teks/elps correlations of dyned’s let’s go! · pdf fileteks/elps correlations for...

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TEKS/ELPS Correlations of DynEd’s Let’s Go! Kindergarten

TEKS/ELPS Correlations for DynEd’s “Let’s Go!”

TEKS and ELPS Let’s Go! Levels 1-3

Let’s Go! Levels 4-6

© Copyright 2014 DynEd International, Inc. All Rights Reserved

TEKS/ELPS Correlations-Kindergarten-LG!

§110.11. English Language Arts and Reading, Kindergarten, Beginning with School Year 2009-2010 (b) knowledge and skills

(1) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:

(A) recognize that spoken words can be represented by print for communication;

ELPS: 1 A, H, 2 A, B, C, 4A

Levels 1-3 Units 1-8 Song & Conversation, Vocabulary Grammar [On-screen text is provided in many exercises.]

Level 1 Phonics: Alphabet & Initial Sounds

Unit 2 Game: Colors Level 2

Phonics: Word Families Level 3

Phonics: Initial Consonant Blends (The teacher can implement activities listed in the Teacher’s Guide (TG), p. 19 Song; p. 19 Conversation; p. 20 Vocabulary; p. 23 Phonics)

Levels 4-6; Units 1-8 Song & Conversation, Vocabulary, Grammar [On-screen text is provided in many exercises.]

Level 4 Phonics: Diphthongs and vowel digraphs

Level 5 Phonics: Initial Consonant blends, digraphs, and trigraphs

Level 6 Phonics: Ending blend, digraphs, & trigraphs The teacher can implement activities listed in the Teacher’s Guide (TG), p. 19 Song; p. 19 Conversation; p. 20 Vocabulary; p. 23 Phonics






(B) Identify upper- and lower-case ELPS: 1 A, C, H, 4 A

Levels 1-3; Units 1-8 Song: Lyrics in sentence form Vocabulary: Lower case Grammar: Making Sentences Phonics: Lower case

Unit 1: Alphabet a-z Unit 2: Alphabet a, b, c Unit 3: Alphabet d, e, f Unit 4: Alphabet g, h, i, j Unit 5: Alphabet k, l, m, n Unit 6: Alphabet o, p, q, r Unit 7: Alphabet s, t, u, v Unit 8: Alphabet w, x, y, z

Level 2 Units 1-8 Phonics: Lower case word families

Unit 1: -at, -an, -ap Unit 2: -ed, -en, -et Unit 3: -in, -it, -ig Unit 4: -og, -op, -un Unit 5: - ame, -ake, -ay Unit 6: -eet, -ee, -ear Unit 7: -ine, -ice, -ite Unit 8: -one, -o, -ue

Level 3 Units 1-8 Phonics: Complete sentences including words; lower case consonant blends/consonant digraphs Games:

Unit 3 Days of the week

Levels 4-6 Units 1-8 Song: Lyrics in sentence form Conversation: Sentences Vocabulary: Lower case Grammar: Making Sentences Phonics: Sentences & Lower case exercises

Level 4 Units 1-8 Phonics: Lower case diphthongs and vowel digraphs

Level 5 Units 1-8 Phonics: Lower case initial consonant blends, digraphs, and trigraphs

Level 6 Units 1-8 Phonics: Ending blend, digraphs, & trigraphs TG: p. 23 Phonics

[On-screen text is provided in many exercises.]






[On-screen text is provided in many exercises.]

(C) demonstrate the one-to-one correspondence between a spoken word and a printed word in text;

ELPS: 1 A, H, 2 A, B, 3A, 4 A

Level 1-6 Units 1-8 Song, Grammar, Phonics, Game

Level 1 Unit 2: Coloring Game

Level 3 Unit 3: Days of the Week Game

TG: p. 19 Song; p. 19 Conversation; p. 20 Vocabulary

Level 4-6 Units 1-8 Song, Grammar, Phonics, Game

Level 6 Unit 6 Names of language

TG: p. 19 Song; p. 19 Conversation; p. 20 Vocabulary

(D) recognize the difference between a letter and a printed word;

ELPS: 1 A, 4A

Level 1-3 Units 1-8 Phonics TG: pp. 22-23 Phonics

Level 4-6 Units 1-8 Phonics TG: pp. 22-23 Phonics

(E) recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping);

Level 1-3 Units 1-8 Song, Grammar TG: p. 21 Grammar

Level 4-6 Units 1-8 Song, Grammar TG: p. 21 Grammar






ELPS: 1 A, C, H, 4A, B

(F) hold a book right side up, pages turn its correctly, and know that reading moves from top to bottom and left to right; and

ELPS: 1, A, C, H, 4 B

All levels All units All multi-media activities [The representation of text on the multi-media device will always conform to the conventions of a paper-based text].

