teks/elps correlations of dyned’s let’s go! · teks/elps correlations-2nd grade-lg! page 2...

TEKS/ELPS Correlations of DynEd’s Let’s Go! 2nd Grade

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

TEKS and ELPS Let’s Go! Levels 1-3

Let’s Go! Levels 4-6

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TEKS/ELPS Correlations-2nd Grade-LG!

§110.13. English Language Arts and Reading, Grade 2, Beginning with School Year 2009-2010 (b) Knowledge and Skills

(1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks).

ELPS: 1 A, H, 5 D

Teacher’s Guide (TG): General Orientation, p. 16 [For beginning readers whose listening vocabulary is already well developed, the text button can be used so that every spoken sentence appears in written form at the bottom of the screen.]

Teacher’s Guide (TG): General Orientation, p. 16 [For beginning readers whose listening vocabulary is already well developed, the text button can be used so that every spoken sentence appears in written form at the bottom of the screen.]

(2) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:






(A) decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including: ELPS: 1 A, B, H; 2 A, B; 3 A; 4 A, B; 5 A,C

(i) single letters (consonants and vowels);

Level 1 Units 1-8 Phonics: Initial Sounds

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(ii) consonant blends (e.g., thr, spl);

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

Levels 5-6 Phonics:

Unit 1: sn, sm Unit 2: sw, tw Unit 3: sk, sch Unit 4: st, str Unit 5: squ, qu Unit 6: spr, sp

Level 6 Phonics:

Unit 1: -tch Unit 2: -rm, -rn Unit 3: -rk, -lk Unit 4: -rt, -lt Unit 5: -rd, -ld Unit 6: -nt, -nd Unit 7: -nk Unit 8: -mp:






TG: p. 23 Phonics

(iii) consonant digraphs (e.g., ng, ck, ph); and

Level 3 Phonics

Unit 7: ch, sh Unit 8: th

Levels 5-6 Phonics

Unit 7: ph, kn Unit 8: wh, wr

Level 6 Unit 1: -th Unit 7: -ng Unit 8: -mb,

(iv) vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou);

Level 2 Phonics

Unit 5: -ay Unit 6: -eet, -ee

Level 4 Phonics

Unit 1: ai, ay Unit 2: ea, ee Unit 3: ie Unit 4: ow, oa Unit 4: oa Unit 5: ew, oo Unit 6: oi, oy Unit 7: ow, ou Unit 8: au, aw

(B) use common syllabication patterns to decode words including: ELPS: 1 A, B, H; 2 A, B; 3 A; 4 A; 5 A, C






(i) closed syllable (CVC) (e.g., pic-nic, mon-ster);

Level 1 Phonics: Initial Sounds

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 1-4 Phonics: Word Families

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

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(ii) open syllable (CV) (e.g., ti-ger);

Level 2 Phonics: Word Families

Unit 6: -e Unit 8: -o

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(iii) final stable syllable (e.g., sta-tion, tum-ble);

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(iv) vowel-consonant-silent "e" words (VCe) (e.g., in-vite, cape);

Level 2 Phonics

Unit 5: - ame, -ake Unit 7: -ine, -ice, -ite Unit 8: -one

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(v) r-controlled vowels (e.g., per-fect, cor-ner); and

Level 2 Phonics

Unit 6: -ear

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(vi) vowel digraphs and diphthongs (e.g., boy-hood, oat-meal);

Level 2 Phonics

Unit 5: -ay Unit 6: -eet, Unit 8: -ue

TG: p. 23 Phonics

Level 4: Phonics: Vowel digraphs and diphthongs

Unit 1: ai, ay Unit 2: ea, ee Unit 3: y, ie Unit 4: ow, oa Unit 5: ew, oo Unit 6: oi,oy Unit 7: ow,ou Unit 8: au, aw

TG: p. 23 Phonics






(C) decode words by applying knowledge of common spelling patterns (e.g., -ight, -ant);

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

Level 2 Phonics: 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, -e, -ear Unit 7: -ine, -ice, -ite Unit 8: -one, -o, -ue

Level 3 Units 1-8 Phonics: Lessons begin with complete sentences demonstrating words with: Consonant blends & 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

