TEKS/ELPS Correlations for DynEd’s English for Success · TEKS/ELPS Correlations for DynEd’s English for Success TEKS/ELPS English for Success Part 1 Units 1-10 English for Success

TEKS/ELPS Correlations for DynEd’s English for Success Seventh Grade

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-7th Grade-EFS Page 2 *Full text of ELPS available on www.dyned.com

§110.19. English Language Arts and Reading, Grade 7, Beginning with School Year 2009-2010. (b) Knowledge & Skills

(1) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.

*ELPS: 1 A, B, H; 3 A, B, D; 4

A, C, G, I, J, K

Units 1-10: Reading/fluency addressed throughout. Teacher's Guide (TG), pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Activities

Units 11-20: Reading/fluency addressed throughout. Teacher's Guide (TG), pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Activities

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

(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;

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

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 8: School Subjects: English 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 Activities

Unit 11: School Subjects: Science 3 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 4 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 Activities




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(B) use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words;

*ELPS: 1 A, B, H; 4 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 This is a triangle. A triangle has three sides. This is a rectangle. A rectangle has four sides. This is a square. All four sides are equal.

Unit 2: School Subjects: Science 1 Matter has size. Matter can be any size, large or small. It can be a large object, like an elephant. It can be small object, like an ant.

Unit 3: School Subjects: Geography 1 How do you know which direction is north, south, east or west? Look at the sunset. The Sun goes down in the West. The Sun comes up in the East. The Sun travels through the sky from east to west. This is because the Earth rotates, or turns. It rotates from west to east. It takes 24 hours to make a complete rotation. Twenty- four hours is the length of one day.

Units 11-20: Vocabulary is introduced in context in each of the unit lessons: Warm Up, School Life, School Subjects, Language Extension, and Speaking Up

Unit 11: School Subjects: Science 4 There are many different kinds of waves. One kind of wave is called a transverse wave. Another type of wave is a longitudinal wave. A vibrating string is an example of a transverse wave. If you push a string, you’ll create a longitudinal wave.

Unit 12: School Subjects: Geography 3 The Earth’s outermost layer is the crust. The innermost layer is the core.

Unit 13: School Subjects: History 2 During the Stone Age, most people were probably nomads. Nomads didn’t have permanent homes. They followed the animals they could catch and eat.

Unit 14: School Subjects: Math 4 Notice that the slope of a line is a constant. The slope is the angle that the




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Unit 4: School Subjects: English 1 We can divide words into different types of words. One type of word is a 'noun'. Here are some examples of nouns: [friend, cat, apple, job, school]

Unit 5: School Subjects: Math 2 Even numbers are numbers like 2, 4, and 6. These numbers are all multiples of two. They have the form n = 2 x i, where i is a whole number. For example, the number 8 is an even number. So 8 = 2 x 4. E ight multiple of 2 because it's 2 times 4.

Unit 6: School Subjects: Science 2 An object has direction. An object can go up or down. It can go north, south, east or west.

Unit 7: Warm Up: Spring comes before summer and after winter.

Unit 8: School subjects: English 2 Adjectives and adverbs both add meaning to other words.

Unit 9: School Life: I’m just tired. I didn’t get much sleep last night.

Unit 10:

line makes with the x-axis. To calculate this, take the difference between the y coordinates of any two points on the line and divide it by the difference in the x coordinates.

Unit 15: School Subjects: English 3 The pronouns in the first column are the nominative pronouns. These pronouns are used as subjects. The pronouns in the second column are the object pronouns.

Unit 16: School Subjects: Science 5 Other forms of life, like bacteria, are made up of only one cell. The cell is the sm

Unit 17: School Subjects: History 3 Following these changes, Turkey became a secular country, which meant that Islam was no longer the state religion. There was a separation between religion and government.

Unit 18: School Subjects: History & Politics A country is more accurately called a nation-state. A nation-state is a group of people within a territory ruled by a




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Units 11-20



School Subjects: Math 3 To change from minutes into seconds multiply by 60, because each minute is 60 seconds. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities

government that has control over that territory.

Unit 19: School Subjects: Economics Economics deals with the goods and services in a country. Goods are things you can see and touch. Services are provided for you by others, such as doctors and cooks.

Unit 20: School Subjects: Psychology The brain consists of neurons, a type of nerve cell. Neurons use chemical signals to communicate with each other. Each signal travels along branches of a neuron and passes to the branches of other neurons that accept the signal. If accepted, the signal passes over a gap called a synapse and the neurons fire together. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities




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(C) complete analogies that describe part to whole or whole to part;

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

Unit 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.

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: eyes

Unit 7: Warm Up: summer: hottest as winter: coldest.

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: alliance




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Unit 8: Warm Up: morning: wake up as night: sleep

Unit 9: Warm Up: children: school, adults: jobs

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

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

(D) identify the meaning of foreign words commonly used in written English with emphasis on Latin and Greek words (e.g., habeus corpus, e pluribus unum, bona fide, nemesis); and

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

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





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(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.

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

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

(3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

(A) describe multiple themes in a work of fiction;

*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

(B) describe conventions in myths and epic tales (e.g., extended simile, the quest, the hero's tasks, circle stories); and


N/A N/A




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(C) analyze how place and time influence the theme or message of a literary work.