All levels All units All multi-media activities [The representation of text on the multi-media device will always conform to the conventions of a paper-based text.]

(G) identify different parts of a book (e.g., front and back covers, title page).

ELPS: 1 A, C, D, H, 2 A, B, C, 3 A, B








(2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:

(A) identify a sentence made up of a

group of words; ELPS: 1 A, C, D, H, 2 A, B, C, 3 A, B, 4 A

Levels 1-3 Units 1-8 Song, Grammar

Levels 4-6 Units 1-8 Song, Grammar

(B) identify syllables in spoken words; ELPS: 1 A, C, D, H, 2 A, B, C, 4 A

Levels 1-3 Units 1-8 Song


(C) orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?");

ELPS: 1 A, B, C, D, H, 2 A, B, 3 A, 4 A

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(D) distinguish orally presented rhyming pairs of words from non-rhyming pairs;

ELPS: 1 A, B, C, D, H, 2 A, B, 3 A, 4 A

Level 2 Unit 4 Game: Word Families

Level 3 Units 1-8 Song

Units 2-4, 7-8: rhyming Units 1, 5-6: non-rhyming


(E) recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e.g., "baby boy bounces the ball");

ELPS: 1 A, C, D, H, 2 A, B

Level 1 Units 1-8 Phonics: Introducing the alphabet

Unit 1: Alphabet a-z Unit 2: Alphabet a, b, c Unit 3: Alphabet d, e, f Unit 4: Alphabet g, h, i, j Unit 5: Alphabet k, l, m, n Unit 6: Alphabet o, p, q, r Unit 7: Alphabet s, t, u, v Unit 8 - Alphabet w, x, y, z

Level 3 Units 1-8 Phonics: Initial Consonant Blends and digraphs

Unit 1: cl, gl Unit 2: pl, bl Unit 3: pr, br Unit 4: tr, dr Unit 5: cr, gr Unit 6: fr, fl Unit 7: ch, sh Unit 8: t, th

Level 5 Units 1-8 Phonics: Initial consonant blends, digraphs, and trigraphs

Unit 1: sn, sm Unit 2: sw, tw Unit 3: sk, sch Unit 4: st, str Unit 5: squ, qu Unit 6: spr, spl Unit 7: ph, kn Unit 8: wh, wr

Level 6 Units 1-8 Phonics: Ending consonant blends, digraphs, and trigraphs

Unit 1: th, tch Unit 2: rm, rn Unit 3: rk, lk Unit 4: rt, lt Unit 5: rd, ld Unit 6: nt, nd Unit 7: nk, ng






TG: p. 23 Phonics Unit 8: mb, mp: TG: p. 23 Phonic

(F) blend spoken onsets and rhymes to form simple words (e.g., onset/c/ and rime/at/ make cat);

ELPS: 1 A, B, C, H, 2, A, B, 3 A

Level 3 Units 7-8 TG: p. 23 Phonics

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(G) blend spoken phonemes to form one-syllable words (e.g.,/m/ …/a/ …/n/ says man);

ELPS: 1 A, B, C, H, 2 A, B, 3 A

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(H) isolate the initial sound in one-syllable spoken words; and

ELPS: 1 A, B, C, H, 2 A, B, 3 A

Level 1 Units 1-8 Phonics

Unit 1: Alphabet a-z Unit 2: Alphabet a, b, c Unit 3: Alphabet d, e, f Unit 4: Alphabet g, h, i, j Unit 5: Alphabet k, l, m, n Unit 6: Alphabet o, p, q, r Unit 7: Alphabet s, t, u, v Unit 8: Alphabet w, x, y, z

Level 3 Phonics

Unit 1: cl, gl Unit 2: pl, bl Unit 3: pr, br Unit 4: tr, dr Unit 5: cr, gr Unit 6: fr, fl Unit 7: ch, sh Unit 8: t, th

Level 5 Units 1-8 Phonics

Unit 1: sn, sm Unit 2: sw, tw Unit 3: sk, sch Unit 4: st, str Unit 5: squ, qu Unit 6: spr, spl Unit 7: ph, kn Unit 8: wh, wr

(I) segment spoken one-syllable words into two to three phonemes (e.g., dog:/d/ …/o/ …/g/).

