texas alignment english language proficiency, 2008...
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Texas Alignment English Language Proficiency, 2008 Texas Essential Knowledge and Skills (TEKS),
produced by the Texas Education Agency Grades: K-1 through Grades: 2-12
P.O. Box 8036 • Wisconsin Rapids, WI 54495-8036
Phone: (800) 338-4204 • Fax: (715) 424-4242
www.renlearn.com
Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending
registration in the United States and other countries.
© 2013 by Renaissance Learning, Inc. All rights reserved. No portion of this document may be reproduced, by any process or technique, without the
express written consent of Renaissance Learning, Inc. Any standards referenced in this document are the property of their respective copyright holders.
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Texas Standards Alignment 2008 Texas Essential Knowledge and Skills (TEKS), produced by the Texas Education Agency
Standards List with Aligned Product Skills
The Standards List with Aligned Product Skills Report is a standards-oriented document
showing the entire list of standards for the subject and grade and the product skills aligned to
those standards. This alignment report shows the breadth of standards coverage for the purpose
and focus of this product.
Note to Educator ................................................................................................... iii
Grades: K-1 ........................................................................................................ 1
Grades: 2-12 ....................................................................................................... 9
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Note to Educator:
Thank you for your interest in Renaissance Learning technology. At Renaissance
Learning, we recognize the impact that standards and assessment reform have on schools.
We share the concerns of educators and administrators that students perform well and
that teachers have the resources they need to support their efforts to address standards
and assessments.
Renaissance Learning provides alignment reports to customers to show how the skills
within each product align to the skills within academic standards. The Alignment Report
presents all of the academic standards for a specific state/agency with the aligned
Renaissance Learning product skill areas and specific skills below each standard.
We hope this report answers your questions regarding the alignment of Renaissance
Learning technology and materials to standards. If you have any questions about the
alignment report, please feel free to call us at (800) 338-4204.
Sincerely,
Renaissance Learning
P.O. Box 8036
Wisconsin Rapids, WI 54495-8036
Phone: (800) 338-4204
Fax: (715) 424-4242
www.renlearn.com
English in a Flash
- 1 of 21 -3/11/2013
Vocabulary Acquisition (VA) - Acquiring a core vocabulary
Building vocabulary
TX 3.A.iii.I - understand the meaning of very few words in English; and
TX 3.A.iii - These students: have difficulty decoding most grade-appropriate English text because they:
Overall Product (OP) Acquiring English through visual input (graphics with sound and graphics with text and sound)
TX 3.A.ii - These students: begin to recognize and understand environmental print in English such as signs, labeled items, names of peers, and logos; and
Developing listening comprehension skills
Retaining English through graphics and sound with no translation needed
Overall Product (OP) Acquiring English through visual input (graphics with sound and graphics with text and sound)
Listening (L) - Listening to a variety of oral language
TX 3.A.i.III - accompanied by ample visual supports such as illustrations, gestures, pantomime, and objects and by linguistic supports such as careful enunciation and slower speech;
Acquiring English through repetition
Developing basic, high frequency, and sight vocabulary in English
Overall Product (OP) Acquiring English through active listening
TX 3.A.i.II - controlled to include the little English they know such as language that is high frequency, concrete, and recently practiced; and
Developing listening comprehension skills
Overall Product (OP) Acquiring English through active listening
Listening (L) - Listening to a variety of oral language
TX 3.A.i.I - read in short "chunks;"
TX 3.A.i - These students: derive little or no meaning from grade-appropriate stories read aloud in English, unless the stories are:
TX 3.A - Beginning. Beginning ELLs have little or no ability to use the English language to build foundational reading skills.
TX 3 - Reading, Kindergarten-Grade 1. ELLs in Kindergarten and Grade 1 may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. The following proficiency level descriptors for reading are sufficient to describe the overall English langauge proficiency levels of ELLs in this language domain in order to linguisticlaly accommodate their instruction and should take into account developmental stages of emergent readers.
Grades: K-1
TexasEssential Knowledge and Skills
Grades: K-1
English in a Flash
- 2 of 21 -3/11/2013
Developing listening comprehension skills
Overall Product (OP) Acquiring English through active listening
TX 3.B.i.IV - short, simple sentences; and
Developing basic, high frequency, and sight vocabulary in English
Acquiring English through repetition
Overall Product (OP) Acquiring English through active listening
Vocabulary Acquisition (VA) - Acquiring a core vocabulary
Recognizing one-syllable and high-frequency words
Building vocabulary
TX 3.B.i.III - primarily high-frequency, concrete vocabulary;
Listening (L) - Listening to a variety of oral language
Developing listening comprehension skills
Overall Product (OP) Acquiring English through active listening
Determining the purpose or purposes for listening
TX 3.B.i.II - highly familiar topics;
Overall Product (OP) Acquiring English through active listening
Listening (L) - Listening to a variety of oral language
Developing listening comprehension skills
TX 3.B.i.I - predictable story lines;
TX 3.B.i - These students: demonstrate limited comprehension (key words and general meaning) of grade-appropriate stories read aloud in English, unless the stories include:
TX 3.B - Intermediate. Intermediate ELLs have a limited ability to use the English language to build foundational reading skills.