N/A N/A

(4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the importance of graphical elements (e.g., capital letters, line length, word position) on the meaning of a poem.


N/A N/A




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(5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain a playwright's use of dialogue and stage directions.


N/A N/A

(6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

(A) explain the influence of the setting on plot development;


N/A N/A




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(B) analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts; and


N/A N/A

(C) analyze different forms of point of view, including first-person, third-person omniscient, and third-person limited.


Unit 1-10: School Life: The introduction is narrated (3rd person). Dialogs 1 & 2 are in first person.

Units 11-20: Warm Up: Narrative (third person) School Life: Dialog (first person)




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(7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to describe the structural and substantive differences between an autobiography or a diary and a fictional adaptation of it.


N/A N/A




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(8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to determine the figurative meaning of phrases and analyze how an author's use of language creates imagery, appeals to the senses, and suggests mood.


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

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 waterfalls 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: Warm Up:




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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




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(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 explain the difference between the theme of a literary work and the author's purpose in an expository text.




(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:




Part 1 Units 1-10


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(A) evaluate a summary of the original text for accuracy of the main ideas, supporting details, and overall meaning;


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


(B) distinguish factual claims from commonplace assertions and opinions;




(C) use different organizational patterns as guides for summarizing and forming an overview of different kinds of expository text; and







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(D) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres, and support those findings with textual evidence.




(11) 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) analyze the structure of the central argument in contemporary policy speeches (e.g., argument by cause and effect, analogy, authority) and identify the different types of evidence used to support the argument; and


N/A N/A




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(B) identify such rhetorical fallacies as ad hominem, exaggeration, stereotyping, or categorical claims in persuasive texts.


N/A N/A

(12) 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 multi-dimensional instructions from text to complete a task, solve a problem, or perform procedures; and


Units 1-10: Students log onto the computer, sign into DynEd, select a course, select the unit and lesson or test, and follow the directions to do the given work. Additionally, students interpret their student records and refer to their intelligent tutor to review their progress and make recommended changes to their study procedures. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Activities

Units 11-20: Students log onto the computer, sign into DynEd, select a course, select the unit and lesson or test, and follow the directions to do the given work. Additionally, students interpret their student records and refer to their intelligent tutor to review their progress and make recommended changes to their study procedures. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Activities




Part 1 Units 1-10


Units 11-20



(B) explain the function of the graphical components of a text.


Units 1-10: Graphics are used throughout the units to convey meaning of new vocabulary and to guide students through the course.

Units 11-20: Graphics are used throughout the units to convey meaning of new vocabulary and to guide students through the course.

(13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds 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) interpret both explicit and implicit messages in various forms of media;

*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: Students check their study records and intelligent tutor to review their progress and make changes to their study procedures.

Unit 2: School Life: student's class schedule

Unit 3: School Life: school map School Subjects: Geography 1 illustrations

Unit 4: School Life: neighborhood map

Unit 5: School Life: illustrations Locations: map

Unit 6:

Units 11-20: Students check their study records and intelligent tutor to review their progress and make changes to their study procedures.

Unit 11: School Subjects: Science 4 Illustrations

Unit 12: School Subjects: Geography 3 Maps; illustrations

Unit 13: School Subjects: History 2 Graphs; illustrations

Unit 14: School Subjects: Math 4 Graphs




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School Life: Chart listing activities. Unit 7:

School Subjects: Geography 2 Annotated illustrations (Power Point)

Unit 8: School Subjects: English 2 Moving illustrations (mini video)

Unit 9: School Subjects: World History Illustrations with timeline

Unit 10: School Subjects: Math 3 Annotated illustrations (Power Point) TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Activities

Unit 15: School Subjects: English 3 Lists

Unit 16: School Subjects: Science 5 Illustrations

Unit 17: School Subjects: History 3 Illustrations

Unit 18: School Subjects: History & Politics Illustrations

Unit 19: School Subjects: Economics Graphs, illustrations

Unit 20: School Subjects: Psychology Illustrations TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Activities




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(B) interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message;


Units 1-10: Cartoon images represent the characters; Images, graphics, and audio are used throughout the units to provide context of new vocabulary and to guide students through the course. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Activities

Units 11-20: Cartoon images represent the characters; Images, graphics, and audio are used throughout the units to provide context of new vocabulary and to guide students through the course. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Activities

(C) evaluate various ways media influences and informs audiences; and


Units 1-10: Cartoon images portray the characters in their ethnicity, gender, and personality. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Activities

Units 11-20: Cartoon images portray the characters in their ethnicity, gender, and personality. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Activities




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(D) assess the correct level of formality and tone for successful participation in various digital media.

*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

N/A N/A

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

(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, 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,


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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(B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

*ELPS: 1 A, B, H; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G



(C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed;

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

B, C, D, E, F, G






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

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



(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.




(15) 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 an imaginative story that: *ELPS: 1 A, B, H; 5 B, C, D, E, F, G

(i) sustains reader interest; N/A N/A

(ii) includes well-paced action and an engaging story line;

N/A N/A




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(iii) creates a specific, believable setting through the use of sensory details;

N/A N/A

(iv) develops interesting characters; and

N/A N/A

(v) uses a range of literary strategies and devices to enhance the style and tone; and

N/A N/A

(B) write a poem using: *ELPS: 1 A, B, H; 5 B, C, D, E, F, G

(i) poetic techniques (e.g., rhyme scheme, meter);

N/A N/A

(ii) figurative language (e.g., personification, idioms, hyperbole); and

N/A N/A

(iii) graphic elements (e.g., word position).