ELPS: 1 A, B, C, H, 2 A, B, 3 A

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(3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:

(A) identify the common sounds that

letters represent; ELPS: 1 A, B, C, H, 2 A, B, 3 A

Levels 1-4 Units 1-8 Phonics

Level 1: Initial sounds Level 2: Word families Level 3: Consonant Blends

TG: p. 23 Phonics

Levels 4-6 Units 1-8 Phonics

Level 4: Diphthongs & vowel digraphs Level 5: Initial Consonant blends,digraphs, and trigraphs Level 6: Ending consonant blends, digraphs, and trigraphs

TG: p. 23 Phonics

(B) use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words);

ELPS: 1 A, B, C, H, 2 A, B, 3 A, 4 A

Level 2 Phonics

Unit 1: -at, -an, -ap Unit 2: -ed, -en, -et Unit 3: -in, -it, -ig Unit 4: -og, -op, -un Unit 5: - ame, -ake, -ay Unit 6: -eet, -ee, -ear Unit 7: -ine, -ice, -ite Unit 8: -one, -o, -ue

Level 3 Phonics

Unit 1 - cl, gl Unit 2 - pl, bl Unit 3 - pr, br

Level 5 Phonics

Unit 1: sn, sm Unit 2: sw, tw Unit 3: s;k, sch Unit 4: st, str Unit 5: squ, qu Unit 6: spr, spl Unit 7: ph, kn Unit 8: wh, wr

Level 6 Phonics

Unit 1: th, tch Unit 2: rm, rn Unit 3: rk, lk






Unit 4 - tr, dr Unit 5 - cr, gr Unit 6 - fr, fl Unit 7 - ch, sh Unit 8 - t, th

TG: p. 23 Phonics

Unit 4: rt, lt Unit 5: rd, ld Unit 6: nt, nd Unit 7: nk, ng Unit 8: mb, mp

TG: p. 23 Phonics

(C) recognize that new words are created when letters are changed, added, or deleted; and

ELPS: 1 A, C, H, 2 A, B, 3 A, 4 A

Level 2 Units 1-8 Phonics: Word families TG: p. 23 Phonics

(D) identify and read at least 25 high-frequency words from a commonly used list.

ELPS: 1 A, B, C, H, 2 A, B, 3 A, B 4 A, C

Levels 1-2 [Based on Dolch pre-primer and primer lists]






(4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed.

Students are expected to:

(A) predict what might happen next in

text based on the cover, title, and illustrations; and

ELPS: 1 B, C, D, E, F, H, 2 A, B, D, E, 3 A, B, C, D, F, G, 4 D, F

All Levels Unit Indexes All Levels Unit Indexes

(B) ask and respond to questions about texts read aloud.

ELPS: 1 A, B, D, E, F, H, 2 A, B, C, D, E, 3 A, B, C, D, F, G, H

Level 1-3 Units 1-8 Song & Conversation, Grammar TG: pp. 21-22 Grammar

Level 4-6 Units 1-8 Song & Conversation, Grammar TG: pp. 21-22 Grammar

(5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing.