TG: p. 23 Phonics

Level 4 Phonics: Diphthongs & vowel digraphs


Level 5 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 8: t, th Unit 7: ph, kn Unit 8: wh, wr

Level 6 Units 1-8 Phonics: Lessons begin with complete sentences demonstrating words with:






lower case ending blends, consonant 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 Unit 8: -mb, -mp:

TG: p. 23 Phonics

(D) read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful);

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

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(E) identify and read abbreviations (e.g., Mr., Ave.);

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

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(F) identify and read contractions (e.g., haven't, it's);

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

Levels 1-3 Units 1-8 Song & Conversation, Grammar

Level 1: It’s, isn’t, I’m, they’re, can’t, don’t Level 2: I’m, what’s, she’s, he’s, they’re, isn’t, aren’t, can’t Level 3: I’m, he’s, she’s, don’t, aren’t, weren’t, didn’t

TG: Conversation, p. 19


Level 4: I’m, he’s, she’s, isn’t, when’s, what’s, don’t, didn’t, can’t Level 5: I’m, doesn’t, she’s, he’s, I’d, he’ll, they’ll, won’t, isn’t, there’s, don’t, can’t, haven’t, hasn’t Level 6: hasn’t, he’s, she’s, one’s, it’s, I’d, shouldn’t, can’t, they’ve, they’ll, doesn’t, aren’t, isn’t, they’re, didn’t


(G) identify and read at least 300 high-frequency words from a commonly used list; and

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

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(H) monitor accuracy of decoding. ELPS: 1 A, B, H, 2 A, B, 3 A, 4 A, B, 5 A, C

Levels 1-3 Units 1-8 Phonics, Grammar

Levels 4-6 Units 1-8 Phonics, Grammar

(3) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:

(A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions;

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

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(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and

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

Levels 1-3 Unit 1-8 Song & Conversation, Grammar TG: pp. 21-22 Grammar

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

(C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

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

Levels 1-3 Units 1-8 Vocabulary, Grammar, Phonics, Games [The vocabulary, grammar, phonics, and games are presented pictorially and are interactive. The computer gives oral feedback depending on the response.]

Levels 4-6 Units 1-8 Vocabulary, Grammar, Phonics, Games [The vocabulary, grammar, phonics, and games are presented pictorially and are interactive. The computer gives oral feedback depending on the response.]






(4) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

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

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

(A) use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow);

ELPS: 1 A, B, H, 4 A, B, C, E, F, 5 A, B, D

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(B) use context to determine the relevant meaning of unfamiliar words or multiple-meaning words;


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(C) identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning; and


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(D) alphabetize a series of words and use a dictionary or a glossary to find words.

ELPS: 1 A, B, H, 4 A, B, 5 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 moral lessons as themes in well-known fables, legends, myths, or stories; and

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

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(B) compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot.


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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 describe how rhyme, rhythm, and repetition interact to create images in poetry.


Levels 1-3: Units 1-8 Song & Conversation TG: p. 16 General Orientation

Levels 4-6: Units 1-8 Song & Conversation TG: p. 16 General Orientation






(8) 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 identify the elements of dialogue and use them in informal plays.


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

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

(9) 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) describe similarities and differences in the plots and settings of several works by the same author; and


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(B) describe main characters in works of fiction, including their traits, motivations, and feelings.


Levels 1-3 Song & Conversation, Vocabulary, Grammar

Level 1 Unit 4: Describing people

Level 2 Unit 2: Expressing physical states; professions; expressing abilities and inabilities

Level 3 Unit 1: Introducing someone Unit 2: Asking for/offering something Unit 3: Asking about/describing activities Unit 4: Describing daily routine Unit 5: Describing what someone is wearing; Asking about and describing preferences Unit 6: Asking about/describing destination Unit 7: Talking about the past Unit 8: Describing the past

Levels 4-5 Song & Conversation, Vocabulary, Grammar

Level 4 Unit 1: Introductions, comparisons Unit 2: Identifying jobs, occupations, and places of work Unit 3: Describing what was happening at a point in time Unit 4: Expressing the past time Unit 5: Talking about illnesses Unit 6: Stating what happened in the past Unit 7: Talking about what someone likes to do and about responsibilities Unit 8: Describing what someone wants to be and do, and what someone is going to do

Level 5: Unit 1: Self-identification, describing what someone likes to do Unit 2: Describing someone’s hair and eye color, and someone’s clothing Unit 5: Expressing preferences






(10) 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 respond by providing evidence from text to support their understanding. Students are expected to distinguish between fiction and nonfiction.

