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TEKS/ELPS Correlations for DynEd’s English for Success English IV

TEKS/ELPS Correlations for DynEd’s English for Success

TEKS/ELPS English for Success

Part 1 Units 1-10

English for Success Part 2

Units 11-20

© Copyright 2014 DynEd International, Inc. All Rights Reserved

TEKS/ELPS Correlations-ENG IV-EFS *Full text of ELPS available on www.dyned.com

§110.34. English Language Arts and Reading, English IV (One Credit), Beginning with School Year 2009-2010. (b) Knowledge & Skills

(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(A) determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;

*ELPS: 1 A, B, H; 4 A, C, E, F

Units 1-10: Vocabulary is introduced in context in each of the five lessons per unit: Warm Up, School Life, School Subjects, World Talk Cards, and Speaking Up..

Unit 1: School Subjects: Math 1 Unit 2: School Subjects: Science 1 Unit 3: School Subjects: Geography 1 Unit 4: School Subjects: English 1 Unit 5: School Subjects: Math 2 Unit 6: School Subjects: Science 2 Unit 7: School Subjects: Geography 2 Unit 9: School Subjects:

World History Unit 10: School Subjects: Math 3

TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises

Units 11-20: Vocabulary is introduced in context in each of the unit lessons:

Unit 11: School Subjects: Science 4 Unit 12: School Subjects: Geography 3 Unit 13: School Subjects: History 2 Unit 14: School subjects: Math 4 Unit 15: School Subjects: English 3 Unit 16: School Subjects: Science 5 Unit 17: School Subjects: History 3 Unit 18: School Subjects: History & Politics Unit 19: School Subjects: Economics Unit 20: School Subjects: Psychology

TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises

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(B) analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings;

*ELPS: 1 A, B, H; 4 A, C, E, F

Units 1-10: TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises





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(C) use the relationship between words encountered in analogies to determine their meanings (e.g., synonyms/antonyms, connotation/denotation)

*ELPS: 1 A, B, H; 4 A, C, E, F

Units 1: Warm Up: girl on the left: black hair as girl on the right: red hair School Subjects: Math 1 +: add as -: subtract; x: multiply as /:divide

Unit 2: School Subjects: Science 1 heavy: elephant as light: balloon; large: elephant as small: ant. World Talk Cards: mechanic: repair shop as pharmacist: pharmacy; artist: painting sunsets as dentist: fixing teeth

Unit 3: World Talk Cards: mechanic: repair shop as pharmacist: pharmacy; artist: painting sunsets as dentist: fixing teeth

Unit 4: School Subjects: English 1 noun: friend, cat, apple, job, school as pronouns: I, me, you, these, those

Unit 5: School Subjects: Math 2 even numbers: 2, 4, 6 as odd numbers: 1, 3, 5

Unit 6: Warm Up: gloves: hands as goggles:

Unit 11: Warm Up: police officer: automobile accident as firefighter: fire School Subjects: Science 4 volume: sound as amplitude: sound wave

Unit 12: School Subjects: Geography 3 Earth: Sun as moon: Earth

Unit 13: School Subjects: History 2 sea: Greeks as rivers: other earlier civilizations

Unit 14: School Subjects: Math 4

x: y as horizontal: vertical Unit 15:

Warm Up: education: good jobs as lack of education: manual labor

Unit 16: School Subjects: Science 5 C: Carbon as O: Oxygen

Unit 17: School Subjects: History 3 Ataturk: Turkey as Khan: Mongolia

Unit 18: School Subjects: History & Politics United States: country as NATO:




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eyes Unit 7:

Warm Up: summer: hottest as winter: coldest.

Unit 8: Warm Up: morning: light as evening: dark.

Unit 9: School Subjects: World History Aristotle: Plato as Alexander the Great: Aristotle.