Graphophonemic Knowledge (GK) - Acquiring knowledge of the English sound system
- Recognizing the sounds of names of letters
Overall Product (OP) Recognizing sounds of English
Acquiring phonological awareness and knowledge of English grammatical structures
- Recognizing the sounds of letter combinations
Knowing the sounds of letters
General Readiness (GR) Matching spoken words to printed words
Distinguishing beginning and ending sounds of one-syllable words
TX 3.A.iii.II - struggle significantly with sounds in spoken English words and with sound-symbol relationships due to differences between their primary language and English.
TexasEssential Knowledge and Skills
Grades: K-1
English in a Flash
- 3 of 21 -3/11/2013
Listening (L) - Recognizing a purpose for listening
Overall Product (OP) Acquiring English through visual input (graphics with sound and graphics with text and sound)
Acquiring and refining listening comprehension
TX 3.C.i - These students: demonstrate comprehension of most main points and most supporting ideas in grade-appropriate stories read aloud in English, although they may still depend on visual and linguistic supports to gain or confirm meaning;
TX 3.C - Advanced. Advanced ELLs have the ability to use the English lanugage, with second language acquisition support, to build foundational reading skills.
Phonemic Awareness (PA) Developing decoding skills
General Readiness (GR) Knowing the sounds of letters
Phonics (PH) - Developing phonetic knowledge of sounds
Developing an awareness of American English phonemes
Graphophonemic Knowledge (GK) - Acquiring knowledge of the English sound system
Overall Product (OP) Recognizing sounds of English
Distinguishing beginning and ending sounds of one-syllable words
- Recognizing the sounds of names of letters
TX 3.B.iii.II - struggle with some sounds in English words and some sound-symbol relationships due to differences between their primary language and English.
Building vocabulary
Vocabulary Acquisition (VA) - Acquiring a core vocabulary
Overall Product (OP) Developing basic, high frequency, and sight vocabulary in English
Recognizing one-syllable and high-frequency words
Reading sight words
TX 3.B.iii.I - understand the meaning of only those English words they hear frequently; and
TX 3.B.iii - These students: have difficulty decoding grade-appropriate English text because they:
Overall Product (OP) Acquiring English through visual input (graphics with sound and graphics with text and sound)
TX 3.B.ii - These students: regularly recognize and understand common environmental print in English such as signs, labeled items, names of peers, logos; and
Overall Product (OP) Acquiring English through visual input (graphics with sound and graphics with text and sound)
TX 3.B.i.V - visual and linguistic supports;
Listening (L) - Listening to a variety of oral language
TexasEssential Knowledge and Skills
Grades: K-1
English in a Flash
- 4 of 21 -3/11/2013
Acquiring and refining listening comprehension
Listening (L) - Recognizing a purpose for listening
TX 3.D.i - These students: demonstrate, with minimal second language acquisition support and at a level nearly comparable to native English-speaking peers, comprehension of main points and supporting ideas (explicit and implicit) in grade-appropriate stories read aloud in English;
TX 3.D - Advanced high. Advanced high ELLs have the ability to use the English language, with minimal second language acquisition support, to build foundational reading skills.
General Readiness (GR) Knowing the sounds of letters
Distinguishing beginning and ending sounds of one-syllable words
Phonemic Awareness (PA) Developing decoding skills
Phonics (PH) - Developing phonetic knowledge of sounds
Developing an awareness of American English phonemes
Overall Product (OP) Recognizing sounds of English
Graphophonemic Knowledge (GK) - Acquiring knowledge of the English sound system
- Recognizing the sounds of names of letters
TX 3.C.iii.II - have little difficulty with English sounds and sound-symbol relationships that result from differences between their primary language and English.
Building vocabulary
Vocabulary Acquisition (VA) - Acquiring a core vocabulary
Overall Product (OP) Developing basic, high frequency, and sight vocabulary in English
Recognizing high frequency words
Reading sight words
Recognizing one-syllable and high-frequency words
TX 3.C.iii.I - understand the meaning of most grade-appropriate English words; and
TX 3.C.iii - These students: with second language acquisition support, are able to decode most grade-appropriate English text because they:
Recognizing one-syllable and high-frequency words
Vocabulary Acquisition (VA) Recognizing high frequency words
Overall Product (OP) Developing basic, high frequency, and sight vocabulary in English
Reading sight words
TX 3.C.ii - These students: recognize some basic English vocabulary and high-frequency words in isolated print; and
TexasEssential Knowledge and Skills
Grades: K-1
English in a Flash
- 5 of 21 -3/11/2013
Vocabulary Acquisition (VA) Recognizing high frequency words
Overall Product (OP) Developing basic, high frequency, and sight vocabulary in English
Recognizing one-syllable and high-frequency words
TX 5.A.iii - These students: cannot express themselves meaningfully in self-generated, connected written text in English beyond the level of high-frequency, concrete words, phrases, or short sentences that have been recently practiced and/or memorized; and
Phonemic Awareness (PA) Demonstrating reading comprehension by asking and answering questions of the text
Communicative Tasks (CT) Answering clarifying questions about text
TX 5.A.ii - These students: know too little English to participate meaningfully in grade-appropriate shared writing activities using the English language;
Communicative Tasks (CT) Answering clarifying questions about text
Phonemic Awareness (PA) Demonstrating reading comprehension by asking and answering questions of the text
Writing upper- and lower-case letters independently
TX 5.A.i - These students: are unable to use English to explain self-generated writing such as stories they have created or other personal expressions, including emergent forms of writing (pictures, letter-like forms, mock words, scribbling, etc.);
TX 5.A - Beginning. Beginning ELLs have little or no ability to use the English language to build foundational writing skills.