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

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(11) 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 recognize that some words and phrases have literal and non-literal meanings (e.g., take steps).


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(12) 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.


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(13) 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 and explain the author's purpose in writing the text.


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(14) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about and understand expository text and provide evidence from text to support their understanding. Students are expected to:

(A) identify the main idea in a text and distinguish it from the topic;


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(B) locate the facts that are clearly stated in a text;


Levels 1-3 Units 1-8 Song, Grammar

Level 1: Asking about objects and people; Level 2

Unit 1: Identifying objects Unit 2: Describing professions Unit 3: Giving location Unit 4: Describing ability and inability of others Unit 6: Expressing possession Unit 7: Stating the time Unit 8: Describing what someone is doing

Level 3 Unit 1: Asking about the location of a person and place; Unit 2: Asking about possession; Unit 3: Asking about activities; Unit 4: Asking about time and daily routine; Unit 5: Asking for clarification; Asking what someone is wearing; Unit 6: Asking about destination and describing transportation; Units 7 & 8: Talking about the past

TG: p. 19 Conversation

Levels 4-6 Song & Conversation, Grammar

Level 4 Unit 1: Asking about age and where one lives Unit 2: Identifying jobs and places of work Units 3-6: Asking about what was happening at a particular point in time Unit 5: Using why and because Unit 7: Asking about responsibilities Unit 8: Asking about what someone is going to do

Level 6 Unit 1: Asking for/giving personal information; asking/stating how long someone has done something Unit 2: Making comparisons; stating preferences Unit 3: Asking about/stating preferences Unit 4: Asking about/expressing cause and effect Unit 6: Asking about/expressing possibilities Unit 7: Expressing/describing emotional reactions Unit 8: Describing someone’s past






experiences TG: p. 19 Conversation

(C) describe the order of events or ideas in a text; and


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

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

(D) use text features (e.g., table of contents, index, headings) to locate specific information in text.


Levels 1-3 Units 1-8 [The representation of text on the multi-media device will always conform to the conventions of a paper-based text.]

Levels 4-6 Units 1-8 [The representation of text on the multi-media device will always conform to the conventions of a paper-based text.]






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

(A) follow written multi-step directions; and

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

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(B) use common graphic features to assist in the interpretation of text (e.g., captions, illustrations).

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

Levels 1-3 Units 1-8 [Icons and other graphics are used to prompt student interaction.]

Levels 4-6 Units 1-8 [Icons and other graphics are used to prompt student interaction.]

(16) 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) recognize different purposes of media (e.g., informational, entertainment);

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

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(B) describe techniques used to create media messages (e.g., sound, graphics); and

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

Levels 1-3 Units 1-8 [Each unit is introduced with a video which includes a song and conversation. The vocabulary, grammar, phonics, and games are presented pictorially and are 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 Units 1-8 [Each unit is introduced with a video which includes a song and conversation. The vocabulary, grammar, phonics, and games are presented pictorially and are interactive. The computer gives oral feedback depending on the response. Icons are used to give direction and guide students to appropriate responses when needed.]






(C) identify various written conventions for using digital media (e.g., e-mail, website, video game).

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

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(17) 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 generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas);

ELPS: 1 A, B, C, D, E, F, G, H, 2 A, B, C, D, E, F, G, H, I 3 A, B, C, D, E, F, G, H, I, J 4 A, B, C, D 5 A, B, C, D, E, F, G

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(B) develop drafts by sequencing ideas through writing sentences;

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

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(C) revise drafts by adding or deleting words, phrases, or sentences;

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

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

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

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(E) publish and share writing with others.

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

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(18) 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 brief stories that include a beginning, middle, and end; and

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

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(B) write short poems that convey sensory details.

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

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(19) 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 brief compositions about topics of interest to the student;

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

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(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing); and

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

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(C) write brief comments on literary or informational texts.