N/A N/A




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(16) Writing. Students write about their own experiences. Students are expected to write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.

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

F, G



(17) 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 a multi-paragraph essay to convey information about a topic that: *ELPS: 1 A, B, H; 5 B, C, D, E, F, G

(i) presents effective introductions and concluding paragraphs;

N/A N/A

(ii) contains a clearly stated purpose or controlling idea;

N/A N/A




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(iii) is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies;

N/A N/A

(iv) accurately synthesizes ideas from several sources; and

N/A N/A

(v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs;

N/A N/A

(B) write a letter that reflects an opinion, registers a complaint, or requests information in a business or friendly context;

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

F, G

N/A N/A




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(C) write responses to literary or expository texts that demonstrate the writing skills for multi-paragraph essays and provide sustained evidence from the text using quotations when appropriate; and

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

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

N/A N/A

(D) produce a multimedia presentation involving text and graphics using available technology.


N/A N/A




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(18) 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 a persuasive essay to the appropriate audience that:

(A) establishes a clear thesis or position;

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

F, G

N/A N/A

(B) considers and responds to the views of others and anticipates and answers reader concerns and counter-arguments; and

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

F, G

N/A N/A

(C) includes evidence that is logically organized to support the author's viewpoint and that differentiates between fact and opinion.

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

F, G

N/A N/A




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(19) 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) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: *ELPS: 1 A, B, H; 3 A, B, C; 5 C, D, E, F

(i) verbs (perfect and progressive tenses) and participles;

Unit 1: Warm Up: These two girls are both laughing. School Life: What classes are you taking? Which class are you going to now? World Talk Cards: He's introducing them to each other.

Unit 2: Warm Up: He's looking at some pictures. School Life: She's taking seven classes. World Talk Cards: After waking up, he takes a bath.

Unit 3: Warm Up: They are watching a football game. School Life: I'm going there, too. World Talk Cards: He's teaching math.

Unit 4:

Unit 11: Warm Up: The driver of this car is Is driving too fast. As a result, the police officer is telling him to drive more carefully.

Unit 12: School Life: Mrs. Young is making me stay after school. What else are you having for lunch today?

Unit 13: Warm Up: She is asking the young man how much water each plant needs. School Life: I haven’t even started yet.

Unit 14: Warm Up: An increase in air traffic has caused the sky to become crowded. He is trying to decide which airplane should land next.

Unit 15: Warm Up: She has been working on




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Warm Up: A storm is coming. World Talk Cards: It's hot and sunny, and they're playing volleyball.

Unit 5: Warm Up: It's traveling to Tokyo, the capital of Japan. These students are getting on a school bus. This airplane is arriving at an airport in Europe. carrying many passengers.

Unit 6: Warm Up: The girls are both reading history books.

Unit 7: Warm Up: These people are walking in a park.

Unit 8: Warm Up: The students are leaving school. World Talk Cards: What has Tina offered to do?

Unit 9: Warm Up: The students are leaving school.

Unit 10: Warm Up: Calculators are useful for doing math, I like just sitting.

Unit 10: Warm Up: A scale is used. I like just sitting.

an essay for about a week. School Life: Mr. Andrews has been a great teacher.

Unit 16: Warm Up: Insects had better be careful if they land on this elephant. This bird is using the elephant to help it find food. School Life: Michael: Hey Tina! Have you finished your science project? Tina: No, not yet. Have you? Have you finished your science project?

Unit 17: Warm Up: Statues such as this one have been built to honor important people. This unusual building is called the Leaning Tower of Pisa. School Subjects: History 3 By 1915, he was a national hero, and by the age of 35, he had become a general. After the war, most of Turkey was controlled by foreign armies.

Unit 18: Warm Up: People have been cutting down trees for many years now. In some areas, our forests are quickly disappearing. A large part of this forest is being cut down for its wood.

Unit 19:




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School Subjects: Math 3 Therefore, if the temperature in a room increases by one degree Celsius, it has increased by 9/5 degrees Fahrenheit. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises

Warm Up: Her driving instructor is giving her some good advice. She hasn't driven before, so she's very nervous.

Unit 20: Warm Up: Crop circles have appeared in almost every country around the world. School Life: That's what I've heard. I'm having a sleepover at my house on Saturday. Can you come? School Subjects: Psychology In other words, he had taught the dogs to salivate in response to the bell. 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



(ii) appositive phrases; 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.

Unit 3: School Life: You have your P.E. class there, you know, sports -- like volleyball and basketball. School Subjects: Geography 1 This is our planet, the Earth. It has the shape of a sphere, or a ball.

Unit 5: School Life: She also has something to drink, either milk or juice.

Unit 6: School Subjects: Science 2 The famous Italian scientist, Galileo, showed this many years ago.

Unit 7: World Talk Cards: Some countries have four seasons in a year: spring, summer, autumn and winter.

Unit 9: Warm Up: They live in Katmandu, the capital of Nepal. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities:

Unit 11: School Subjects: Science 4 The distance, the wavelength, defines a cycle. The rate of vibration, or frequency, of sound determines how high or low it is.