Unit 10: Warm Up: scale: weight as ruler: length TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises

alliance Unit 19:

School Subjects: Economics Food, water, clothing, shelter, healthcare: needs as goods or services that are nice but not necessary: wants

Unit 20: School Subjects: Psychology Freud: free association as Galton: testing and statistics TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises

(D) analyze and explain how the English language has developed and been influenced by other languages; and

*ELPS: 1 A, B, H; 4 A, C, E, F






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(E) use general and specialized dictionaries, thesauri, histories of language, books of quotations, and other related references (printed or electronic) as needed.

*ELPS: 1 A, B, H; 4 A, C, E, F

Units 1-10: 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. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises

Units 11-20: 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. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises

(2) 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) compare and contrast works of literature that express a universal theme;

*ELPS: 1 A, B, H; 3 A, B, C, D, E,

F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G

N/A N/A




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(B) compare and contrast the similarities and differences in classical plays with their modern day novel, play, or film versions; and

*ELPS: 1 A, B, H; 3 A, B, C, D, E,


N.A N/A

(C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time.

*ELPS: 1 A, B, H; 3 A, B, C, D, E,


N/A N/A

(3) 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 evaluate the changes in sound, form,

N/A N/A




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figurative language, graphics, and dramatic structure in poetry across literary time periods.

*ELPS: 1 A, B, H; 3 A, B, C, D, E,


(4) 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 evaluate how the structure and elements of drama change in the works of British dramatists across literary periods.

*ELPS: 1 A, B, H; 3 A, B, C, D, E,


N/A N/A




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(5) 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) analyze how complex plot structures (e.g., subplots) and devices (e.g., foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction;

*ELPS: 1 A, B, H; 3 A, B, C, D, E,


N/A N/A

(B) analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the underlying motivations and behaviors of the characters;

*ELPS: 1 A, B, H; 3 A, B, C, D, E,


N/A N/A




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(C) compare and contrast the effects of different forms of narration across various genres of fiction; and

*ELPS: 1 A, B, H; 3 A, B, C, D, E,


N/A N/A

(D) demonstrate familiarity with works of fiction by British authors from each major literary period.

*ELPS: 1 A, B, H; 3 A, B, C, D, E,


N/A N/A




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(6) 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 analyze the effect of ambiguity, contradiction, subtlety, paradox, irony, sarcasm, and overstatement in literary essays, speeches, and other forms of literary nonfiction. *ELPS: 1 A, B, H; 3 A, B, C, D, E,


N/A N/A




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(7) 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 analyze how the author's patterns of imagery, literary allusions, and conceits reveal theme, set tone, and create meaning in metaphors, passages, and literary works.

*ELPS: 1 A, B, H; 3 A, B, C, D, E,


Unit 2: School Subjects: Science 1 Without energy from the Sun, we cannot live. For example, we get energy from the Sun in our food. Plants get energy from the Sun. We eat plants. We also eat meat from animals, such as fish. These animals eat plants or other animals. Our food gives us energy to live. Without food we cannot live.

Unit 5: School Life: She also has something to drink, either milk or juice. She prefers milk and juice to soft drinks. She thinks soft drinks are too sweet.

Unit 6: Warm Up: These two students are in a science class. Today they are doing an experiment. They are both smiling because they are having fun. Sometimes science can be dangerous. These students are being very careful. They are wearing gloves on their hands and goggles over their eyes.

Unit 7: Warm Up: Spring is the season of

Unit 11: School Subjects: Science 4 If you drop a rock into a pool of water, you’ll see waves. If you push a spring, you’ll create a longitudinal wave. When sound waves reach your ear, your eardrum vibrates.

Unit 12: School Subjects: Geography 3 When water falls from a rain cloud, it is in a liquid form. When water is in the form of an ice cube, it is in solid form. When water evaporates form a boiling pot, it is in vapor, or gaseous, form.

Unit 13: Warm Up: This brown bear is catching a fish from a river. A bear can eat from eighty to ninety ponds of food each day. They have to eat a lot during the summer so that they can survive through the cold winter months.

Unit 14: Warm Up: These two people are hungry and would like to find a restaurant. They are looking at a street map for directions.

