TEKS/ELPS Correlations for DynEd’s First 1-4: TG: p. 10 General Orientation; Pp. 11-13 General Classroom…

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<ul><li><p> TEKS/ELPS Correlations for DynEds First English English II </p></li><li><p>TEKS/ELPS Correlations for DynEds First English </p><p>TEKS/ELPS First English Units 1-4 First English </p><p>Units 5-8 </p><p> Copyright 2014 DynEd International, Inc. All Rights Reserved </p><p> TEKS/ELPS Correlations English II-FE Page 2 *Full text of ELPS available on www.dyned.com </p><p>110.32. English Language Arts and Reading, English II, Beginning with School Year 2009-2010. (b) Knowledge &amp; Skills </p><p>(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: </p><p>(A) determine the meaning of grade-level 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; </p><p> *ELPS: 1 A, B, H; 4 A, C, E, F </p><p>Unit 1: Letters &amp; Numbers: alphabet; </p><p>numbers 1-10; Unit 2: </p><p>Letters &amp; Numbers: Initial sound-letter relationships A-H; time on the hour </p><p>Unit 3: Letters &amp; Numbers: Initial I-P; and times </p><p>Unit 4: Letters &amp; Numbers: Initial Q-W, Ordinals, Fractions, and times </p><p>Unit 5: Listening 3: Giving directions, time Grammar 2: Schedules Letters &amp; Numbers: Initial Q-W </p><p>Unit 6: Letters &amp; Numbers: Numbers 1, 000-1,100,000 and decimals </p><p>Unit 7: Letters &amp; Numbers: money and prices </p><p>Unit 8: Letters &amp; Numbers: Comparing numbers, e.g. greater than, less than, equal to, plus, minus, divided by, times </p><p>http://www.dyned.com/</p></li><li><p>TEKS/ELPS Correlations for DynEds First English </p><p>TEKS/ELPS First English Units 1-4 First English </p><p>Units 5-8 </p><p> Copyright 2014 DynEd International, Inc. All Rights Reserved </p><p> TEKS/ELPS Correlations English II-FE Page 3 *Full text of ELPS available on www.dyned.com </p><p>(B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words; </p><p> *ELPS: 1 A, B, H; 4 A, C, E, F </p><p>Units 1-4: New vocabulary is presented in context through Listening, Dialog, and Vocabulary. TG: p. 10 General Orientation; Pp. 11-13 General Classroom Guidelines </p><p>Units 5-8: New vocabulary is presented in context through Listening, Dialog, and Vocabulary. TG: p. 10 General Orientation; Pp. 11-13 General Classroom Guidelines </p><p>(C) infer word meaning through the identification and analysis of analogies and other word relationships; </p><p> *ELPS: 1 A, B, H; 4 A, C, E, F </p><p>Unit 1: Listening: </p><p>England: British; India: Indian; Canada: Canadian </p><p>Unit 8: Vocabulary 1: sunny: warm:: rainy: wet; ice: cold::fire: hot; umbrella: rainy weather::sunglasses: sunny weather TG: p. 10 General Orientation; Pp. 11-13 General Classroom Guidelines </p><p>(D) show the relationship between the origins and meaning of foreign words or phrases used frequently in written English and historical events or developments (e.g., glasmost, avant-garde, coup d'etat); and </p><p> *ELPS: 1 A, B, H; 4 A, C, E, F </p><p>Units 1-4: TG: p. 10 General Orientation; Pp. 11-13 General Classroom Guidelines </p><p>Units 5-8: TG: p. 10 General Orientation; Pp. 11-13 General Classroom Guidelines </p><p>http://www.dyned.com/</p></li><li><p>TEKS/ELPS Correlations for DynEds First English </p><p>TEKS/ELPS First English Units 1-4 First English </p><p>Units 5-8 </p><p> Copyright 2014 DynEd International, Inc. All Rights Reserved </p><p> TEKS/ELPS Correlations English II-FE Page 4 *Full text of ELPS available on www.dyned.com </p><p>(E) use dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology. </p><p> *ELPS: 1 A, B, H; 4 A, C, E, F </p><p>Units 1-4: 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: p. 10 General Orientation; Pp. 11-13 General Classroom Guidelines </p><p>Units 5-8: 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: p. 10 General Orientation; Pp. 11-13 General Classroom Guidelines </p><p>(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: </p><p>(A) compare and contrast differences in similar themes expressed in different time periods; </p><p> *ELPS: 1 A, B, H; 3 A, B, C, D, </p><p>E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, </p><p>N/A N/A </p><p>http://www.dyned.com/</p></li><li><p>TEKS/ELPS Correlations for DynEds First English </p><p>TEKS/ELPS First English Units 1-4 First English </p><p>Units 5-8 </p><p> Copyright 2014 DynEd International, Inc. All Rights Reserved </p><p> TEKS/ELPS Correlations English II-FE Page 5 *Full text of ELPS available on www.dyned.com </p><p>(B) analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical literature; and </p><p> *ELPS: 1 A, B, H; 3 A, B, C, D, </p><p>E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G </p><p>N/A N/A </p><p> (C) relate the figurative language of a literary work to its historical and cultural setting. </p><p> *ELPS: 1 A, B, H; 3 A, B, C, D, </p><p>E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G </p><p>N/A N/A </p><p>http://www.dyned.com/</p></li><li><p>TEKS/ELPS Correlations for DynEds First English </p><p>TEKS/ELPS First English Units 1-4 First English </p><p>Units 5-8 </p><p> Copyright 2014 DynEd International, Inc. All Rights Reserved </p><p> TEKS/ELPS Correlations English II-FE Page 6 *Full text of ELPS available on www.dyned.com </p><p>(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 analyze the structure or prosody (e.g. meter, rhyme scheme) and graphic elements (e.g. line length, punctuation, word position) in poetry. </p><p> *ELPS: 1 A, B, H; 3 A, B, C, D, </p><p>E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G </p><p>N/A N/A </p><p>http://www.dyned.com/</p></li><li><p>TEKS/ELPS