Unit 12: School Subjects: Geography 3 This includes planets, such as the Earth, which revolve around the Sun. Gases in the atmosphere, such as carbon dioxide, help warm the Earth.

Unit 13: School Subjects: History 2 Huge sheets of ice, called glaciers, covered most of the earth.

Unit 16: Warm Up: Some plants depend on the wind or insects, such as bees, to spread their pollen. School Subjects: Science 5 Other forms of life, like bacteria, are made up of only one cell.

Unit 17: School Subjects: History 3 Sun played an important role in the overthrow of the Qing Dynasty, the last imperial dynasty of China. Sun asked for help from Yuan Shikai, an army




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Tasks & Activities; Written Exercises

general who controlled the north of the country.

Unit 18: School Subjects: History & Politics Almost all of the land on Earth has been divided into nation-states, or countries.

Unit 19: School Subjects: Economics Human resources, such as a skilled workforce, are also necessary to support an economy.

Unit 20: School Subjects: Psychology The brain consists of neurons, a type of nerve cell. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises




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(iii) adverbial and adjectival phrases and clauses;

Unit 2: School Subjects: Science 1 When you cool a gas, it changes from a gas to a liquid. World Talk Cards: After waking up, he takes a bath.

Unit 3: School Subjects: Geography 1 When it's daytime in Africa, Asia, and Europe, it's night in North and South America.

Unit 4: School Life: I live on 18th Avenue, near the park. World Subjects: English 1 In this sentence, the verb 'has' doesn't express an action.

Unit 5: School Life: She's sitting with her boyfriend, over there.

Unit 6: School Subjects: Science 2 It moves in a circular orbit because of force.

Unit 7: School Subjects: Geography 2 The Himalayas, for example, are formed because the southern part of Asia is moving northward.

Unit 11: School Subjects: Science 4 When you hear a sound, it’s because sound waves have traveled through the air to your ear.

Unit 12: School Subjects: Science 4 When water falls from a rain cloud, it is in liquid form.

Unit 13 School Subjects: History: As the Earth slowly warmed, people discovered they could grow food.

Unit 14 Warm Up: Even though they can’t decide, they are having a good time.

Unit 15: Warm Up: Unless he works very hard, his future isn’t bright.

Unit 16: Warm Up: Wearing a mask can help stop the virus before it enters the air. Some plants depend on the wind or insects, such as bees, to spread their pollen. The elephant probably doesn't mind that the bird takes a ride on its back.

Unit 17: School Life: I really liked it when he




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Unit 8: Warm Up: It gets light in the morning because the Sun comes up.

Unit 10: Warm Up: After they weigh it, they are going to record its weight in a notebook. School Subjects: Math 3 A day is 24 hours, so a day is 24 x 60 x 60 seconds, which is 86,400 seconds. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises

said how much he liked the food in the cafeteria! School Subjects: History 3 Ataturk started making changes in 1924 when he replaced religious schools with public, non- religious schools. Millions of people across the country cried when they heard about his death. In 1926, Ataturk started a new legal system, which replaced Islamic law with European laws.

Unit 18: School Subjects: History & Politics When a government becomes corrupt and the population suffers, revolution can lead to a new government. Political maps show the boundaries that divide countries. Trees also provide the oxygen that we need to breathe and live.

Unit 19: Warm Up: She's very nervous because this is the first time she has ever driven. He's getting worried because he's running out of time. School Subjects: Economics Wants include goods or services that are nice, but not necessary. Oil has a value that is measured by its price.




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When you are given a credit card, you are given a line of credit.

Unit 20: School Subjects: Psychology When we learn something, for example, we change our brain. Sensory memory involves our senses, which include vision, hearing, taste, touch and smell. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises




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Units 11-20



(iv) conjunctive adverbs (e.g., consequently, furthermore, indeed);

Unit 1: School Subjects: Math 1 In fact, the word 'triangle' means 'three angles'.

Unit 3: Warm Up: Unfortunately, concert tickets are often very expensive.

Unit 6: School Subjects: Science 2 For example, the gravitational force on a two kilogram mass is two times the force on a one kilogram mass

Unit 8: Warm Up: Unfortunately, he has lots of homework

Unit 9: School Subjects: World History However, three years later her brother took away her power.

Unit 10: School Subjects: Math 3 For example, 90 seconds is equal to 1 and ½ minutes. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises

Unit 11: School Subjects: Science 4 However, the speed of light depends on the substance it is traveling through.

Unit 12: Warm Up: As a result, the wall is sometimes called “the Long Graveyard.”

Unit 13: School Subjects: History 2 As a result, food was more plentiful in these areas.

Unit 14: School Subjects: Math 4 For example, we can use circular coordinates.

Unit 15: Language Extension: However, I have a question.

Unit 16: Warm Up: However, if these chemicals aren't used carefully they could kill other insects such as bees. School Life: People are really divided on whether or not we need more nuclear power plants. School Subjects: Science 5




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In addition to providing energy for life, it helps to maintain the normal level of oxygen in the atmosphere.

Unit 17: School Subjects: History 3 Though he didn't live long enough to see the country unified, Sun is remembered as a great leader and Chinese nationalist.