TX 5 - Writing, Kindergarten - Grade 1. ELLs in Kindergarten and Grade 1 may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. The following proficiency level descriptors for writing are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction and should take into account developmental stages of emergent writers.
Demonstrating reading comprehension by asking and answering questions of the text
Communicative Tasks (CT) Answering clarifying questions about text
Phonemic Awareness (PA) Developing decoding skills
TX 3.D.iii - These students: with minimal second language acquisition support, have an ability to decode and understand grade-appropriate English text at a level nearly comparable to native English-speaking peers.
Vocabulary Acquisition (VA) Recognizing high frequency words
Overall Product (OP) Developing basic, high frequency, and sight vocabulary in English
Recognizing one-syllable and high-frequency words
Reading sight words
TX 3.D.ii - These students: with some exceptions, recognize sight vocabulary and high-frequency words to a degree nearly comparable to that of native English-speaking peers; and
TexasEssential Knowledge and Skills
Grades: K-1
English in a Flash
- 6 of 21 -3/11/2013
Phonemic Awareness (PA) Demonstrating reading comprehension by asking and answering questions of the text
TX 5.C.i - These students: use predominantly grade-appropriate English to explain, in some detail, most self-generated writing, including emergent forms of writing;
TX 5.C - Advanced. Advanced ELLs have the ability to use the English language to build, with second language acquisition support, foundational writing skills.
TX 5.B.iv - These students: frequently exhibit features of their primary language when writing in English such as primary language words, spelling patterns, word order, and literal translating.
Recognizing one-syllable and high-frequency words
Vocabulary Acquisition (VA) Recognizing high frequency words
Writing sentences that maintain focus on a topic
Communicative Tasks (CT) Answering clarifying questions about text
Overall Product (OP) Developing basic, high frequency, and sight vocabulary in English
Phonemic Awareness (PA) Demonstrating reading comprehension by asking and answering questions of the text
TX 5.B.iii - These students: express themselves meaningfully in self-generated, connected written text in English when their writing is limited to short sentences featuring simple, concrete English used frequently in class; and
Communicative Tasks (CT) Answering clarifying questions about text
Phonemic Awareness (PA) Demonstrating reading comprehension by asking and answering questions of the text
Writing sentences that maintain focus on a topic
TX 5.B.ii - These students: can participate meaningfully in grade-appropriate shared writing activities using the English language only when the writing topic is highly familiar and concrete and requires very high-frequency English;
Communicative Tasks (CT) Answering clarifying questions about text
Phonemic Awareness (PA) Demonstrating reading comprehension by asking and answering questions of the text
Writing upper- and lower-case letters independently
Writing sentences that maintain focus on a topic
TX 5.B.i - These students: know enough English to explain briefly and simply self-generated writing, including emergent forms of writing, as long as the topic is highly familiar and concrete and requires very high-frequency English;
TX 5.B - Intermediate. Intermediate ELLs have a limited ability to use the English language to build foundational writing skills.
TX 5.A.iv - These students: may demonstrate little or no awareness of English print conventions.
Communicative Tasks (CT) Writing sentences that maintain focus on a topic
TexasEssential Knowledge and Skills
Grades: K-1
English in a Flash
- 7 of 21 -3/11/2013
Phonemic Awareness (PA) Demonstrating reading comprehension by asking and answering questions of the text
Overall Product (OP) Developing basic, high frequency, and sight vocabulary in English
TX 5.D.ii - These students: can participate meaningfully in most grade-appropriate shared writing activities using the English language; and
Communicative Tasks (CT) Answering clarifying questions about text
Phonemic Awareness (PA) Demonstrating reading comprehension by asking and answering questions of the text
Writing upper- and lower-case letters independently
Writing sentences that maintain focus on a topic
TX 5.D.i - These students: use English at a level of complexity and detail nearly comparable to that of native English-speaking peers when explaining self-generated writing, including emergent forms of writing;
TX 5.D - Advanced high. Advanced high ELLs have the ability to use the English language to build, with minimal second language acquisition support, foundational writing skills.
TX 5.C.iv - These students: occasionally exhibit second language acquisition errors when writing in English.