Unit 15:




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birth and growth. In spring, the weather changes form cold to warm. In Spring, the weather gets warmer.

Unit 8: School Life: I’ll look at my notes and study the textbook. I don’t want to ask my parents. They always explain too much. Right. Sometimes my dad gets angry if I don’t understand.

Unit 9: School Subjects: World History After becoming king, Alexander led his army into many battles. In all these battles, his army never lost. As a general, Alexander was a brave leader.

Unit 10: World Talk Cards: This beach is a nice palace to take a walk. This man often comes to the beach. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities: Written Exercises

Warm Up: She is using a microscope to look at some bacteria. They earn a living by picking tea leaves in the hot Sun.

Unit 18: Warm Up: The girl on this hospital bed is in a lot of pain. She is being treated for a serious illness. They are feeding her liquids because she's unable to eat regular foods.

Unit 20: Warm Up: Salmon spend most of their lives at sea but return to fresh water to lay eggs. They often travel hundreds of miles upstream in order to reproduce. Salmon are born in freshwater, but migrate to the ocean to live. Somehow, salmon return to the same stream where they were born. Some scientists believe that salmon follow their sense of smell to find the stream. Eventually they build their nest in gravel and lay their eggs. It is a very difficult journey for the salmon and most die. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities: Written




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Exercises




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(8) 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 analyze the consistency and clarity of the expression of the controlling idea and the ways in which the organizational and rhetorical patterns of text support or confound the author's meaning or purpose. *ELPS: 1 A, B, H; 3 A, B, C, D, E,







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(9) 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 a text in a manner that captures the author's viewpoint, its main ideas, and its elements without taking a position or expressing an opinion;

*ELPS: 1 A, B, H; 3 A, B, C, D, E,




(B) explain how authors writing on the same issue reached different conclusions because of differences in assumptions, evidence, reasoning, and viewpoints;

*ELPS: 1 A, B, H; 3 A, B, C, D, E,


N/A N/A




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(C) make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns; and

*ELPS: 1 A, B, H; 3 A, B, C, D, E,


Units 1-10: TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines Extension Activities: Tasks & Activities; Written Exercises


(D) synthesize ideas and make logical connections (e.g., thematic links, author analysis) among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence.

*ELPS: 1 A, B, H; 3 A, B, C, D, E,







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(10) 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:

(A) evaluate the merits of an argument, action, or policy by analyzing the relationships (e.g., implication, necessity, sufficiency) among evidence, inferences, assumptions, and claims in text; and

*ELPS: 1 A, B, H; 3 A, B, C, D, E,


N/A N/A

(B) draw conclusions about the credibility of persuasive text by examining its implicit and stated assumptions about an issue as conveyed by the specific use of language.

*ELPS: 1 A, B, H; 3 A, B, C, D, E,


N/A N/A




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(11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected

(A) draw conclusions about how the patterns of organization and hierarchic structures support the understandability of text; and

*ELPS: 1 A, B, H; 3 A, B, C, D, E,




(B) evaluate the structures of text (e.g., format, headers) for their clarity and organizational coherence and for the effectiveness of their graphic representations.

*ELPS: 1 A, B, H; 3 A, B, C, D, E,







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(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sound work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

(A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts;

*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; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G

Units 1-10: All lessons are presented in a multimedia format. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises


(B) evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media;

*ELPS: 1 A, B, H; 2 A, B, C, D, E,







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(C) evaluate how one issue or event is represented across various media to understand the notions of bias, audience, and purpose; and

*ELPS: 1 A, B, H; 2 A, B, C, D, E,


N/A N/A

(D) evaluate changes in formality and tone across various media for different audiences and purposes.