Unit 18: School Subjects: History & Politics In addition to countries, groups of countries often form alliances. In a parliamentary democracy, the head of state usually has limited powers in comparison to the prime minister.

Unit 19: School Subjects: Economics However, even a good government may have difficulty if the country doesn't have the resources necessary to support its economy. Similarly, a car has a value that is measured by its price.

Unit 20: School Life: If you'd rather learn French, then, if I were you, I'd take French. School Subjects: Psychology




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Therefore, it's important to give learners positive reinforcement. 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



(v) prepositions and prepositional phrases and their influence on subject-verb agreement;

Unit 1: Warm Up: in a classroom; in Africa School Life: at Pacific International School; to the same school; from many countries World Talk Cards: with their parents and grandparents; at the party

Unit 2: Warm Up: in a hospital; in Japan School Life: Her English class starts at 8 and finishes at 8:50. World Talk Cards: His math class meets in the morning at 11:10.

Unit 3: Warm Up: This is one of the tallest buildings in the world. School Life: The main building is on the right, here. School Subjects: Geography 1 The Sun goes down in the West. The Sun comes up in the East. World Talk Cards: He is working in a repair shop.

Unit 4: Warm Up: There are many clouds in the sky. School Life: A shopping center is on the other side of Pacific Drive. Speaking Up: How many nouns are

Unit 11: Warm Up: of accidents; to the girl; from her friend; in another country School Life: for the party; until 6:00; behind the gym School Subjects: Science 4 into a pool of water; from falling rock

Unit 12: Warm Up: in ancient Egypt; in 1078; by the Pharaoh’s son School Life: after school; on the test; for lunch School Subjects: Geography 3 around the Sun; in the solar system; into gas

Unit 13: Warm Up: for her garden; during the summer School Life: for more information and data; in class School Subjects: History 2 of human history; in the Stone Age

Unit 14: Warm Up: in air traffic; at a street map School Life: for class president; of friends School Subjects: Math 4 at a bar graph; of bar lengths

Unit 15:




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in this sentence? Unit 5:

Warm Up: In big cities, many people take a taxi.

Unit 6: Warm Up: These girls are in a school library.

Unit 7: Warm Up: Autumn comes after summer and before winter.

Unit 8: Warm Up: In the morning, people wake up.

Unit 9: Warm Up: These boys are in a school in Africa.

Unit 10: School Subjects: Math 3 It’s important to know how to change from one unit to another. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises

Warm Up: in developed countries; for about a week School Life: about the party; to the party School Subjects: English 3 in the first column; of a sentence

Unit 16: Warm Up: in a school library; at this school in Thailand;

Unit 17: Warm Up: He also led the country through the Civil War and was a brave leader. School Life: I really liked it when he said how much he liked the food in the cafeteria!

Unit 18: Warm Up: at her school; since she goes to class often; for many years now.

Unit 19: Warm Up: This girl is taking driving lessons for the first time. School Life: I was working on my project in the library.

Unit 20: Warm Up: Crop circles have appeared in almost every country around the world.




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They travel together and take the shape of a "V" during flight. They usually migrate to areas with more food and a better climate. a leader, and is always in the front. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises

(vi) relative pronouns (e.g., whose, that, which);

Unit 5: School Subjects: Math 2 Positive numbers are all numbers that are greater than zero. Negative numbers are all numbers that are less than zero. They have the form n = 2 x i, where i is a whole number.

Unit 6: School Subjects: Science 2 Therefore, electrons that are far away from the nucleus may escape form the atom.

Unit 7: School Subjects: Geography 2 It is the only continent that contains just one country.

Unit 8: School Subjects: English 2

Unit 11: Warm Up: The letter is from a friend, who lives in another country.

Unit 12: School Subjects: Geography 3 Out solar system also includes moons, such as our moon, which revolve around planets.

Unit 13: School Subjects: History 2 Babies that were not healthy were not cared for and were allowed to die.

Unit 14: School Subjects: Math 4 This lesson also presents a bar graph that shows the range of sound frequencies that humans and other animals can hear.




Part 1 Units 1-10


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Someone who plays tennis very well plays better than someone who plays fairly well.

Unit 10: School Subjects: Math 3 A comfortable room temperature is 20 to 25 degrees Celsius, which is around 70 degrees Fahrenheit. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises

Unit 15: School Subjects: English 3 When we talk about event that occurred at a specific point in the past, we use this form – V (d) – as in His plane arrived yesterday.

Unit 16: Warm Up: It eats insects that land on the elephant's back. School Subjects: Science 5 Inside the cell are organelles, which carry out different processes for the cell.

Unit 17: School Subjects: History 3 In 1926, Ataturk started a new legal system, which replaced Islamic law with European laws. Written Exercises: Turkey became a secular country, which meant that Islam was no longer the state religion.

Unit 18: School Subjects: History & Politics ...that we need to breathe and live; that divide countries; that has control over that territory and people; that all countries have in common; which has only one ruler; who loved his people; once ruled by foreign governments;




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who serve in Congress; where legal issues are decided; that defines how the government is set up; that every citizen above the age of 18 has the right to vote; which is the institution ruling the land; who had emerged from the other side, etc.