Vocabulary Acquisition (VA) Recognizing high frequency words
Phonemic Awareness (PA) Demonstrating reading comprehension by asking and answering questions of the text
Overall Product (OP) Developing basic, high frequency, and sight vocabulary in English
Recognizing one-syllable and high-frequency words
Writing sentences that maintain focus on a topic
Communicative Tasks (CT) Answering clarifying questions about text
TX 5.C.iii - These students: although second language acquisition support is needed, have an emerging ability to express themselves in self-generated, connected written text in English in a grade-appropriate manner; and
Communicative Tasks (CT) Answering clarifying questions about text
Writing sentences that maintain focus on a topic
Phonemic Awareness (PA) Demonstrating reading comprehension by asking and answering questions of the text
TX 5.C.ii - These students: can participate meaningfully, with second language acquisition support, in most grade-appropriate shared writing activities using the English language;
Writing upper- and lower-case letters independently
Writing sentences that maintain focus on a topic
Communicative Tasks (CT) Answering clarifying questions about text
TexasEssential Knowledge and Skills
Grades: K-1
English in a Flash
- 8 of 21 -3/11/2013
TX 5.D.iii - These students: although minimal second language acquisition support may be needed, express themselves in self-generated, connected written text in English in a manner nearly comparable to their native English-speaking peers.
Recognizing one-syllable and high-frequency words
Vocabulary Acquisition (VA) Recognizing high frequency words
Communicative Tasks (CT) Answering clarifying questions about text
Writing sentences that maintain focus on a topic
TexasEssential Knowledge and Skills
Grades: K-1
English in a Flash
- 9 of 21 -3/11/2013
Phonemic Awareness (PA) - Using phonemic awareness to read
General Readiness (GR) Using the sequence of reading from left to right and top to bottom
Overall Product (OP) Developing basic, high frequency, and sight vocabulary in English
Using word families to decode unfamiliar words
TX 4.A.ii - These students: read slowly, word by word;
Vocabulary Acquisition (VA) - Acquiring a core vocabulary
Overall Product (OP) Acquiring English through active listening
Acquiring English through repetition
Developing basic, high frequency, and sight vocabulary in English
Recognizing one-syllable and high-frequency words
Building vocabulary
TX 4.A.i.III - concrete words that can be represented by pictures;
Recognizing one-syllable and high-frequency words
Developing basic, high frequency, and sight vocabulary in English
Acquiring English through repetition
Overall Product (OP) Acquiring English through active listening
Building vocabulary
Vocabulary Acquisition (VA) - Acquiring a core vocabulary
TX 4.A.i.II - some very high-frequency words; and
Overall Product (OP) Acquiring English through visual input (graphics with sound and graphics with text and sound)
TX 4.A.i.I - environmental print;
TX 4.A.i - These students: read and understand the very limited recently practiced, memorized, or highly familiar English they have learned; vocabulary predominantly includes:
TX 4.A - Beginning. Beginning ELLs have little or no ability to read and understand English used in academic and social contexts.
TX 4 - Reading, Grades 2 - 12. ELLs in Grades 2 - 12 may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. The following proficiency level descriptors for reading are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction.
Grades: 2-12
TexasEssential Knowledge and Skills
Grades: 2-12
English in a Flash
- 10 of 21 -3/11/2013
Vocabulary Acquisition (VA) - Acquiring a core vocabulary
Overall Product (OP) Developing basic, high frequency, and sight vocabulary in English
TX 4.B.i.I - everyday oral language;
TX 4.B.i - These students: read and understand English vocabulary on a somewhat wider range of topics and with increased depth; vocabulary predominantly includes:
TX 4.B - Intermediate. Intermediate ELLs have the ability to read and understand simple, high-frequency English used in routine academic and social contexts.
Answering WH questions from text
Phonemic Awareness (PA) - Using phonemic awareness to read
TX 4.A.vi - These students: are able to apply reading comprehension skills in English only when reading texts written for this level.