Students are expected to:






(A) identify and use words that name actions, directions, positions, sequences, and locations

ELPS: 1 A, B, C, D, E, H, 2 A, B, D, E, 3 A, B, C, D, 4 A, C

Level 1 Units 1-8 Vocabulary

Unit 6: Asking about location; Location Game

Level 2 Game

Unit 3: Giving location of household objects

Level 3 Units 1, 7-8 Unit 1: Grammar Unit 7: Grammar, Game Unit 8: Conversation

TG: pp. 20-21 Vocabulary

Level 4 Units 1-8 Vocabulary, Grammar

Unit 3: Outdoor activities Unit 4: Birthday activities Unit 5: Indoor activities Unit 6: Sports activities Unit 7: Hobbies & favorite activities Unit 8: Dreaming about future

Level 5 Vocabulary, Grammar

Unit 3: Outdoor activities Unit 5: Seasonal activities Unit 7: Childhood milestones Unit 8: New/prior experiences; travel


Unit 1: Routine activities Unit 4: Farm activities Unit 6: Hypothetical situations Unit 8: New & prior experiences

TG: pp. 20-21 Vocabulary

(B) recognize that compound words are made up of shorter words;

ELPS: 1 A, C, H, 4 A, C

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(C) identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures); and

ELPS: 1 A, C, E, F, H

Levels 1-3 Units 1-8 Vocabulary, Grammar

Level 1: Units 1-3: Classroom objects Unit 4: Family Unit 5: Toys Unit 6: Weather Unit 7: Food Unit 8: Animals

Level 2: Unit 1: Classroom objects; Toys; Animals Unit 2: Physical states; Professions Unit 3: Rooms and household objects Unit 4: Activities; Abilities Unit 5: Food items (Count/Non-count) Unit 6: Personal everyday objects Unit 7: Daily activities Unit 8: Activities

Level 3: Unit 1: Rooms in a school; Numbers 1-100 Unit 2: Classroom objects Unit 3: Days of the week Unit 4: Time, Frequency Unit 5: Clothes Unit 6: Places in a community;

Levels 4-6 Units 1-8 Vocabulary, Grammar

Level 4: Unit 2: Occupations; Places of work Unit 3: Outdoor activities Unit 4: Months, dates, birthdays Unit 5: Common illnesses Unit 6: Sports Unit 7: Hobbies & favorite activities

Level 5: Unit 1: Family; occupations, activities Unit 2: Family; Unit 3: Outdoor equipment; weather Unit 4: Animals Unit 5: Seasons Unit 6: Count/non-count food items Unit 7: Childhood milestones Unit 8: New/prior experiences; travel

Level 6: Unit 3: Clothing Unit 4: Farm animals Unit 6: Countries & cities






transportation Unit 7: Places to visit; Playground equipment Unit 8: Personal, everyday objects

(D) use a picture dictionary to find words. ELPS: 1 A, H, 4 A, C

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(6) 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) identify elements of a story including

setting, character, and key events; ELPS: 1 A, B, C, D, E, F, H, 2 A, B, C, D, E, G. H. I, 3 A, B, C, D, F, G, H

Levels 1-3 Units 1-8 Song & Conversation TG: p. 19 Song & Conversation

Levels 4-6 Units 1-8 Song & Conversation TG: p. 19 Song & Conversation






(B) discuss the big idea (theme) of a well-known folk tale or fable and connect it to personal experience;

ELPS: 1 A, B, C, D, E, F, H, 2 A, B, C, D, E, G. H. I, 3 A, B, C, D, F, G, H

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(C) recognize sensory details; and ELPS: 1 A, B, C, D, E, F, H, 2 A, B, C, D, E, G. H. I, 3 A, B, C, D, F, G, H

Level 1 Unit 7 Song & Conversation



Level 5 Unit 2 Song & Conversation: Physical detail

Level 6 Unit 6 Song & Conversation: The five senses

(D) recognize recurring phrases and characters in traditional fairy tales, lullabies, and folktales from various cultures.


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(7) 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 respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds.


Levels 1-3 Units 1-8 Song & Conversation

Levels 4-6 Units 1-8 Song & Conversation

(8) 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) retell a main event from a story read aloud; and

ELPS: 1 A, B, C, D, E, F, H, 2 A, B C, D, E, G. H. I, 3 A, B, C, D, F, G, H

Levels 1-3 All Units Song & Conversation TG: p. 19 Conversation

Levels 4-6 All Units Song & Conversation TG: p. 19 Conversation

(B) describe characters in a story and the reasons for their actions.