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

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(20) 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 statements about issues that are important to the student for the appropriate audience in the school, home, or local community.

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

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(21) 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: ELPS: 1 A, B, E, F, G, H; 2 A, B, C, D; 3 A, B, C; 5 A, B, C, D, E






(i) verbs (past, present, and future);

Levels 1-3 Song & Conversation, Grammar, Phonics, Game

Units 1-8: Simple present Level 2

Units 1-7; Simple Present Unit 8: Present Continuous

Level 3 Units 1-4: Simple present Units 5-6: Simple present, Present continuous Units 7-8: Simple past

Levels 4-6 Song & Conversation, Grammar, Phonics, Game

Level 4: Units 1-2: Simple present Unit 3: Simple past; past continuous Units 4-6: Simple past Units 7-8: Simple present; Present continuous

Level 5 Unit 1: Simple present Unit 2: Simple present, present continuous Unit 3: Future, conditional (invitations) Unit 4: Simple present Unit 5: Simple present, present continuous, simple past Unit 6: Simple present Unit 7: Simple past Unit 8: Present perfect

Level 6 Unit 1: Present perfect, simple past Units 2-3: Simple present Unit 4: Simple past Units 5-8: Simple present (with unreal conditionals)






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

Levels 1-3 Vocabulary, Grammar, Phonics, Game

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; Numbers 1-100 Unit 2: Classroom objects Unit 3: Days of the week Unit 5: Clothes Unit 6: Places in a community;

Levels 4-6 Vocabulary, Grammar, Phonics, Game

Level 4 Unit 2: Occupations, places of work Unit 4: Months, dates Unit 5: Common illnesses Unit 6: Sports activities (home run, basket, etc.) Unit 7: Hobbies, favorite activities (shopping, washing dishes, etc.)

Level 5: Unit 1: Family, occupations Unit 2: Family Unit 3: Outdoor activities & equipment Unit 4: Animals Unit 5: Seasons; seasonal activities (swimming, fishing) Unit 6: Countable and non-countable food items

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






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

(iii) adjectives (e.g., descriptive: old, wonderful; articles: a, an, the);

Level 1-3 Song & Conversation, Vocabulary, Grammar

Level 1 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

Level 2 Unit 2: Expressing physical states

Level 3 Unit 5: Describing what someone is wearing

Level 4-6 Song & Conversation, Vocabulary, Grammar

Level 4 Unit 1: Comparisons Unit 3: Ordinal numbers Level 5 Unit 2: Describing color of people’s eye, hair, and clothing Unit 4: Comparatives & superlatives Unit 5: Next, last Unit 6: some, a few, a little, much, many

Level 6 Unit 2: Comparing tastes, sounds, aromas, textures and appearances Unit 3: Whose, my, your, his, her






(iv) adverbs (e.g., time: before, next; manner: carefully, beautifully);

Level 3 Grammar

Unit 4: ever, always, never

Levels 5-6 Level 5

Grammar Unit 3: tomorrow Unit 5: next Unit 6: only Unit 7: when Unit 8: ever, never

Level 6 Unit 1: yet, since Unit 4: before, after

(v) prepositions and prepositional phrases;

Levels 1-3 Grammar

Level 1 Unit 6: Specifying location

Game: Location Game Level 2

Unit 3: Game: Prepositions of location

Unit 7: Asking about daily routine, Describing daily routine

Level 3 Units 3-4, 6-7, 8 Asking about and describing daily activities and routines; asking about and giving destinations; location

Levels 4-6 Grammar

Level 4 Unit 2: in a garage; Unit 4: on your birthday

Level 5 Unit 2: in the green dress Unit 5: to France

Level 6 Unit 1: for six year Unit 5: for him/her






(vi) pronouns (e.g., he, him); and

Level 1: 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) 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)

Levels 4-6 Units 1-8 Levels 4-5

[See Levels 1-3] Level 6 in addition to those in levels 1-5:

Unit 2: one (This one/that one) Unit 3: mine, yours, his, hers Unit 4: them






Levels 2-3: Vocabulary, Grammar:

Unit 1: this, that, these, those Level 3:

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, what 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, what

(vii) time-order transition words; --- Level 6 Unit 4: after






(B) use complete sentences with correct subject-verb agreement; and

ELPS: 1 A, B, E, F, G, H; 2 A, B, C, D; 3 A, B, C; 5 A, B, C, D, E, F

All levels; Units 1-8 Song & Conversation, Grammar [Directions are communicated in complete sentences. Students are asked to repeat complete model sentences throughout the units.]