Retaining English through graphics and sound with no translation needed
Overall Product (OP) Acquiring English through visual input (graphics with sound and graphics with text and sound)
TX 4.A.v - These students: are highly dependent on visuals and prior knowledge to derive meaning from text in English; and
Overall Product (OP) Acquiring English through visual input (graphics with sound and graphics with text and sound)
Acquiring English through repetition
General Readiness (GR) Recognizing separate words and sentences
Oral Communication (OC) Recognizing language chunks (syntactic phrasal structures)
TX 4.A.iv - These students: comprehend predominantly isolated familiar words and phrases; comprehend some sentences in highly routine contexts or recently practiced, highly familiar text;
Overall Product (OP) Progressing from English words to phrases to sentences and short monologues/dialogues
Spelling affixes, contractions, and syllable constructions correctly
Structural Analysis (SA) Spelling irregular plurals correctly i.e., such as women, geese
Forming plurals by adding -es
Oral Communication (OC) Recognizing basic structures (grammatical structures, word order conventions)
Recognizing prefixes
Recognizing compound nouns
Grammatical Structure Acquisition (GS) Practicing a variety of sentence structures
TX 4.A.iii - These students: have a very limited sense of English language structures;
TexasEssential Knowledge and Skills
Grades: 2-12
English in a Flash
- 11 of 21 -3/11/2013
Recognizing prefixes
Spelling affixes, contractions, and syllable constructions correctly
Overall Product (OP) Progressing from English words to phrases to sentences and short monologues/dialogues
Structural Analysis (SA) Forming plurals by adding -es
Oral Communication (OC) Recognizing basic structures (grammatical structures, word order conventions)
Grammatical Structure Acquisition (GS) Practicing a variety of sentence structures
Recognizing compound nouns
TX 4.B.iii - These students: have a growing understanding of basic, routinely used English language structures;
Phonemic Awareness (PA) Demonstrating reading comprehension by asking and answering questions of the text
Communicative Tasks (CT) Answering questions to show comprehension of cause and effect
TX 4.B.ii - These students: often read slowly and in short phrases; may re-read to clarify meaning;
Vocabulary Acquisition (VA) Building vocabulary
Overall Product (OP) Acquiring English through repetition
Communicative Tasks (CT) Practicing stating feelings and needs
Recognizing descriptors
TX 4.B.i.IV - commonly used abstract language such as terms used to describe basic feelings;
Vocabulary Acquisition (VA) - Acquiring a core vocabulary
Overall Product (OP) Acquiring academic communication skills and vocabulary
Building vocabulary
TX 4.B.i.III - routine academic language and terms; and
Vocabulary Acquisition (VA) - Acquiring a core vocabulary
Overall Product (OP) Developing basic, high frequency, and sight vocabulary in English
Building vocabulary
Recognizing high frequency words
TX 4.B.i.II - literal meanings of common words;
Recognizing one-syllable and high-frequency words
Building vocabulary
Reading sight words
TexasEssential Knowledge and Skills
Grades: 2-12
English in a Flash
- 12 of 21 -3/11/2013
Developing basic, high frequency, and sight vocabulary in English
Overall Product (OP) Practicing 4050 explicitly taught English words across three libraries
TX 4.C.i.I - with second language acquisition support, read and understand grade-appropriate concrete and abstract vocabulary, but have difficulty with less commonly encountered words;
TX 4.C.i - These students: read and understand, with second language acquisition support, a variety of grade-appropriate English vocabulary used in social and academic contexts:
TX 4.C - Advanced. Advanced ELLs have the ability to read and understand, with second language acquisition support, grade-appropriate English used in academic and social contexts.
Answering questions in writing about literary text read aloud
Demonstrating reading comprehension by asking and answering questions of the text
Phonemic Awareness (PA) - Using phonemic awareness to read
General Readiness (GR) Developing reading fluency and comprehension
Overall Product (OP) Developing basic, high frequency, and sight vocabulary in English
Developing an awareness of American English phonemes
Answering WH questions from text
TX 4.B.vi - These students: are able to apply basic and some higher-order comprehension skills when reading texts that are linguistically accommodated and/or simplified for this level.
Overall Product (OP) Developing basic, high frequency, and sight vocabulary in English
Phonemic Awareness (PA) Demonstrating reading comprehension by asking and answering questions of the text
TX 4.B.v - These students: struggle to independently read and understand grade-level texts; and
Oral Communication (OC) Using context clues
Overall Product (OP) Acquiring English through visual input (graphics with sound and graphics with text and sound)
Acquiring English through repetition
Recognizing language chunks (syntactic phrasal structures)
General Readiness (GR) Recognizing separate words and sentences
Practicing basic vocabulary
Recognizing basic expressions (social discourse expressions)
TX 4.B.iv - These students: understand simple sentences in short, connected texts, but are dependent on visual cues, topic familiarity, prior knowledge, pretaught topic-related vocabulary, story predictability, and teacher/peer assistance to sustain comprehension;
TexasEssential Knowledge and Skills
Grades: 2-12
English in a Flash
- 13 of 21 -3/11/2013
Phonemic Awareness (PA) - Using phonemic awareness to read
Progressing from English words to phrases to sentences and short monologues/dialogues
Overall Product (OP) Acquiring English through visual input (graphics with sound and graphics with text and sound)
Retaining English through graphics and sound with no translation needed
TX 4.C.iv - These students: are able to apply basic and higher-order comprehension skills when reading grade-appropriate text, but are still occasionally dependent on visuals, teacher/peer assistance, and other linguistically accommodated text features to determine or clarify meaning, particularly with unfamiliar topics.
