail vs. language in a web-based news article) *ELPS: 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; 5 A, B, C, D, E, F, G, I (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 4 th Grade DK Page 17
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, H; 5 A, B, C, D, E, F, G (B) develop drafts by categorizing ideas and organizing them into paragraphs; *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G (C) revise drafts for coherence, organization, use of simple and compound sentences, and audience; *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G (D) edit drafts for grammar, mechanics, and spelling using a teacherdeveloped rubric; and *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G TEKS/ELPS Correlations 4 th Grade DK Page 18
TEKS/ELPS Correlations for (E) revise final draft in response to feedback from peers and teacher and publish written work for a specific audience. *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G (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 build the plot to a climax and contain details about the characters and setting; and *ELPS: 1 A, B, H; 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: 1 A, B, H; 5 A, B, C, D, E, F, G TEKS/ELPS Correlations 4 th Grade DK Page 19
TEKS/ELPS Correlations for (17) Writing. Students write about their own experiences. Students are expected to write about important personal experiences. *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G : Extension writing activities (from IG, pp.17-18). Students are asked to write about their own experiences related to the topics and situations discussed in the program. : Extension writing activities (from IG, pp.17-18). 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 brief compositions that: *ELPS: 1 A, B, H; 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; and (iii) contain a concluding statement; TEKS/ELPS Correlations 4 th Grade DK Page 20
TEKS/ELPS Correlations for (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: 1 A, B, H; 5 A, B, C, D, E, F, G (C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding. *ELPS: 1 A, B, H; 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 use supporting details. TEKS/ELPS Correlations 4 th Grade DK Page 21
TEKS/ELPS Correlations for (A) use phonological knowledge to match sounds to letters; *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G (B) use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g., cut ); and *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G (C) write one s own name. *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G : Games: Spelling. Using phonological information to fill in missing letters in words from 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. : Students log in to the program electronically with their names. : 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. : Students log in to the program electronically with their names. (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 expected to: TEKS/ELPS Correlations 4 th Grade DK Page 22
TEKS/ELPS Correlations for (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: *ELPS: 1 A, B, H; 3 A, B, C; 5 A, B, C, D, E, F : Verbs, nouns, adjectives, adverbs, prepositions, reflexive pronouns, timeorder transition words, complete subjects and predicates and simple and compound sentences with correct subject-verb agreement, vocabulary, time order transitions, reflexive pronouns, correlative conjunctions are used and reinforced throughout all sections of the program. Specific sections where they are addressed are listed below: : Verbs, nouns, adjectives, adverbs, prepositions, reflexive pronouns, timeorder transition words, complete subjects and predicates and simple and compound sentences with correct subject-verb agreement, vocabulary, time order transitions, reflexive pronouns, correlative conjunctions are used and reinforced throughout all sections of the program. Specific sections where they are addressed are listed below: (i) verbs (irregular verbs); Unit 6: Exercises D1: (from TG) fill in verbs, regular and irregular. Unit 8: Exercises D1: (from TG) fill in verbs, regular and irregular Unit 9: Exercises A1: (from TG) irregular verbs, past tense. TEKS/ELPS Correlations 4 th Grade DK Page 23
TEKS/ELPS Correlations for (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest); (iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot); Unit 1: Exercises C1: (from TG) fill in missing nouns. Unit 5: Exercises C1: (from TG) fill in missing nouns Unit 7: Exercises C1, D1: (from TG) fill in missing nouns. Unit 10 Exercises C1, D: (from TG) fill in blanks with proper nouns. TEKS/ELPS Correlations 4 th Grade DK Page 24
TEKS/ELPS Correlations for (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details; (vi) reflexive pronouns (e.g., myself, ourselves); 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. (vii) correlative conjunctions (e.g., either/or, neither/nor); and Unit 14: Exercises A1: (from TG)either/neither. (viii) use time-order transition words and transitions that indicate a conclusion Unit 4: Listening 2: then, after. TEKS/ELPS Correlations 4 th Grade DK Page 25
TEKS/ELPS Correlations for TEKS and ELPS (B) 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 : This structure is maintained throughout the course. : This structure is maintained throughout the course. (C) 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 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 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) write legibly by selecting cursive script or manuscript printing as appropriate; *ELPS: 1 A, B, H; 5 A, B, C, D, E, F : Exercises: (from TG) at the end of each unit require completing sentences, filling in blanks, completing compound sentences, writing numbers. : Exercises: (from TG) at the end of each unit require reproducing sentences from Dialogs, writing ordinal numbers, logical sequence in writing ( I was sick. I was not there. ), writing in proper word order, filling in single words to complete a story. TEKS/ELPS Correlations 5th Grade-DK Page 26