Levels 1-3 Song & Conversation, Vocabulary, Grammar:

Level 1 Unit 4: Describing people

Level 2 Unit 4: Asking about a problem

Level 3 Unit 5: Describing what someone is wearing

Levels 4-6 Song & Conversation, Vocabulary, Grammar

Level 4 Unit 5: Using “why” and “because” Unit 6: Asking about and stating what happened

Level 5 Unit 1: Self-identification; describing what someone likes to do; Unit 2: Describing eye and hair color; identifying people by their clothing and features Unit 3: Comparing sizes and speed

Level 6 Unit 4: Asking about and expressing cause and result






(9) 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 identify the topic of an informational text heard.


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(10) 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) identify the topic and details in expository text heard or read, referring to the words and/or illustrations;

ELPS: 1 A, B, C, D, E, F, H, 2 A, B, C, D, E, G. H. I, 3 A, B, C, D, F, G, H, 4 A, B, C, D, E, F, F, G, I

Level 1 Units 2-8 Song & Conversation, Grammar

Level 2-3 Units 1-8 Song & Conversation, Grammar

Level 4-6 Units 1-8 Song & Conversation. Grammar

(B) retell important facts in a text, heard or read;

ELPS: 1 A, B, C, D, E, F, H, 2 A, B, C, D, E, G. H. I, 3 A, B, C,D, F, G, H, 4 A, B, C, D, E, F, F, G, I

Levels 1-3 Units 1-8 TG: p. 19 Song & Conversation

Levels 4-6 Units 1-8 TG: p. 19 Song & Conversation






(C) discuss the ways authors group information in text; and

ELPS: 1 A, B, C, D, E, F, H, 2 A, B, C, D, E, G. H. I, 3 A, B, C,D, F, G, H, 4 A, B, C, D, E, F, G, I

Level 1-3 All units divided: Song & Conversation, Vocabulary, Grammar, Phonics, Game Vocabulary [is divided]: Objects, Actions, Physical States, Animals, Professions, Rooms in a school; Numbers 1-100, Classroom objects, Days of the week, Daily Activities, Time, Frequency, Clothes; adjectives, Places in a community; transportation, Places to visit; Playground equipment, Personal, everyday objects. day trips, etc. Phonics [is divided]: Initial sounds, Word families, consonant blends and digraphs

Level 4-6 All units divided: Song & Conversation, Vocabulary, Grammar, Phonics, Game Vocabulary [is divided]: Occupations, Places of Work, Outdoor activities, Months, Dates, Birthday activities, Common illnesses, Indoor activities, Sports, Hobbies, Family, Outdoor activities & equipment, Animals, Seasons, Seasonal activities, Count/Non-count food items, Childhood milestones Phonics [is divided]: Diphthongs and vowel digraphs; initial consonant blends, digraphs, and trigraphs, final consonant blends, digraphs and trigraphs

(D) use titles and illustrations to make predictions about text.

ELPS: 1 A, B, C, D, E, F, H, 2 A, B, C, D, E, G. H. I, 3 A, B, C,D, F, G, H, 4 A, B, C, D, F

All levels All units: icons Song & Conversation: Illustrations

All levels All units: icons Song & Conversation: Illustrations






(11) 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) follow pictorial directions (e.g.,

recipes, science experiments); and ELPS: 1 A, B, C, D, E, H, 2 A, B, C, D, E, 3 A, B, C, D

All levels All units [Icons are used to prompt student interaction along with oral commands.]

All levels All units [Icons are used to prompt student interaction along with oral commands.]

(B) identify the meaning of specific signs (e.g., traffic signs, warning signs).

ELPS: 1 A, B, C, D, E, H, 2 A, B, C, D, E, 3 A, B, C, D

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(12) 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 (with adult assistance) are expected to:






(A) identify different forms of media (e.g., advertisements, newspapers, radio programs); and


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(B) identify techniques used in media (e.g., sound, movement).


Levels 1-3 [All units introduced with video which includes a song and conversation. The vocabulary, grammar, phonics, and games are presented pictorially and are animated and interactive. The computer gives oral feedback depending on the response. Icons are used to give direction and guide students to appropriate responses when needed.]

Levels 4-6 [All units introduced with video which includes a song and conversation. The vocabulary, grammar, phonics, and games are presented pictorially and are animated and interactive. The computer gives oral feedback depending on the response. Icons are used to give direction and guide students to appropriate responses when needed.]

