Download - TEKS/ELPS Correlations for DynEd’s First · PDF fileTEKS/ELPS Correlations for DynEd’s First English . Fourth Grade ... Units 1-8: (TG): p. 15 . Dialogs, 16 . ... TEKS/ELPS Correlations

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 DynEd Kids

TEKS and ELPS DynEd Kids Units 1-8

DynEd Kids Units 9-16

© Copyright 2014 DynEd International, Inc. All Rights Reserved

TEKS/ELPS Correlations 4th Grade DK *Full text of ELPS available on www.dyned.com

(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; 4 A, B, C, F, 5 A, B, C

Units 1-8: 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.)

Units 9-16: 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:

http://www.dyned.com/






(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

Units 1-8: 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.)

Units 9-16: 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.)







(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

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.)

Units 9-16: Games: Fill-in Game. Exercises: All (from TG.)

(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

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)

(D) identify the meaning of common idioms; and

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

N/A

N/A







(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

N/A N/A

(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

Units 1-8: 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.)

Units 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. Students are asked to respond to the messages conveyed by each of these stories through reading related questions and responding.)







(B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature.


Units 1-8: 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.)







(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).


N/A N/A







(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.


N/A N/A

(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;


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

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







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


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)







(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

N/A N/A

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


N/A N/A







(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.


N/A N/A







(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 16: Exercises A1: (from TG) word order, filling in single words to complete stories.







(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

N/A N/A

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;


Units 1-8: (written Wh- questions throughout.)

Units 9-16: (written Wh- questions throughout.)







(B) distinguish fact from opinion in a text and explain how to verify what is a fact;


Unit 8: Exercises D1: (from IG) like/dislike.

N/A

(C) describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison; and


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

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

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.


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

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







(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.


(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.)







(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

Units 1-8: (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.)

Units 9-16: (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

N/A N/A







(B) explain how various design techniques used in media influence the message (e.g., pacing, close-ups, sound effects); and


N/A N/A

(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)


N/A N/A

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







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

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

N/A

N/A

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

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

N/A N/A

(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

N/A N/A

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

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

N/A N/A







(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

N/A N/A

(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

N/A N/A

(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

N/A N/A







(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

Units 1-8: 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.

Units 9-16: 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;

N/A N/A

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

N/A N/A

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







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

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

N/A

N/A

(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

N/A N/A

(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.







(A) use phonological knowledge to match sounds to letters;

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

Units 1-8: 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.

Units 9-16: Clicking the text button gives students the spelling of any word or group of words that appear in the program.

(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

Units 1-8: Students log in to the program electronically with their names.

Units 9-16: 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:







(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

Units 1-8: Verbs, nouns, adjectives, adverbs, prepositions, reflexive pronouns, time-order 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:

Units 9-16: Verbs, nouns, adjectives, adverbs, prepositions, reflexive pronouns, time-order 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.







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

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.

(iii) adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest);

N/A N/A

(iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot);

N/A N/A







(v) prepositions and prepositional phrases to convey location, time, direction, or to provide details;

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.

N/A

(vi) reflexive pronouns (e.g., myself, ourselves);

N/A N/A

(vii) correlative conjunctions (e.g., either/or, neither/nor); and

N/A 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.

N/A






TEKS/ELPS Correlations 5th Grade-DK *Full text of ELPS available on www.dyned.com

(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

Units 1-8: Exercises: (from TG) at the end of each unit require completing sentences, filling in blanks, completing compound sentences, writing numbers.

Units 9-16: 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.

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


Units 1-8: This structure is maintained throughout the course.

Units 9-16: This structure is maintained throughout the course.

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


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?

Units 9-16: Games: Fill in Games Verb-Subject agreement used throughout.







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

(i) historical events and documents; N/A N/A

(ii) titles of books, stories, and essays; and

N/A N/A

(iii) languages, races, and nationalities; and

N/A 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

Units 1-8: Commas used appropriately throughout.

Units 9-16: Commas used appropriately throughout.

(ii) quotation marks. N/A N/A

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







(A) spell words with more advanced orthographic patterns and rules:

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

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.

N/A

(i) plural rules (e.g., words ending in f as in leaf, leaves; adding -es);

Unit 1: Dialogs 2: Plurals representing plural rules (stairs).

N/A

(ii) irregular plurals (e.g., man/men, foot/feet, child/children);

Unit 5: Listening 2: Irregular plurals, (teeth).

N/A

(iii) double consonants in middle of words;

N/A N/A

(iv) other ways to spell sh (e.g., -sion, -tion, -cian); and

N/A N/A

(v) silent letters (e.g., knee, wring); Unit 6: Dialogs 1: (late) Listening 1: (nice)

N/A







(B) spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-);. *ELPS: 1 A, B, H; 5 A, B, C

Unit 5: Dialogs 1:(really)

N/A

(C) spell commonly used homophones (e.g., there, they’re, their; two, too, to); and

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

Unit 1: Exercises F (from TG): Written numbers can be used to present the concept of homophones (one-won, two-too, eight-ate)

N/A

(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

Units 1-8: 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.

Units 9-16 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:







(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

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


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


N/A N/A

(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:


N/A N/A







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

N/A N/A

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

N/A N/A

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

Units 1-8: Pictures

Unit 3: Vocabulary 3: (maps)

Unit 8: Dialogs 1: (schedules)

Units 9-16: Pictures

Unit 10: Listening 1: tables (calendar) Vocabulary 1: maps

(B) use skimming and scanning

techniques to identify data by looking at text features (e.g., bold print, italics);


N/A N/A

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


N/A N/A

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


N/A N/A







(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

N/A N/A

(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

N/A N/A







(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

N/A N/A

(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

Units 1-8: Addressed through listening/oral response software feature used throughout

Units 9-16: Addressed through listening/oral response software feature used throughout







(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

Units 1-8: 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.


Units 9-16: 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.








(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 DynEd Kids 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. Units 1-8:

(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 DynEd Kids 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. Units 9-16:

(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.


Download - TEKS/ELPS Correlations for DynEd’s First · PDF fileTEKS/ELPS Correlations for DynEd’s First English . Fourth Grade ... Units 1-8: (TG): p. 15 . Dialogs, 16 . ... TEKS/ELPS Correlations

Top Related