Unit 19: Warm Up: She's worried that she might get into an accident. School Subjects: Economics Those with good credit can get future credit at a lower interest rate than those who have a poor credit history.

Unit 20: School Subjects: Psychology Sensory memory involves our senses, which include vision, hearing, taste, touch and smell. Each signal travels along branches of a neuron and passes to the branches of other neurons that accept the signal. 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



(vii) subordinating conjunctions (e.g., because, since); and

Unit 3: School Subjects: Geography 1 This is because the Earth rotates, or turns. There's a time difference because they are in different time zones.

Unit 4: Warm Up: We can't see the sun because it's behind the clouds.

Unit 5: School Subjects: Math 2 Eight is a multiple of 2 because it's 2 times 4.

Unit 6: Warm Up: After writing their story, they are going to read it to the class.

Unit 7: Warm Up: When it’s hot, people go swimming.

Unit 8: World Talk Cards: Before they order, they look at the restaurant’s menu.

Unit 9: Warm Up: When people are adults, they often get married.

Unit 10: School Subjects: Math 3 To change from minutes into seconds, multiply by 60, because each minute

Unit 11: Warm Up: We know that they were sleeping because they are wearing pajamas

Unit 12: School Subjects: Geography 3 Though our planet was formed 4.5 billion years ago, it is still changing.

Unit 13: School Subjects: History 2 As the water level went down, soil was left behind.

Unit 14: Warm Up: Groups such as this are useful because they can represent different points of view.

Unit 15: Warm Up: Although he doesn’t go to school, he wants to get an education.

Unit 16: Warm Up: This man is wearing a mask because he is ill. School Subjects: Science 5 Remember, the two sets of chromosomes are identical to each other because, before mitosis began, the original DNA was copied.

Unit 17: Warm Up: It continued to lean




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Units 11-20



is 60 seconds. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises

because the soil under it was too soft. School Subjects: History 3 Though he didn't live long enough to see the country unified, Sun is remembered as a great leader and Chinese nationalist. At that time, Temujin did not become leader of the tribe because the tribe thought he was too young.

Unit 18: Warm Up: They are feeding her liquids because she's unable to eat regular foods. Since she goes to class often, she's learning new things each day.

Unit 19: Warm Up: Although driving is scary at first, most people relax over time. She's very nervous because this is the first time she has ever driven. If he's smart, the next time he has a paper to write he won't wait until the last minute. School Life: Sure! I'll believe that when I see it.

Unit 20: School Subjects: Psychology With only a few repetitions, memories fade and are forgotten because the




Part 1 Units 1-10


Units 11-20



neural pathways disappear. Language Extension: The world needs to find new sources of e since oil and coal supplies will eventually run out. 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



(viii) transitions for sentence to sentence or paragraph to paragraph coherence;

Unit 1: School Subjects: Math 1 in fact

Unit 2: School Subjects: Science 1 for example; the opposite is also true

Unit 3: School Subjects: Geography 1 For example, when it's 5:00 a.m. in Paris, it’s 11:00 p.m. in New York. Altogether, there are seven continents. [Europe, Asia, North America, South America, Africa, Australia and Antarctica.]

Unit 4: School Subjects: English 1 Now look at; Verbs are another type of word.

Unit 5: Language Topic: There's a coffee shop on the corner of English Avenue

and 1st Street. There’s a coffee shop on the corner of English Avenue, west of the subway entrance. The subway entrance is across the street from the parking lot on English Avenue.

Unit 6:

Unit 11: School Subjects: Science 4 for example; also

Unit 12: Warm Up: as a result School Subjects: Geography 3 for example

Unit 13: School Subjects: History 2 as a result

Unit 14: School Subjects: Math 4 for example

Unit 15: Language Extension: finally; however

Unit 16: School Subjects: Science 5 In addition to providing energy for life, it helps to maintain the normal level of oxygen in the atmosphere.

Unit 17: Warm Up: In 1909, it was almost destroyed, but it survived because of its large antenna.

Unit 18: School Life: This has never happened before, so I don't know what's going to happen.

Unit 19:




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School Life: On other days, she practices the violin for about an hour a day.

Unit 7: School Subjects: Geography 2 Just above the Earth’s surface is the atmosphere.

Unit 8: School Subjects: English 2 For example, in this sentence, the adjective good comes before the noun teacher.

Unit 9: Warm Up: When life begins, everything is new.

Unit 10: Warm Up: Without a scale, it’s difficult to find an object’s weight. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises

Warm Up: They studied and worked very hard so that they could get ahead. School Subjects: Economics Similarly, a car has a value that is measured by its price. And if you fail to pay the minimum amount, you will need to pay a penalty, in addition to the interest.

Unit 20: School Life: Well... if she decides not to skate, maybe she can do some homework while we skate. School Subjects: Psychology In other words, he had taught the dogs to salivate in response to the bell. Habits and skills, for example, are unconscious memories. Therefore, it's important to give learners positive reinforcement. 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) write complex sentences and differentiate between main versus subordinate clauses; and

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

Complex sentences are modeled in the following units: Unit 3:

School Subjects: Geography 1 When it's daytime in Africa, Asia, and Europe, it's night in North and South America.

Unit 4: School Subjects: English 1 The word 'cat' is a noun because a cat is an animal.

Unit 5: School Subjects: Math 2 To find the difference between two numbers, subtract the smaller number from the larger number.