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






(A) plan a first draft by generating ideas for writing through class discussion;

ELPS: 1 A, B, C, D, E, F, H, 2 A, B C, D, E, G, H, I, 3 A, B, C, D, F, G, H

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(B) develop drafts by sequencing the action or details in the story;

ELPS: 5 A, B, C, D, E, F, G

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(C) revise drafts by adding details or sentences;

ELPS: 5 A, B, C, D, E, F, G

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(D) edit drafts by leaving spaces between letters and words; and

ELPS: 5 A, B, C

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(E) share writing with others. ELPS: 1 A, B, C, D, E, F, H, 2 A, B, C, D, E, G, H, I, 3 A, B, C, D, E, F, G, H, 4 A, B, C, E

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(14)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) dictate or write sentences to tell a story and put the sentences in chronological sequence; and

ELPS: 1 A, B, C, D, E, F, H, 3 A, B, C, D, H, 5 A, B, C, D, E, F, G

All levels All units TG: p. 16 General Orientation [Beginning writers can transcribe or copy the words and sentences they hear in the program. In-class dictations and other writing exercises will help students...]

All levels All units TG: p. 16 General Orientation [Beginning writers can transcribe or copy the words and sentences they hear in the program. In-class dictations and other writing exercises will help students...]

(B) write short poems. --- ---






(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 dictate or write information for lists, captions, or invitations.

ELPS: 1 A, B, C, D, E, F, F, G, H, 3 A, B, C, D, E, F, 5 A, B, C, D, E, F, G

Levels 1-3 TG: P. 16 General Orientation: In-class dictations

Levels 4-6 TG: P. 16 General Orientation: In-class dictations

(16) 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) understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance):






(i) past and future tenses when speaking;

ELPS: 1 A, B, H, 3 A, B, C

Level 3 Song & Conversation, Grammar

Units 7-8: Simple past

Levels 4-6 Song & Conversation, Grammar

Level 4 Unit 3: Simple past & Past continuous Units 4-6: Simple past

Level 5 Unit 3: Future using going to+infinitive and will Unit 5: Simple past Unit 7: Simple past

Level 6 Unit 1: Present perfect & simple past Unit 4: Simple past






(ii) nouns (singular/plural);

ELPS: 1 A, B, H, 3 A, B, C, 5 D

All Levels Vocabulary, Grammar, Phonics, Game

Level 1 Units 1-3: Classroom objects Unit 4: Family Members Unit 5: Toys Unit 7: Food (Also Song & Conversation) Unit 8: Animals

Level 2 Unit 1: Classroom objects, toys, animals Unit 2: Professions Unit 3: Addresses, telephone numbers, rooms in a house, household objects Unit 5: Food items Unit 6: Personal, everyday objects Unit 8: Parts of the body

Level 3 Unit 1: Rooms in a school Unit 2: Classroom objects Unit 3: Days of the week Unit 5: Clothes Unit 6: Places in a community, transportation Unit 7: Places to visit,

All Levels Vocabulary, Grammar, Phonics, Game

Level 4 Unit 2: Occupations, places of work Unit 4: Months, dates Unit 5: Common illnesses

Level 5 Units 1-2: Family, occupations Unit 3: Outdoor equipment Unit 4: Animals Unit 5: Seasons Unit 6: Food items

Level 6 Unit 3: Clothing Unit 4: Farm Animals Unit 6: Countries & Cities






playground equipment Unit 8: Personal, everyday objects, day trips

(iii) descriptive words;

ELPS: 1 A, B, H, 3 A, B, C, 5 D

Level 1 Units 1-8 Song & Conversation, Vocabulary, Grammar

Unit 1: Asking about objects (singular & plural) Unit 2: Asking about colors Units 2 & 5: Describing objects Unit 4: Describing people Unit 5: Guessing Unit 6: Asking about and describing the weather Unit 7: Expressing hunger & thirst Unit 8: Asking about favorites


Unit 2: Expressing physical states Unit 6: Asking about possession


Unit 5: Describing what someone is wearing; asking for clarification

Level 4 Song & Conversation, Vocabulary, Grammar, Game

Unit 1: Comparisons Unit 3: Ordinal numbers

Level 5 Unit 1: Expressing one’s age Unit 2: Describing people’s hair, eye color, and clothing Unit 4: Comparatives & superlatives Unit 7: Stating how old someone was when he/she learned to do something