Demonstrating reading comprehension by asking and answering questions of the text
Answering questions in writing about literary text read aloud
General Readiness (GR) Developing reading fluency and comprehension
Phonemic Awareness (PA) Developing reading comprehension
TX 4.C.iii - These students: are developing skill in using their growing familiarity with English language structures to construct meaning of grade-appropriate text; and
Overall Product (OP) Acquiring phonological awareness and knowledge of English grammatical structures
Progressing from English words to phrases to sentences and short monologues/dialogues
TX 4.C.ii - These students: read longer phrases and simple sentences from familiar text with appropriate rate and speed;
Vocabulary Acquisition (VA) Demonstrating knowledge of homophone pairs to determine word meaning
TX 4.C.i.III - understand multiple meanings of commonly used words;
Using vocabulary words appropriately in context
Building vocabulary
Vocabulary Acquisition (VA) Identifying words from definitions, synonyms, examples, and comparisons
Oral Communication (OC) Recognizing idiomatic expressions
TX 4.C.i.II - demonstrate an emerging ability to understand words and phrases beyond their literal meaning; and
Building vocabulary
Vocabulary Acquisition (VA) - Acquiring a core vocabulary
Recognizing descriptors
TexasEssential Knowledge and Skills
Grades: 2-12
English in a Flash
- 14 of 21 -3/11/2013
Focusing on key words and connecting with prior knowledge
Phonemic Awareness (PA) - Using phonemic awareness to read
Overall Product (OP) Acquiring phonological awareness and knowledge of English grammatical structures
Progressing from English words to phrases to sentences and short monologues/dialogues
TX 4.D.iv - These students: are able to apply, with minimal second language acquisition support and at a level nearly comparable to native English-speaking peers, basic and higher-order comprehension skills when reading grade-appropriate text.
Phonemic Awareness (PA) Answering questions in writing about literary text read aloud
TX 4.D.iii - These students: are able to, at a level nearly comparable to native English-speaking peers, use their familiarity with English language structures to construct meaning of grade-appropriate text; and
Overall Product (OP) Progressing from English words to phrases to sentences and short monologues/dialogues
TX 4.D.ii - These students: generally read grade-appropriate, familiar text with appropriate rate, speed, intonation, and expression;
Using pictorial clues to identify words
Demonstrating knowledge of homophone pairs to determine word meaning
Vocabulary Acquisition (VA) - Acquiring a core vocabulary
Building vocabulary
Recognizing descriptors
Using vocabulary words appropriately in context
TX 4.D.i - These students: read and understand vocabulary at a level nearly comparable to that of their native English-speaking peers, with some exceptions when low-frequency or specialized vocabulary is used;
TX 4.D - Advanced high. Advanced high ELLs have the ability to read and understand, with minimal second language acquisition support, grade-appropriate English used in academic and social settings.
Developing an awareness of American English phonemes
Answering WH questions from text
Focusing on key words and connecting with prior knowledge
Developing reading comprehension
Answering questions in writing about literary text read aloud
Demonstrating reading comprehension by asking and answering questions of the text
TexasEssential Knowledge and Skills
Grades: 2-12
English in a Flash
- 15 of 21 -3/11/2013
Practicing 4050 explicitly taught English words across three libraries
Overall Product (OP) Acquiring English through field-tested items
Phonemic Awareness (PA) Using word families to decode unfamiliar words
Vocabulary Acquisition (VA) Using pictorial clues to identify words
TX 6.A.iii.I - ability to label, list, and copy;
TX 6.A.iii - These students: exhibit writing features typical at this level, including:
Developing an awareness of English spelling and mechanics through implicit instruction
Developing basic, high frequency, and sight vocabulary in English
Overall Product (OP) Acquiring English through repetition
Acquiring phonological awareness and knowledge of English grammatical structures
TX 6.A.ii - These students: lack the English necessary to develop or demonstrate elements of grade-appropriate writing such as focus and coherence, conventions, organization, voice, and development of ideas in English; and
Developing basic, high frequency, and sight vocabulary in English
Developing an awareness of English spelling and mechanics through implicit instruction
Overall Product (OP) Acquiring English through repetition
TX 6.A.i - These students: have little or no ability to use the English language to express ideas in writing and engage meaningfully in grade-appropriate writing assignments in content area instruction;
TX 6.A - Beginning. Beginning ELLs lack the English vocabulary and grasp of English language structures necessary to address grade-appropriate writing tasks meaningfully.
TX 6 - Writing, Grades 2 - 12. ELLs in Grades 2 - 12 may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. The following proficiency level descriptors for writing are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction.
Developing reading comprehension
Developing an awareness of American English phonemes
Answering WH questions from text
Answering questions in writing about literary text read aloud
Demonstrating reading comprehension by asking and answering questions of the text
TexasEssential Knowledge and Skills
Grades: 2-12
English in a Flash
- 16 of 21 -3/11/2013
Spelling affixes, contractions, and syllable constructions correctly
Communicative Tasks (CT) Spelling plural nouns correctly
Overall Product (OP) Developing an awareness of English spelling and mechanics through implicit instruction
Structural Analysis (SA) Spelling irregular plurals correctly i.e., such as women, geese
Spelling frequently misspelled words correctly
Producing accurately spelled and punctuated work
Determining correct spelling
Editing spelling, capitalization, and end punctuation with written responses
TX 6.A.iii.IV - frequent primary language features (spelling patterns, word order, literal translations, and words from the student's primary language) and other errors associated with second language acquisition may significantly hinder or prevent understanding, even for individuals accustomed to the writing of ELLs.