*ELPS: 1 A, B, H; 2 A, B, C, D, E,


N/A N/A




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(13) 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 the correct genre for conveying the intended meaning to multiple audiences, 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,







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(B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices to convey meaning;

*ELPS: 1 A, B, H; 4 C, D, F, G, I,

J, K; 5 B, C, D, E, F, G

N/A N/A




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(C) revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;

*ELPS: 1 A, B, H; 4 C, D, F, G, I,

J, K; 5 B, C, D, E, F, G



(D) edit drafts for grammar, mechanics, and spelling; and

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






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(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,




(14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to:

(A) write an engaging story with a well-developed conflict and resolution, a clear theme, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense), devices to enhance the plot, and sensory details that define the mood or tone;

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

G

N/A N/A




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(B) write a poem that reflects an awareness of poetic conventions and traditions within different forms (e.g., sonnets, ballads, free verse); and

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

G

N/A N/A

(C) write a script with an explicit or implicit theme, using a variety of literary techniques.

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

G

N/A N/A

(15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:

(A) write an analytical essay of sufficient length that includes: *ELPS:1 A, B, H; 5 B, C, D, E, F, G

(i) effective introductory and concluding paragraphs and a variety of sentence structures;

N/A N/A




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(ii) rhetorical devices, and transitions between paragraphs;

N/A N/A

(iii) a clear thesis statement or controlling idea;

N/A N/A

(iv) a clear organizational schema for conveying ideas;

N/A N/A

(v) relevant and substantial evidence and well-chosen details;

N/A N/A

(vi) information on all relevant perspectives and consideration of the validity, reliability, and relevance of primary and secondary sources; and

N/A N/A

(vii) an analysis of views and information that contradict the thesis statement and the evidence presented for it;

N/A N/A




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(B) write procedural and work-related documents (e.g., résumés, proposals, college applications, operation manuals) that include: *ELPS: 1 A, B, H; 5 B, C, D, E, F, G

(i) a clearly stated purpose combined with a well-supported viewpoint on the topic;

N/A N/A

(ii) appropriate formatting structures (e.g., headings, graphics, white space);

N/A N/A

(iii) relevant questions that engage readers and address their potential problems and misunderstandings;

N/A N/A

(iv) accurate technical information in accessible language; and

N/A N/A

(v) appropriate organizational structures supported by facts and details (documented if appropriate);

N/A N/A




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(C) write an interpretation of an expository or a literary text that: *ELPS: 1 A, B, H; 4 C, D, E, F, G, I, J, K; 5 B, C, D, E, F, G

(i) advances a clear thesis statement;

N/A N/A

(ii) addresses the writing skills for an analytical essay including references to and commentary on quotations from the text;

N/A N/A

(iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices;

N/A N/A

(iv) identifies and analyzes ambiguities, nuances, and complexities within the text; and

N/A N/A

(v) anticipates and responds to readers' questions and contradictory information; and

N/A N/A




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(D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that appeals to a specific audience and synthesizes information from multiple points of view.

*ELPS: 1 A, B, H; 2 A, B, C, D, E,


N/A N/A

(16) 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 an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that includes:

(A) a clear thesis or position based on logical reasons with various forms of support (e.g., hard evidence, reason, common sense, cultural assumptions);

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

G

N/A N/A




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(B) accurate and honest representation of divergent views (i.e., in the author's own words and not out of context);

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

N/A N/A

(C) an organizing structure appropriate to the purpose, audience, and context;

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

G

N/A N/A

(D) information on the complete range of relevant perspectives;

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

G

N/A N/A

(E) demonstrated consideration of the validity and reliability of all primary and secondary sources used;

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

G

N/A N/A




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(F) language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs); and

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

G

N/A N/A

(G) an awareness and anticipation of audience response that is reflected in different levels of formality, style, and tone.

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

G

N/A N/A




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(17) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases); and

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

Unit 1: Warm Up: Here are three students, two girls and a boy. School Life: Tina has a brother, Alex. Oh, me, too. Yes, it's my first day. School Subjects: Math 1 It's five hundredths, or zero point zero five. In fact, the word 'triangle' means 'three angles'. These two sides are equal, and these two sides are equal. World Talk Cards: They have three kids, two daughters and a son.