Level 6 Unit 2: Comparing tastes, aromas, sounds, textures, and appearances, making comparisons. Unit 3: Stating possession Unit 7: Describing emotional reactions






(iv) prepositions and simple prepositional phrases appropriately when speaking or writing (e.g., in, on, under, over); and

ELPS: 1 A, B, H, 3 A, B, C, 5 D

Level 1 Grammar, Game

Unit 6: Asking about and specifying location (on, by, under, in), Location Game

Level 2 Song & Conversation, Grammar, Game

Unit 3: behind, on, next to, in, under, giving location of household objects

Level 3 Song & Conversation, Grammar Units 1, 7 & 8: Asking about location


Unit 2: Places of work (in a garage Unit 4: on your birthday Unit 8: under a tree


Unit 4: Birthday activities (on his birthday)


Unit 1: for, since Unit 5: for Unit 6: on, off

(v) pronouns (e.g., I, me);

ELPS: 1 A, B, H, 3 A, B, C, 5 D

Level 1 Units 1-8 Songs & Conversation

Units 1 & 2: Greetings (I, you) Unit 4: Introducing family members (you) Unit 5: Birthday Greetings (you) Unit 6: How’s the weather?(It) Unit 7: Expressing hunger & thirst (I/you) Unit 8: Expressing favorites (I/you like)

Grammar Units 1 & 2: Asking about and describing objects (It’s)






(v) pronouns (e.g., I, me); (continued)

ELPS: 1 A, B, H, 3 A, B, C, 5 D

Unit 3: Asking about objects (They’re) Unit 4: Asking about people (She’s/He’s) Unit 5: What is it? (It’s) Unit 6: Asking about and specifying location (It/They) Describing ability (She/He Unit 7: Expressing wants (I/you) Unit 8: Expressing likes and agreeing (I, you)

Level 2 Units 1-8 Song & Conversation, Grammar

Unit 1: I, you, this, that, these, those Unit 2: he, she, they Unit 3: I, you, it Unit 4: I, you, he, she Unit 5: you, he, she Unit 6: I, he, she, this, those Unit 7: I, you, he, she Unit 8: I, you, he, she

Level 3 Units 1-8 Unit 1: I, you, he, it, they Unit 2: I, you, he, she, they Unit 3: I, you, he, she, they Unit 4: I, me, you, he, she, they Unit 5: I, me, you, she, he, one, they






Unit 6: I, me, you, he, she, they Unit 7: I, me, you, he, she, we, they Unit 8: I, you, it, he, she, they

(B) speak in complete sentences to communicate; and

ELPS: 1 A, B, H, 3 A, B, C

All levels All Units Song & Conversation, Grammar [Additionally, directions are communicated in complete sentences. Students are asked to repeat complete model sentences.] TG: p. 18-19 Song; p. 19 Conversation; p. 20 Vocabulary; p. 21-22 Grammar


(C) use complete simple sentences. ELPS: 1 A, B, H, 3 A, B, C, 5 D, F








(17) 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) form upper- and lower-case letters

legibly using the basic conventions of print (left-to-right and top-to-bottom progression);

ELPS: 1 A, H, 4 A, B, 5 A

Levels 1-3 Units 1-8 Song, Grammar TG: p. 23 Phonics


(B) capitalize the first letter in a sentence; and

ELPS: 1 A, H, 4 A, 5 D



(C) use punctuation at the end of a sentence.

ELPS: 1 A, H, 5 D, F



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






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

ELPS: 1 A, H, 4 A

Level 1 Units 1-8 Phonics: Initial sounds

Level 2 Units 1-8 Phonics Word families

Level 3 Units 1-8 Phonics: Blended sounds TG: p. 16 General Orientation

Level 4 Units 1-8 Phonics: diphthongs & vowel digraphs

Level 5 Units 1-8 Phonics: Consonant blends, digraphs & trigraphs

Level 6 Units 1-8 Phonics: Ending blends, consonant digraphs & trigraphs TG: p. 16 General Orientation

(B) use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g., "cut"); and

ELPS: 1 A, H, 4 A, 5 A, B, C

Level 2 Units 1-4 Phonics: Word Families

Unit 1: -at, -an, -am Unit 2: -ed, -en, -et Unit 3: -in, -it, -ig Unit 4: -og, -op, -un

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(C) Write one's own name. ELPS: 1 A, H, 5 A, B, C

[Students log in to the program electronically with their names.]