All levels; Units 1-8 Song & Conversation, Grammar [Directions are communicated in complete sentences. Students are asked to repeat complete model sentences throughout the units.]

(C) distinguish among declarative and interrogative sentences.

ELPS: 1 A, B, E, F, G, H; 2 A, B, C, D, 3 A, B, C; 5 A, B, C, D, E, F

Levels 1-3 Units 1-8 Song & Conversation, Grammar TG: pp. 19 Conversation, p. 20 Vocabulary, p. 21-22 Grammar

Levels 4-6 Units 1-8 Song & Conversation. Grammar TG: pp. 19 Conversation, p. 20 Vocabulary, p. 21-22 Grammar

(22) 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 leaving appropriate margins for readability;

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

Levels 1-3 TG: p. 16 General Orientation

Levels 4-6 TG: p. 16 General Orientation






(B) use capitalization for: ELPS: 1 A, B, H, 5 A, C, D

(i) proper nouns; Levels 1-3 Units 1-8 Song & Conversation, Grammar TG: p. 16 General Orientation

Levels 4-6 Units 1-8 Song & Conversation, Grammar TG: p. 16 General Orientation

(ii) months and days of the week; and

Level 3 Unit 3 Song & Conversation, Grammar, Game: Days of the Week

Level 4 Unit 4 Grammar: Months, Dates, Birthdays

(iii) the salutation and closing of a letter; and

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(C) recognize and use punctuation marks, including: ELPS: 1 A, B, H, 5 A, C, D

(i) ending punctuation in sentences;

All levels Units 1-8 Song & Conversation, Grammar TG: p. 16 General Orientation

All levels Units 1-8 Song & Conversation, Grammar TG: p. 16 General Orientation






(ii) apostrophes and contractions; and’s


Level 1: It’s, isn’t, I’m, they’re, can’t, don’t Level 2: I’m, what’s, she’s, he’s, they’re, isn’t, aren’t, can’t Level 3: I’m, he’s, she’s, don’t, aren’t, weren’t, didn’t, where’s



Level 4: I’m, he’s, she’s, isn’t, when’s, what’s, don’t, didn’t, can’t Level 5: I’m, you’re, doesn’t, don’t, he’s, she’s, it’s, we’re, who’s. that’s, isn’t, won’t, I’d, it’ll, she’ll, he’ll, they’ll, didn’t, there’s, they’re, I’ve, haven’t, hasn’t Level 6: hasn’t, he’s, she’s, one’s, it’s, I’d, shouldn’t


(iii) apostrophes and possessives.

Level 2 Song & Conversation, Grammar

Unit 6: It’s Mimi’s watch. They’re Mimi’s books.

Levels 4-6 Song & Conversation, Grammar

Level 4 Unit 4: mother’s, father’s brother’s, grandmother’s

Level 5 Unit 1: rich man’s wife Unit 6: Sam’s Café

Level 6 Unit 2: Eddy’s cookies Unit 3: Sue’s, Tom’s Unit 5: mother’s birthday

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






(A) use phonological knowledge to match sounds to letters to construct unknown words;

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

Levels 1-3 Units 1-8 Phonics

Level 1: Initial Word Sounds Level 2: Word families Level 3: Consonant blends & digraphs

TG: p. 23 Phonics

Levels 4-6 Units 1-8 Phonics

Level 3: Consonant blends & digraphs Level 4: Diphthongs & vowel digraphs Level 5: initial consonant blends, digraphs, and trigraphs Level 6: Ending blends, consonant digraphs, and trigraphs

TG: p. 23 Phonics






(B) spell words with common orthographic patterns and rules:

(i) complex consonants (e.g., hard and soft c and g, ck);