Unit 2: School Life: I have a different English teacher, Mr. Gomez, at 12:35. School Subjects: Science 1 Matter can be any size, large or small. It can be a large object, like an elephant.

Unit 3: Warm Up: A piano is on the stage, and many people are in their seats.

Unit 11: School Subjects: Science 4 When you hear a sound, it’s because sound waves have traveled through the air to your ear. The substance, or medium, that the sound is traveling through determines the sound.

Unit 12: Warm Up: Aqueducts were important because they brought clean drinking water into the city. School Subjects: Geography 3 Whether in a raindrop, an ocean, or a cloud, it’s all the same water that was on Earth four billion years ago!

Unit 13: School Subjects: History 2 Trade allowed them to import many products that they couldn’t produce for themselves. At birth, Spartan babies were examined to determine if they were healthy.

Unit 14: School Subjects: Math 4 The lesson also a bar graph that




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Student Life: Excuse me, but what does this mean? School Subjects: Geography 1 The Earth is divided into time zones. At the same time in the evening, some parts of China can be dark, and other parts can be light.

Unit 4: Warm Up: Cloudy days are usually cool, but sometimes they are not. School Life: Alex lives on 18th Avenue, near Pacific Park. School Subjects: English 1 The word 'friend' is a noun because a friend is a person. In the second sentence, the pronoun 'it' takes the place of the noun phrase, 'a bus'.

Unit 5: Warm Up: It's traveling to Tokyo, the capital of Japan. In many countries, people take the train to work or school.

Unit 6: Warm Up: Twice a week, on Wednesdays and Fridays, she goes swimming at a pool near her house.

Unit 8: School subjects: English 2 For example, in this sentence, the

shows the range of frequencies that humans and other animals can hear. As the temperature rises, the speed of sound increases.

Unit 16: Warm Up: If he doesn't wear a mask, he could spread his illness to other people. Due to international travel, viruses can spread worldwide and cause many deaths. Some plants depend on the wind or insects, such as bees, to spread their pollen. However, if these chemicals aren't used carefully they could kill other insects such as bees. Unlike bees, mosquitoes don't have a relationship with plants or animals. School Subjects: Science 5 Cells that contain a nucleus are the basis for all multi-cell organisms. Cells without a nucleus are small and simple, such as bacteria.

Unit 17: School Subjects: History 3 He believed that the traditional Muslim way of organizing the country was old-fashioned. Ataturk started making changes in 1924 when he replaced religious




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adjective good comes before the noun teacher.

Unit 9: School subjects: World History He became the teacher of the king’s son, Alexander.

Unit 10: School Subjects: Math 3 A day is 24 hours, so a day is 24X60 X60 seconds, which is 86,400 seconds. However, fifteen minutes is less than 30 minutes, so we need to take an hour and change it into sixty minutes TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises

schools with public, non- religious schools. In 1926, Ataturk started a new legal system, which replaced Islamic law with European laws. In 1934, women were given the right to vote, as Ataturk believed that women were equal to men.

Unit 18: Warm Up: Trees also provide the oxygen that we need to breathe and live. School Subjects: History & Politics They include a defined territory, which is land enclosed by borders. Autocrats don't have to argue or consult with others when making a decision.

Unit 19: School Life: Oh, sorry. How long have you been waiting? How could you forget that our music lessons are today! I said I was sorry. School Subjects: Economics In ancient times, people used such objects as cattle for their medium of exchange. If the supply of something is limited, such as the global supply of oil, demand can exceed supply.




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Units 11-20



Unit 20: Warm Up: Usually, they form unusual patterns that are difficult to reproduce. Somehow, salmon return to the same stream where they were born. Sensory memory involves our senses, which include vision, hearing, taste, touch and smell. So in this way, when we learn something we are creating a network of neural connections. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises




Part 1 Units 1-10


Units 11-20



(B) use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).

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

G

Unit 1: School Life: She loves music, and she can play the violin. School Subjects: Math 1 These two sides are equal, and these two sides are equal.