[Students log in to the program electronically with their names.]

19) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students

(with adult assistance) are expected to:

(A) ask questions about topics of class- Level 1 Level 4






wide interest; and ELPS: 1 A, B, D, E, F, 2 A, B, D, G, 3 A, B, C, D, E, F, G

Grammar Unit 6: Asking about the weather; Unit 8: Asking about favorites

Level 2 Grammar

Unit 5: Asking about food likes and wants

Level 3 Grammar

Unit 1: Asking about the location of something or someone Unit 4: Asking about daily routine Unit 5: Asking about preferences

Grammar Unit 2: Asking about and identifying jobs, occupations, and places of work Unit 4: Asking about birthdays and birthday activities Unit 7: Asking about what someone likes to do Unit 8: Asking about and describing what someone wants to be

Level 5 Grammar

Unit 1: Talking about what someone wants to be Unit 4: Comparing sizes and speeds Unit 5: Personal preferences about seasons and seasonal activities Unit 7-8: Asking about past experiences and when someone learned to do something

Level 6 Grammar

Units 5-6: Asking about conditional situations






(B) decide what sources or people in the classroom, school, library, or home can answer these questions.

ELPS: 1 A, B, D, E, F, 2 A, B, D, G, 3 A, B, C, D, E, F, G

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(20) 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 (with adult assistance) are expected to:

(A) gather evidence from provided text

sources; and ELPS: 4 A, B, C, E

Level 3 Units 1-8 Vocabulary, Grammar

Level 4-6 Units 1-8 Vocabulary, Grammar

(B) use pictures in conjunction with writing when documenting research. ELPS: 4, A, B, C, D, E, F

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(21) 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 by facing speakers

and asking questions to clarify information; and

ELPS: 1 A, B, D, E, F, H, 2 A, B, C, D, E, F, G, H, I, 3 A, B, C, D, E, F, G

All levels All units TG: p. 19 Conversation

All levels All units TG: p. 19 Conversation

(B) follow oral directions that involve a short related sequence of actions.

ELPS: 1 A, B, D, E, F, H, 2 A, B, C, D, E, F, G, H, I

Levels 1-3 Units 1-8 Grammar, Phonics, Games [Oral directions for working on activities] TG: p. 19 Conversation; pp. 20-21 Vocabulary; pp. 21-22 Grammar; p. 23 Phonics; pp. 23-35 Games

Levels 4-6 Units 1-8 Grammar, Phonics, Games [Oral directions for working on activities] TG: p. 19 Conversation; pp. 20-21 Vocabulary; pp. 21-22 Grammar; p. 23 Phonics; pp. 23-35 Games






(22) 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 share information and ideas by speaking audibly and clearly using the conventions of language.

ELPS: 1 A, B, D, E, F, H, 2 A, B, C, D, E, F, G, H, I

All levels All units [Students repeat after the model to develop correct grammar, pronunciation, intonation, and fluidity.] TG: p. 19 Conversation; pp. 20-21 Vocabulary; pp. 21-22 Grammar; p. 23 Phonics

All levels All units [Students repeat after the model to develop correct grammar, pronunciation, intonation, and fluidity.] TG: p. 19 Conversation; pp. 20-21 Vocabulary; pp. 21-22 Grammar; p. 23 Phonics

(23) Listening and Speaking/Teamwork.

Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including taking turns and speaking one at a time.

ELPS: 1 A, B, D, E, F, H, 2 A, B, C, D, E, G, H, I, 3 A, B, C, D, E, F, G, H, I, J

All levels All units TG: p. 19 Conversation; pp. 20-21 Vocabulary; pp. 21-22 Grammar p. 23 Phonics pp. 23-35 Games

All levels All units TG: p. 19 Conversation; pp. 20-21 Vocabulary; pp. 21-22 Grammar p. 23 Phonics pp. 23-35 Games

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