Identifying and correctly using verb forms with there is/there are constructions
Grammatical Structure Acquisition (GS) Identifying and correctly using verb forms with compound subjects
Identifying correct English usage of verb forms in context
Identifying and correctly using verbs and adverbs
Identifying and using irregular verbs
Identifying and using the verb "to be"
TX 6.A.iii.III - present tense used primarily; and
Answering questions in writing about literary text read aloud
Demonstrating reading comprehension by asking and answering questions of the text
Phonemic Awareness (PA) Answering WH questions from text
Grammatical Structure Acquisition (GS) Recognizing basic sentence structure
General Readiness (GR) Developing reading fluency and comprehension
Answering questions in writing about literary text read aloud
Communicative Tasks (CT) Answering questions to show comprehension of cause and effect
TX 6.A.iii.II - high-frequency words/phrases and short, simple sentences (or even short paragraphs) based primarily on recently practiced, memorized, or highly familiar material; this type of writing may be quite accurate;
TexasEssential Knowledge and Skills
Grades: 2-12
English in a Flash
- 17 of 21 -3/11/2013
Overall Product (OP) Practicing 4050 explicitly taught English words across three libraries
TX 6.B.iii.II - high-frequency vocabulary; academic writing often has an oral tone;
Phonemic Awareness (PA) Answering WH questions from text
General Readiness (GR) Developing reading fluency and comprehension
Grammatical Structure Acquisition (GS) Practicing a variety of sentence structures
Answering questions in writing about literary text read aloud
Communicative Tasks (CT) Answering questions in writing about literary text read aloud
TX 6.B.iii.I - simple, original messages consisting of short, simple sentences; frequent inaccuracies occur when creating or taking risks beyond familiar English;
TX 6.B.iii - These students: exhibit writing features typical at this level, including:
Overall Product (OP) Acquiring English through repetition
General Readiness (GR) Developing reading fluency and comprehension
Developing basic, high frequency, and sight vocabulary in English
Phonemic Awareness (PA) Answering WH questions from text
Communicative Tasks (CT) Answering questions to show comprehension of cause and effect
Answering questions in writing about literary text read aloud
Developing an awareness of American English phonemes
Answering questions in writing about literary text read aloud
TX 6.B.ii - These students: are limited in their ability to develop or demonstrate elements of grade-appropriate writing in English; communicate best when topics are highly familiar and concrete, and require simple, high-frequency English; and
Writing sequential personal narratives that include supporting details
Communicative Tasks (CT) Practicing writing sequential personal narratives
Writing sequential personal narratives that use transition words
Writing a simple paragraph describing a visual prompt
TX 6.B.i - These students: have a limited ability to use the English language to express ideas in writing and engage meaningfully in grade-appropriate writing assignments in content area instruction;
TX 6.B - Intermediate. Intermediate ELLs have enough English vocabulary and enough grasp of English language structures to address grade-appropriate writing tasks in a limited way.
Determining correct spelling
TexasEssential Knowledge and Skills
Grades: 2-12
English in a Flash
- 18 of 21 -3/11/2013
TX 6.C - Advanced. Advanced ELLs have enough English vocabulary and command of English language structures to address grade-appropriate writing tasks, although second language acquisition support is needed.
TX 6.B.iii.VIII - some writing may be understood only by individuals accustomed to the writing of ELLs; parts of the writing may be hard to understand even for individuals accustomed to ELL writing.
Overall Product (OP) Developing an awareness of English spelling and mechanics through implicit instruction
TX 6.B.iii.VII - primary language features and errors associated with second language acquisition may be frequent; and
Writing a simple paragraph describing a visual prompt
Communicative Tasks (CT) Practicing identifying, describing, and comparing
Vocabulary Acquisition (VA) Recognizing descriptors
TX 6.B.iii.VI - undetailed descriptions, explanations, and narrations; difficulty expressing abstract ideas;
Identifying and correctly using verbs and adverbs
Identifying and correctly using verb forms with there is/there are constructions
Grammatical Structure Acquisition (GS) Identifying and correctly using verb forms with compound subjects
Identifying correct English usage of verb forms in context
Identifying and using irregular verbs
Identifying and using the verb "to be"
TX 6.B.iii.V - present tense used most accurately; simple future and past tenses, if attempted, are used inconsistently or with frequent inaccuracies;
Vocabulary Acquisition (VA) - Acquiring a core vocabulary
Building vocabulary
Overall Product (OP) Acquiring academic communication skills and vocabulary
TX 6.B.iii.IV - repetition of ideas due to lack of vocabulary and language structures;
Communicative Tasks (CT) Writing sequential personal narratives that use transition words
TX 6.B.iii.III - loosely connected text with limited use of cohesive devices or repetitive use, which may cause gaps in meaning;
Vocabulary Acquisition (VA) - Acquiring a core vocabulary
Acquiring academic communication skills and vocabulary
TexasEssential Knowledge and Skills
Grades: 2-12
English in a Flash
- 19 of 21 -3/11/2013
Identifying and correctly using verbs and adverbs
Identifying correct English usage of verb forms in context
Identifying the correct gender pronoun in context
Grammatical Structure Acquisition (GS) - Practicing a variety of parts of speech
Identifying and correctly using verb forms with compound subjects
Identifying and correctly using verb forms with there is/there are constructions
Choosing between subject and object pronouns in context