Level 1 Phonics Unit 2: hard c Unit 4: hard g

Level 5 Phonics

Unit 3: sch Unit 4: str Unit 6: spr, spl Unit 7: ph, kn Unit 8: wh, wr

Level 6 Phonics:

Unit 1: -th, -itch Unit 2: -rm, -rn Unit 3: -rk, -lk Unit 4: -rt, lt Unit 5: -rd, -ld Unit 6: -nt, -nd Unit 7: -nk, -ng Unit 8: -mb, mp

TG: p. 23 Phonics

(ii) r-controlled vowels; Level 2 Phonics

Unit 6: -ear

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(iii) long vowels (e.g., VCe-hope); and

Level 2 Phonics

Unit 5: - ame, -ake Unit 7: -ine, -ice, -ite Unit 8: -one, -o, -ue

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(iv) vowel digraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou-out, ow-cow, oi-coil, oy-toy);

Level 2 Phonics

Unit 5: -ay Unit 6: -eet, -ee

TG: p. 23 Phonics [On-screen text is provided in many exercises.]

Level 4 Phonics:


TG: p. 23 Phonics [On-screen text is provided in many exercises.]






(C) spell high-frequency words from a commonly used list; ELPS: 1 A, B, H, 2 A, B, 3 A, 4 A, B 5 A, C

TG: p. 16 General Orientation [The teacher can... vary the focus of each class session, beginning on the first day with a focus on listening, then listening and speaking the next day, then speaking and listening, then reading, then written work, etc...In class dictations and other writing exercises will help students learn new vocabulary and language forms.]


(D) spell base words with inflectional endings (e.g., -ing and -ed); ELPS: 1 A, B, H, 2 A, B, 3 A, 4 A, B 5 A, C


Level 2 Units 1-3, 5-6 Asking about objects (singular and plural) Identifying objects (singular and plural)

Level 4 Unit 1: comparatives (big, bigger) Unit 2: 3rd person singular (He fixes cars.) Unit 4: Dates (It’s August 21st.) Units 5-6: Past tense verbs (stayed, happened) Units 7-8: present participles & gerunds: (going, shopping)

Level 5 Unit 1, 6: Plurals (brothers, sisters, pickles, cookies) Unit 2, 3, 5: Present participles and gerunds (wearing, camping, swimming) Unit 4: comparatives & superlatives (faster, fastest) Unit 7: past participles (learned)






Level 6 Unit 1: (regular past participles) Unit 2: (third person singular verbs) Unit 7: (plural nouns)

(E) spell simple contractions (e.g., isn't, aren't, can't); and ELPS: 1 A, B, H, 2 A, B, 3 A, 4 A, B, 5 A, C


Level 1: It’s, isn’t, I’m, they’re, can’t, don’t Level 2: I’m, what’s, she’s, he’s, they’re, isn’t, aren’t, can’t Level 3: I’m, he’s, she’s, don’t, aren’t, weren’t, didn’t, where’s)

TG: p. 16 General Orientation, Conversation, p. 19


Level 4: I’m, he’s, she’s, isn’t, when’s, what’s, don’t, didn’t, can’t Level 5: I’m, you’re, doesn’t, don’t, he’s, she’s, it’s, we’re, who’s. that’s, isn’t, won’t, I’d, it’ll, she’ll, he’ll, they’ll, didn’t, there’s, they’re, I’ve, haven’t, hasn’t Level 6: hasn’t, he’s, she’s, one’s, it’s, I’d, shouldn’t

TG: p. 16 General Orientation, Conversation, p. 19

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






(A) generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics; and

ELPS: 1 A, B. C. D, E, F, G, H 2 A, B, C, D, E, G, H, I 3 A, B, C, D, E, F, G, H,I 4 A, B, C, E, F, G, I 5 A, B, C, D, E, F, G

Levels 1-3 Song & Conversation, Vocabulary Grammar

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

Level 2: Unit 2: Professions

Level 3: Unit 1 Asking about the location of something or someone Unit 4 Asking about daily routine Unit 5 Asking about preferences

Levels 4-6 Song & Conversation, Vocabulary Grammar

Level 4: Unit 2 Asking about and identifying jobs, occupations, and places of work Unit 3 Asking about and describing what was happening at a point in time Unit 8 Asking about and describing what someone wants to be; Asking about and describing what someone wants to do

Level 5: Unit 2: What do you like to do? Unit 4: Comparing size and speed Unit 5: Asking about personal preference (What season do you like best?) Unit 7: How old were you when…? Unit 8: Have you ever…?