Unit 6: School Subjects: Science 2 Its speed doesn't change because the force of gravity is perpendicular to its motion.

Unit 7: 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.

Unit 8: Warm Up: People wake up because it

Complex sentences are modeled in the following units: Unit 11:

School Subjects: Science 4 When sound waves reach your ear, your eardrum vibrates.

Unit 12: School Subjects: Geography 3 When water falls from a cloud it is in a liquid form. As warm air rises, it cools.

Unit 13: 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: School Subjects: Math 4 To keep the equation balanced, whatever we do on one side of the equation, we have to do to the other side of the equation.

Unit 15: School Subjects: English 3 To avoid breaking this rule, we have other words that have the same meaning but are not modals.

Unit 16:




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gets light in the morning. Unit 9:

Warm Up: When we’re children, we learn to read and write.

Unit 10: Warm Up: After she measures the cloth, she’s going to cut it with some scissors. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises

School Subjects: Science 5 Though bacteria have a simple, single-cell structure, they are very important. Until photosynthesis evolved, there was no oxygen in the Earth's atmosphere.

Unit 17: School Subjects: History 3 Ataturk started making changes in 1924 when he replaced religious schools with public, non- religious schools.

Unit 18: Warm Up: They are feeding her liquids because she's unable to eat regular foods. If she doesn't see a doctor soon, she could get worse. Since she goes to class often, she's learning new things each day. If a member country were attacked, then the combined forces of all of the countries within its alliance would help in its defense.

Unit 19: School Subjects: Economics If the supply of something is limited, such as the global supply of oil, demand can exceed supply. As the demand for something increases, its




Part 1 Units 1-10


Units 11-20



price will tend to rise. For example, as the supply of oil runs out, and the demand for it grows, its price will increase.

Unit 20: School Subjects: Psychology He believed that if he could control the development of a child from infancy, he could produce any type of individual, simply by changing the stimuli and reinforcements in the child's environment. 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; Extension Activities: Tasks & Activities; Written Exercises




Part 1 Units 1-10


Units 11-20



(C) use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses.

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

Unit 1: School Life: She loves music, and she can play the violin.

Unit 2: School Subjects: Science 1 Air takes up space, but it has no shape.

Unit 3: Warm Up: This building is round, and it has no roof. School Life: Here is a map of Alex and Tina's school. School Subjects: Geography 1 When you travel from Tokyo, Japan to San Francisco, you cross seven time zones.

Unit 4: Warm Up: It's wet, but it isn't too cold. School Subjects: English 1 The word 'cat' is a noun because a cat is an animal.

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:

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.

Unit 13: Warm Up: He is very helpful, and he knows a lot about plants. If she forgets to water them, they’ll die very quickly.

Unit 14: School Subjects: Math 4 Sometimes these graphs have bars that are vertical, and sometimes they have bars that are horizontal.

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 The basic unit of life is the cell. Though bacteria have a simple, single-cell structure, they are very important.




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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. 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. 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

Plants depend on it directly, and animals depend on it indirectly.

Unit 17: School Subjects: History 3 When Temujin was nine years old, his father was killed by enemies. At that time, Temujin did not become leader of the tribe because the tribe thought he was too young. Several years later, he became a prisoner of an enemy tribe. One night he escaped, and his reputation as a brave warrior began to grow.

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




Part 1 Units 1-10


Units 11-20



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

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 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; Extension Activities: Tasks & Activities; Written Exercises




Part 1 Units 1-10


Units 11-20



(20) 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) use conventions of capitalization; and

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

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

(B) recognize and use punctuation marks including: *ELPS: 1 A, B, H; 5 D, E, F

(i) commas after introductory words, phrases, and clauses; and

Unit 1: School Life: She loves music, and she can play the violin. School Subjects: Math 1 In fact,

Unit 2: School Life: Oh, who is your math teacher? Well, it's time for class.

Unit 3: Warm Up: A piano is on the stage, and many people are in their seats. Unfortunately, concert tickets are often very expensive.

Unit 4: Warm Up: Cloudy days are usually

Unit 11: School Subjects: Science 4 Unlike a vibrating string, the motion of the spring is in the same directions that the wave moves. In other words, the motion of the spring is parallel to the direction of the wave. If we look at waves, we see a pattern.

Unit 12: School Subjects: Geography 3 As warm air rises, it cools. We dig deep holes to get coal for energy, and we dam rivers to make lakes and to generate electricity.

Unit 13:




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cool, but sometimes they are not. School Life: A: My dad's a pilot, and my mom works at the airport. School Subjects: English 1 In this sentence, the verb 'has' doesn't express an action.

Unit 5: School Subjects: Math 2 If you pay for the pizza with a five-dollar bill, you will get three dollars back.

Unit 6: Warm Up: At this school in Thailand, the students write something every day.

Unit 7: School Subjects: Geography 2 The world’s highest mountain is Mount Everest, in the Himalayas.

Unit 8: School Subjects: English 2 For example, in this sentence, the adjective good comes before the noun teacher.

Unit 9: School subjects: World History Ten years later, after Alexander became king, Aristotle returned to Athens.

School Subjects: History 2 Unlike earlier civilizations that grew up around the rivers, the Greek civilization grew up around the Aegean Sea. Because of their close proximity to the sea, the Greeks became great sailors.