Correlations for DynEds First English </p><p>TEKS/ELPS First English Units 1-4 First English </p><p>Units 5-8 </p><p> Copyright 2014 DynEd International, Inc. All Rights Reserved </p><p> TEKS/ELPS Correlations English II-FE Page 7 *Full text of ELPS available on www.dyned.com </p><p>(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 analyze how archetypes and motifs in drama affect the plot of plays. </p><p> *ELPS: 1 A, B, H; 3 A, B, C, D, </p><p>E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G </p><p>N/A N/A </p><p>(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: </p><p> (A) analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction. </p><p> *ELPS: 1 A, B, H; 3 A, B, C, D, </p><p>E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G </p><p>N/A N/A </p><p>http://www.dyned.com/</p></li><li><p>TEKS/ELPS Correlations for DynEds First English </p><p>TEKS/ELPS First English Units 1-4 First English </p><p>Units 5-8 </p><p> Copyright 2014 DynEd International, Inc. All Rights Reserved </p><p> TEKS/ELPS Correlations English II-FE Page 8 *Full text of ELPS available on www.dyned.com </p><p>(B) analyze differences in the characters' moral dilemmas in works of fiction across different countries or cultures; </p><p> *ELPS: 1 A, B, H; 3 A, B, C, D, </p><p>E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G </p><p>N/A N/A </p><p> (C) evaluate the connection between forms of narration (e.g., unreliable, omniscient) and tone in works of fiction; and </p><p> *ELPS: 1 A, B, H; 3 A, B, C, D, </p><p>E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G </p><p>N/A N/A </p><p>(D) demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis on 20th century world literature. </p><p> *ELPS: 1 A, B, H; 3 A, B, C, D, </p><p>E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G </p><p>N/A N/A </p><p>http://www.dyned.com/</p></li><li><p>TEKS/ELPS Correlations for DynEds First English </p><p>TEKS/ELPS First English Units 1-4 First English </p><p>Units 5-8 </p><p> Copyright 2014 DynEd International, Inc. All Rights Reserved </p><p> TEKS/ELPS Correlations English II-FE Page 9 *Full text of ELPS available on www.dyned.com </p><p>(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 evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction. </p><p> *ELPS: 1 A, B, H; 3 A, B, C, D, </p><p>E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G </p><p>N/A N/A </p><p>http://www.dyned.com/</p></li><li><p>TEKS/ELPS Correlations for DynEds First English </p><p>TEKS/ELPS First English Units 1-4 First English </p><p>Units 5-8 </p><p> Copyright 2014 DynEd International, Inc. All Rights Reserved </p><p> TEKS/ELPS Correlations English II-FE Page 10 *Full text of ELPS available on www.dyned.com </p><p>(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 explain the function of symbolism, allegory, and allusions in literary works. </p><p> *ELPS: 1 A, B, H; 3 A, B, C, D, </p><p>E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G </p><p>Unit 4: Vocabulary 2: hear, see, touch, smell TG: p. 10 General Orientation; Pp. 11-13 General Classroom Guidelines </p><p>Unit 5: Dialog 2: "I'm hungry. Would you like something to eat?" "Sure. I'm hungry, too. What do you want to eat?" etc. Hot Seat: "What's the matter?" "I don't feel good. I think I'm sick." </p><p>Unit 7: Listening 1: In the morning, she stayed in bed and took some medicine. She stayed in bed until 10:30. At 10:30 she got up and watched television for about an hour and a half. She wasn't hungry, so she didn't eat lunch. She just drank some tea. She also ate an apple. Then she took a bath. </p><p>Unit 8: Vocabulary 1: Sunny weather is usually warm. Rainy weather is always wet. This ice is cold. TG: p. 10 General Orientation; Pp. 11-13 General Classroom Guidelines </p><p>http://www.dyned.com/</p></li><li><p>TEKS/ELPS Correlations for DynEds First English </p><p>TEKS/ELPS First English Units 1-4 First English </p><p>Units 5-8 </p><p> Copyright 2014 DynEd International, Inc. All Rights Reserved </p><p> TEKS/ELPS Correlations English II-FE Page 11 *Full text of ELPS available on www.dyned.com </p><p>(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 controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details. </p><p> *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, </p><p>G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G </p><p>Units 1-4: TG: p. 10 General Orientation; Pp. 11-13 General Classroom Guidelines </p><p>Units 5-8: TG: p. 10 General Orientation; Pp. 11-13 General Classroom Guidelines </p><p>(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: </p><p>http://www.dyned.com/</p></li><li><p>TEKS/ELPS Correlations for DynEds First English </p><p>TEKS/ELPS First English Units 1-4 First English </p><p>Units 5-8 </p><p> Copyright 2014 DynEd International, Inc. All Rights Reserved </p><p> TEKS/ELPS Correlations English II-FE Page 12 *Full text of ELPS available on www.dyned.com </p><p>(A) summarize text and distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique; </p><p> *ELPS: 1 A, B, H; 3 A, B, C, D, </p><p>E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G </p><p>Units 1-4: TG: p. 10 General Orientation; Pp. 11-13 General Classroom Guidelines </p><p>Units 5-8: TG: p. 10 General Orientation; Pp. 11-13 General Classroom Guidelines </p><p>(B) distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to support conclusions and arguments in texts; </p><p> *ELPS: 1 A, B, H; 3 A, B, C, D, </p><p>E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G </p><p>N/A N/A </p><p> (C) make and defend subtle inferences and complex conclusions about...</p></li></ul>