Unit 2: School Subjects: Science 1 Air takes up space, but it has no shape. Without energy from the Sun, we cannot live. World Talk Cards: On most days, he takes a bus to school.

Unit 3: Warm Up: A piano is on the stage, and many people are in their seats. Student Life: Excuse me, but what does this mean? School Subjects: Geography 1 The Earth is divided into time zones. At the same time in the evening, some parts of China can be dark, and other parts can be light.

Unit 4: Warm Up: Cloudy days are usually cool, but sometimes they are not. School Life: My dad's a pilot, and my mom works at the airport.

Unit 11: School Subjects: Science 4 Light refracts, or bends, when the part of the wave inside the object slows down, but the part of the wave outside the object stays at the same speed.

Unit 12: Warm Up: Building the wall was dangerous, and many people died during its construction. School Life: If I don’t do better, she is going to call my mother. School Subjects: Geography 3 When the precipitation falls to ground, it may become part of a stream, an ocean, or snow on top of a mountain.

Unit 13: Warm Up: He is very helpful, and he knows a lot about plants. School Subjects: History 2 As the earth slowly warmed, people discovered they could grow food. Unlike the earlier civilizations that grew up around rivers, the Greek civilization grew up around the Aegean Sea.

Unit 14: Warm Up: Groups such as this are




Part 1 Units 1-10


Units 11-20



School Subjects: English 1 The word 'friend' is a noun because a friend is a person.

Unit 5: School Subjects: Math 2 If you have $2.00, you can buy the pizza, or you can buy both the orange and the apple. If you pay with two one-dollar bills, you will get fifty cents in change.

Unit 6: Warm Up: It isn’t easy, and it takes a lot of practice.. School Life: Her lesson is from 4:30 to 5:15 and his lesson is from 5:15 to 6:00. School Subjects: Science 2 Its speed doesn't change because the force of gravity is perpendicular to its motion.

Unit 7: Warm Up: These people are walking in a park. In winter, the nights are long and the days are short. School Subjects: Geography 2 The sky is blue because the atmosphere scatters light from the Sun. You can see this when you look at a rainbow.

useful because they can represent different points of view. School Subjects: Math 4 To keep the equation balanced, whatever we do to one side of the equation, we have to do to the other side.

Unit 15: Warm Up: This boy doesn’t go to school, but he is learning how to read and write. Although he doesn’t go to school, he wants to get an education.

Unit 16: School Subjects: Science 5 If bees don't do their work, the plant can't reproduce. Plants depend on it directly, and animals depend on it indirectly.

Unit 17: School Subjects: History 3 By 1915, he was a national hero, and by the age of 35, he had become a general. Ataturk started making changes in 1924 when he replaced religious schools with public, non- religious schools. The War took three years, and by the end of 1922, the Turkish army had won and the country was free.




Part 1 Units 1-10


Units 11-20



World Talk Cards: Winter is the coldest season of the year and some places get lots of snow.

Unit 8: Warm Up: This girl is turning off her alarm clock. People wake up because it gets light in the morning. School is finished and some of them are going home.

Unit 9: Warm Up: When life begins, everything is new. When we’re children, we learn to read and write. This man has gray hair and he's wearing glasses.

Unit 10: Warm Up: After they weigh it, they are going to record its weight in a notebook. School Subjects: Math 3 A week is seven days, so a week is 7 x 24 x 60 x 60 seconds. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises

Unit 18: School Subjects: History & Politics These alliances were formed to defend each of the member countries within the alliance. If a member country were attacked, then the combined forces of all of the countries within its alliance would help in its defense. The number of independent states in the world doubled during this time, but many former colonies became autocracies instead of democracies.

Unit 19: School Subjects: Economics For example, people need clothes, but they may not need the latest fashions. However, even a good government may have difficulty if the country doesn't have the resources necessary to support its economy. These resources include natural resources such as fresh water supplies or sufficient rain for agriculture.