Unit 14: School Subjects: Math 4 To find the slope, take the change in speed over a period of time, and divide it by the period of time. In other words, the speed increases linearly.

Unit 15: Warm Up: Unfortunately, he can’t buy books because he doesn’t have much money. Without a good education, it will be difficult for them to find a better job.

Unit 16: Warm Up: If the bird is fast, it can eat hundreds of insects each day. Unlike bees, mosquitoes don't have a relationship with plants or animals.

Unit 17: Warm Up: Until 1930, it was one of the tallest structures in the world. School Life: Yeah, that was funny... Do you think he'll win the election? School Subjects: History 3




Part 1 Units 1-10


Units 11-20



Unit 10: School Life: You’re not that slow, and you’re big. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises

If other immune responses fail, the immune system uses white blood cells and antibodies to attack infection.

Unit 18: Warm Up: However, the students in this class must always be very careful. In order to prevent injury, he's wearing protection over his eyes. Without the right protection, he could get seriously injured.

Unit 19: School Life: Oh, sorry. How long have you been waiting? 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.

Unit 20: School Life: Yeah, maybe I will. Here, would you like part of a sandwich? Oh, that's okay. School Subjects: Psychology He was an expert in using testing and statistics to do research, and his work led to the development of psychological testing.




Part 1 Units 1-10


Units 11-20



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



(ii) semicolons, colons, and hyphens.

Unit 2: School Life: Her math class begins at 9:50 and ends at 10:40.

Unit 3: School Life: Alex: May? M-A-Y? M e: N o. M -E-I. School Subjects: Geography 1 For example, when it's 5:00 a.m. in Paris, it’s 11:00 p.m. in New York.

Unit 4: School Subjects: English 1 Here are some examples of verbs: [eat, drink, be, have, want].

Unit 5: School Subjects: Math 2 Some examples of negative numbers are: -1, -1/2, -1.2. Look at these two numbers: [4, 8] They are both multiples of two.

Unit 7: School Subjects: Geography 2 Let’s look at the latitudes and longitudes of two cities: Beijing, China and Mexico City, Mexico. TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Exercises

Unit 12: School Subjects: Geography 3 There are two distinct layers to the core: the outer core and the inner core.

Unit 14: School Subjects: Math 4 In this lesson we will focus on three types of graphs: bar graphs, line graphs, and pie graphs.

Unit 15: School Subjects: English 3 There are two types of verbs in the English verb system: regular and irregular.

Unit 16: School Subjects: Science 5 The letters represent atoms of different elements: C for carbon, O for oxygen, and H for hydrogen.

Unit 18: School Subjects: History & Politics The states that make up the United States - like California or Texas - have only limited sovereignty.

Unit 20: School Subjects: Psychology In this model, memory is divided into 3 types: sensory memory, short-term memory, and long-term memory.




Part 1 Units 1-10


Units 11-20



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

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

*ELPS: 1 A, B, H; 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

(22) 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






Part 1 Units 1-10


Units 11-20




(B) apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches.

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


N/A N/A




Part 1 Units 1-10


Units 11-20



(23) 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 information from a range of relevant print and electronic sources using advanced search strategies;

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

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

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


(B) categorize information thematically in order to see the larger constructs inherent in the information;

*ELPS: 1 A, B, H; 2 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

(C) record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format; and

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

N/A N/A




Part 1 Units 1-10


Units 11-20



(D) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.

*ELPS: 1 A, B, H; 4 J, K; 5 G

N/A N/A

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

(A) narrow or broaden the major research question, if necessary, based on further research and investigation; and

*ELPS: 1 A, B, H; 4 J, K; 5 G



(B) utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language, point of view) and explain why one source is more useful than another.

*ELPS: 1 A, B, H; 4, J, K; 5 G

N/A N/A




Part 1 Units 1-10


Units 11-20



(25) 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 a written or an oral presentation that:

(A) draws conclusions and summarizes or paraphrases the findings in a systematic way;

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

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



(B) marshals evidence to explain the topic and gives relevant reasons for conclusions;

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

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



(C) presents the findings in a meaningful format; and

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

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






Part 1 Units 1-10


Units 11-20



(D) follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas.

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

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

N/A N/A

(26) 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 to and interpret a speaker's purpose by explaining the content, evaluating the delivery of the presentation, and asking questions or making comments about the evidence that supports a speaker's claims;

*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;






Part 1 Units 1-10


Units 11-20



(B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems; 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

N/A N/A

(C) draw conclusions about the speaker's message by considering verbal communication (e.g., word choice, tone) and non cues (e.g., posture, gestures, facial expressions).

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

E, F, G, H, I






Part 1 Units 1-10


Units 11-20



(27) 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 present a critique of a literary work, film, or dramatic production, employing eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively.

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

E, F, G, H, I, J






Part 1 Units 1-10


Units 11-20



(28) 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 discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues.

*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



Source: The provisions of this §110.19 adopted to be effective September 4, 2008, 33 TexReg 7162.


Documents

TEKS/ELPS Correlations for DynEd’s English for Success · TEKS/ELPS Correlations for DynEd’s English for Success TEKS/ELPS English for Success Part 1 Units 1-10 English for Success