TEKS/ELPS Correlations for TEKS and ELPS (B) use capitalization for: *ELPS: 1 A, B, H; 5 A, B, C, D, E, F (i) historical events and documents; (ii) titles of books, stories, and essays; and (iii) languages, races, and nationalities; and Unit 10: Vocabulary 1: Capital letters for names of countries. (C) recognize and use punctuation marks including: *ELPS: 1 A, B, H; 5 A, B, C, D, E, F (i) commas in compound sentences; and : Commas used appropriately throughout. : Commas used appropriately throughout. (ii) quotation marks. (22) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: TEKS/ELPS Correlations 5th Grade-DK Page 27
TEKS/ELPS Correlations for TEKS and ELPS (A) spell words with more advanced orthographic patterns and rules: *ELPS: 1 A, B, H; 5 A, B, C (i) plural rules (e.g., words ending in f as in leaf, leaves; adding -es); (ii) irregular plurals (e.g., man/men, foot/feet, child/children); (iii) double consonants in middle of words; (iv) other ways to spell sh (e.g., - sion, -tion, -cian); and 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. Unit 1: Dialogs 2: Plurals representing plural rules (stairs). Unit 5: Listening 2: Irregular plurals, (teeth). (v) silent letters (e.g., knee, wring); Unit 6: Dialogs 1: (late) Listening 1: (nice) TEKS/ELPS Correlations 5th Grade-DK Page 28
TEKS/ELPS Correlations for TEKS and ELPS (B) spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-);. *ELPS: 1 A, B, H; 5 A, B, C (C) spell commonly used homophones (e.g., there, they re, their; two, too, to); and *ELPS: 1 A, B, H; 5 A, B, C (D) use spelling patterns and rules and print and electronic resources to determine and check correct spellings. *ELPS: 1 A, B, H; 5 A, B, C Unit 5: Dialogs 1:(really) Unit 1: Exercises F (from TG): Written numbers can be used to present the concept of homophones (one-won, twotoo, eight-ate) : Exercises All (from TG): The opportunity to use spelling patterns to spell unfamiliar words is available to students throughout. 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. Exercises All (from TG): The opportunity to use spelling patterns to spell unfamiliar words is available to students throughout. 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. (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 29
TEKS/ELPS Correlations for TEKS and ELPS (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, H; 2 A, B, C, D; 3 A, B, C, D, E; 5 A, B, C, D, E, G B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) 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, 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: (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; 3 A, B, C, D, E; 5 A, B, C, D, E, G TEKS/ELPS Correlations 5th Grade-DK Page 30
TEKS/ELPS Correlations for TEKS and ELPS (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; (B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, italics); *ELPS: 1 A, B, H; 2 A, B, C, D; 3 A, B, C, D, E; 5 A, B, C, D, E, G (C) take simple notes and sort evidence into provided categories or an organizer; *ELPS: 1 A, B, H; 2 A, B, C, D; 3 A, B, C, D, E; 5 A, B, C, D, E, G (D) identify the author, title, publisher, and publication year of sources; and *ELPS: 1 A, B, H; 2 A, B, C, D; 3 A, B, C, D, E; 5 A, B, C, D, E, G : Pictures Unit 3: Vocabulary 3: (maps) Unit 8: Dialogs 1: (schedules) : Pictures Unit 10: Listening 1: tables (calendar) Vocabulary 1: maps TEKS/ELPS Correlations 5th Grade-DK Page 31
TEKS/ELPS Correlations for TEKS and ELPS (E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources. *ELPS: 1 A, B, H; 2 A, B, C, D; 3 A, B, C, D, E; 5 A, B, C, D, E, G (25) 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; 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, I; 5 A, B, C, D, E, G TEKS/ELPS Correlations 5th Grade-DK Page 32
TEKS/ELPS Correlations for TEKS and ELPS (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 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, H; 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: (A) listen attentively to speakers, ask relevant questions, and make pertinent comments; 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 : Addressed through listening/oral response software feature used throughout : Addressed through listening/oral response software feature used throughout TEKS/ELPS Correlations 5th Grade-DK Page 33
TEKS/ELPS Correlations for TEKS and ELPS (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 express an opinion supported by accurate information, employing eye contact, speaking rate, volume, and enunciation, and the 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 the 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 the 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 34
TEKS/ELPS Correlations for TEKS and ELPS (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 teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others. *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 All of the options described in this standard are available to teachers throughout the program. While the program can be used as a medium for individualized instruction, it can also be presented to a group or a class and the activities, including supplemental exercises in the Teachers Guide, can be done as a group as well. : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 17 Classroom Follow-up; p. 18 Written Exercises All of the options described in this standard are available to teachers throughout the program. While the program can be used as a medium for individualized instruction, it can also be presented to a group or a class and the activities, including supplemental exercises in the Teachers Guide, can be done as a group as well. : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 17 Classroom Follow-up; p. 18 Written Exercises Source: The provisions of this 110.15 adopted to be effective September 4, 2008, 33 TexReg 7162. TEKS/ELPS Correlations 5th Grade-DK Page 35