Unit 20: School Subjects: Psychology The brain can discard it, or the brain can transfer the information to the short-term memory. The brain makes




Part 1 Units 1-10


Units 11-20



this decision through selective attention. If you pay attention to something, the sensory information gets transferred to short-term memory. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Tasks & Activities: Extension Activities; Written Exercises

(18) 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 correctly and consistently use conventions of punctuation and capitalization.

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

Units 1-10: Conventions of capitalization and appropriate punctuation are modeled throughout all lessons. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises

Units 11-20: Conventions of capitalization and appropriate punctuation are modeled throughout all lessons. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises




Part 1 Units 1-10


Units 11-20



(19) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spelling

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

Units 1-10: Conventions of appropriate spelling are modeled throughout all lessons. 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. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises

Units 11-20: Conventions of appropriate spelling are modeled throughout all lessons. 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. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises

(20) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

(A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and

*ELPS: 1 A, B, H; 2 A, B, C, D, E,







Part 1 Units 1-10


Units 11-20



(B) formulate a plan for engaging in in-depth research on a complex, multi-faceted 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, J; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G.



(21) 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 gather evidence from experts on the topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on one source;

*ELPS: 1 A, B, H; 2 A, B, C, D, E,







Part 1 Units 1-10


Units 11-20



(B) systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences; and

*ELPS: 1 A, B, H; 2 A, B, C, D, E,




(C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources.

*ELPS: 1 A, B, H; 2 A, B, C, D, E,







Part 1 Units 1-10


Units 11-20



(22) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:

(A) modify the major research question as necessary to refocus the research plan;

*ELPS: 1 A, B, H; 2 A, B, C, D, E,




(B) differentiate between theories and the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument; and

*ELPS: 1 A, B, H; 2 A, B, C, D, E,


N/A N/A




Part 1 Units 1-10


Units 11-20



(C) critique the research process at each step to implement changes as the need occurs and is identified.

*ELPS: 1 A, B, H; 2 A, B, C, D, E,


N/A N/A

(23) 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 an extended written or oral presentation that:

(A) provides an analysis that supports and develops personal opinions, as opposed to simply restating existing information;

*ELPS: 1 A, B, H; 4, J, K; 3A, C,

D, E, F, G, H, I; 5 B, C, D, E, F, G

N/A N/A




Part 1 Units 1-10


Units 11-20



(B) uses a variety of formats and rhetorical strategies to argue for the thesis;

*ELPS: 1 A, B, H; 4, J, K; 3A, C,

D, E, F, G, H, I; 5 B, C, D, E, F, G

N/A N/A

(C) develops an argument that incorporates the complexities of and discrepancies in information from multiple sources and perspectives while anticipating and refuting counter-arguments;

*ELPS: 1 A, B, H; 4, J, K; 3A, C,

D, E, F, G, H, I; 5 B, C, D, E, F, G

N/A N/A




Part 1 Units 1-10


Units 11-20



(D) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials; and

*ELPS: 1 A, B, H; 4, J, K; 3A, C,

D, E, F, G, H, I; 5 B, C, D, E, F, G

N/A N/A

(E) is of sufficient length and complexity to address the topic.

*ELPS: 1 A, B, H; 4, J, K; 3A, C,

D, E, F, G, H, I; 5 B, C, D, E, F, G






Part 1 Units 1-10


Units 11-20



(24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions; 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



(B) assess the persuasiveness of a presentation based on content, diction, rhetorical strategies, and delivery.

*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

N/A N/A




Part 1 Units 1-10


Units 11-20



(25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to formulate sound arguments by using elements of classical speeches (e.g., introduction, first and second transitions, body, and conclusion), the art of persuasion, rhetorical devices, eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

*ELPS: 1 A, B, H; 3 A, B, C, D,

E, F, G, H, I






Part 1 Units 1-10


Units 11-20



Source: The provisions of this §110.34 adopted to be effective September 4, 2008, 33 TexReg 7162.

(26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria.

*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




teks/elps correlations for dyned’s english for success · warm up, school life, school subjects,...

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