Level 6 Unit 1: Asking about personal information






Unit 2: Making comparisons Unit 4: Asking about cause and result Unit 5: Asking for advice Unit 6: Asking about conditional situations Unit 7-8: Asking about opinions

(B) decide what sources of information might be relevant to answer these questions.


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(25) 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) gather evidence from available sources (natural and personal) as well as from interviews with local experts;


Levels 1-3 Song & Conversation, Vocabulary & Grammar

Levels 4-6 Song & Conversation, Vocabulary & Grammar

(B) use text features (e.g., table of contents, alphabetized index, headings) in age-appropriate reference works (e.g., picture dictionaries) to locate information; and

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

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

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






(C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).

ELPS: 1 A, B, H 4 A, B, C, D, E, F 5 A, B, C, D, E, F, G

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(26) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to revise the topic as a result of answers to initial research questions.

ELPS: 1 A, B, H 4 A, B, C, D, E, F 5 A, B, C, D, E, F, G

Levels 1-3 Units 1-8 Grammar

Level 1: What’s this? What are these? Who’s s/he? What do you want? Do you like… Level 2: What’s this? What are these? What’s the matter? Who are they? What’s wrong? What do you do? Level 3: Asking about the location of a place; Asking about possession; Asking about activities; Asking about activities and daily routines; Asking about preferences; Asking about time; Asking about destinations



Level 4: Self-identification; comparisons; Asking about job, occupations, and places of work; Asking about and describing what was happening at a particular point in time; Placing things in order; Using why and because; Asking about and stating what happened; Asking about and telling what someone likes to do and is going to do Level 5: Asking what someone likes to do; Comparing size and speed; Asking about personal preference (What season do you like best?) Asking how old someone was when…Asking if someone has ever… Level 6: Asking for personal information and how long someone has done something;






asking for sensory information (how does this taste? smell? etc.); asking about possession; asking about cause and effect and the order of events; asking for advice; asking about possibilities and conditional situations; asking about opinions; describing someone’s past and future plan


(27) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to create a visual display or dramatization to convey the results of the research.


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(28) 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 and ask relevant questions to clarify information; and

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


Level 1: What’s this? What are these? Who’s s/he? What do you want? Do you like… Level 2: What’s this? What are these? What’s the matter? Who are they? What’s wrong? What do you do? Level 3: Asking about the location of a place; Asking about possession; Asking about activities; Asking about activities and daily routines; Asking about preferences; Asking about time; Asking about destinations


Levels 4-6 Units 1-8 Grammar:

Level 4: Self-identification; comparisons; Asking about job, occupations, and places of work; Asking about and describing what was happening at a particular point in time; Placing things in order; Using why and because; Asking about and stating what happened; Asking about and telling what someone likes to do and is going to do Level 5: Asking about age; identifying people by clothing and features; asking about weather; comparing sizes and speeds; asking about personal preferences; asking about quantities; asking how old someone was when he/she learned to do something; asking about previous experiences Level 6: Asking for personal information and how long someone has done something; asking for sensory information (how does this taste? smell? etc.); asking about possession; asking about cause and effect and the order of events; asking for advice; asking about possibilities and conditional situations; asking






about opinions; describing someone’s past and future plan


(B) follow, restate, and give oral instructions that involve a short related sequence of actions.


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






(29) 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 that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.


All levels Units 1-8 [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 Units 1-8 [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






(30) 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 listening to others, speaking when recognized, and making appropriate contributions.


All levels Units 1-8 TG: p. 19 Conversation; pp. 20-21 Vocabulary; pp. 21-22 Grammar; p. 23 Phonics pp. 23-35 Games

All levels Units 1-8 TG: p. 19 Conversation; pp. 20-21 Vocabulary; pp. 21-22 Grammar; p. 23 Phonics pp. 23-35 Games

Source: The provisions of this §110.13 adopted to be effective September 4, 2008, 33 TexReg 7162.

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