Recognizing basic sentence structure
Identifying and using the verb "to be"
Identifying and using irregular verbs
TX 6.C.iii.I - grasp of basic verbs, tenses, grammar features, and sentence patterns; partial grasp of more complex verbs, tenses, grammar features, and sentence patterns;
TX 6.C.iii - These students: exhibit writing features typical at this level, including:
General Readiness (GR) Developing reading fluency and comprehension
Phonemic Awareness (PA) Answering WH questions from text
Overall Product (OP) Acquiring English through repetition
Developing basic, high frequency, and sight vocabulary in English
Answering questions in writing about literary text read aloud
Communicative Tasks (CT) Answering questions to show comprehension of cause and effect
Answering questions in writing about literary text read aloud
TX 6.C.ii - These students: know enough English to be able to develop or demonstrate elements of grade-appropriate writing in English, although second language acquisition support is particularly needed when topics are abstract, academically challenging, or unfamiliar; and
Writing sequential personal narratives that include supporting details
Communicative Tasks (CT) Practicing writing sequential personal narratives
Writing sequential personal narratives that use transition words
Writing a simple paragraph describing a visual prompt
TX 6.C.i - These students: are able to use the English language, with second language acquisition support, to express ideas in writing and engage meaningfully in grade-appropriate writing assignments in content area instruction;
TexasEssential Knowledge and Skills
Grades: 2-12
English in a Flash
- 20 of 21 -3/11/2013
Writing sequential personal narratives that include supporting details
Communicative Tasks (CT) Practicing writing sequential personal narratives
Writing sequential personal narratives that use transition words
TX 6.D.i - These students: are able to use the English language, with minimal second language acquisition support, to express ideas in writing and engage meaningfully in grade-appropriate writing assignments in content area instruction;
TX 6.D - Advanced high. Advanced high ELLs have acquired the English vocabulary and command of English language structures necessary to address grade-appropriate writing tasks with minimal second language acquisition support.
TX 6.C.iii.VI - communications are usually understood by individuals not accustomed to the writing of ELLs.
Overall Product (OP) Developing an awareness of English spelling and mechanics through implicit instruction
TX 6.C.iii.V - occasional second language acquisition errors; and
Writing sequential personal narratives that include supporting details
Communicative Tasks (CT) Practicing writing sequential personal narratives
Vocabulary Acquisition (VA) Recognizing descriptors
Writing sequential personal narratives that use transition words
Writing a simple paragraph describing a visual prompt
Writing a narrative paragraph that includes a setting and a few details
TX 6.C.iii.IV - narrations, explanations, and descriptions developed in some detail with emerging clarity; quality or quantity declines when abstract ideas are expressed, academic demands are high, or low-frequency vocabulary is required;
Communicative Tasks (CT) Writing sequential personal narratives that use transition words
TX 6.C.iii.III - use of a variety of common cohesive devices, although some redundancy may occur;
Vocabulary Acquisition (VA) - Acquiring a core vocabulary
Overall Product (OP) Acquiring academic communication skills and vocabulary
Building vocabulary
TX 6.C.iii.II - emerging grade-appropriate vocabulary; academic writing has a more academic tone;
Practicing a variety of sentence structures
Identifying types of sentence structure and appropriate punctuation
TexasEssential Knowledge and Skills
Grades: 2-12
English in a Flash
- 21 of 21 -3/11/2013
TX 6.D.iii.III - errors associated with second language acquisition are minor and usually limited to low-frequency words and structures; errors rarely interfere with communication.
TX 6.D.iii.II - occasional difficulty with naturalness of phrasing and expression; and
Identifying and correctly using verbs and adverbs
Identifying correct English usage of verb forms in context
Identifying the correct gender pronoun in context
Grammatical Structure Acquisition (GS) - Practicing a variety of parts of speech
Identifying and correctly using verb forms with compound subjects
Identifying and correctly using verb forms with there is/there are constructions
Choosing between subject and object pronouns in context
Identifying types of sentence structure and appropriate punctuation
Practicing a variety of sentence structures
Recognizing basic sentence structure
Identifying and using the verb "to be"
Identifying and using irregular verbs
TX 6.D.iii.I - nearly comparable to writing of native English-speaking peers in clarity and precision with regard to English vocabulary and language structures, with occasional exceptions when writing about academically complex ideas, abstract ideas, or topics requiring low-frequency vocabulary;
TX 6.D.iii - These students: exhibit writing features typical at this level, including:
General Readiness (GR) Developing reading fluency and comprehension
Phonemic Awareness (PA) Answering WH questions from text
Overall Product (OP) Acquiring English through repetition
Developing basic, high frequency, and sight vocabulary in English
Developing an awareness of American English phonemes
Answering questions in writing about literary text read aloud
Communicative Tasks (CT) Answering questions to show comprehension of cause and effect
Answering questions in writing about literary text read aloud
TX 6.D.ii - These students: know enough English to be able to develop or demonstrate, with minimal second language acquisition support, elements of grade-appropriate writing in English; and
Writing a simple paragraph describing a visual prompt
TexasEssential Knowledge and Skills
Grades: 2-12