Texas English Language Proficiency Standards (ELPS)
| TEKS | TX.74.4 (c) (1) | Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. |
| STUDENT EXPECTATION | 74.4 (c) (1) (A) | The student is expected to use prior knowledge and experiences to understand meanings in English; ReadyRosie Making Connections Read a Little, Think a Little Seeing the Story Wordless Picture Books |
| STUDENT EXPECTATION | 74.4 (c) (1) (C) | The student is expected to use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary; ReadyRosie Feelings Charades Nursery Rhymes Reading Rhymes Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller |
| STUDENT EXPECTATION | 74.4 (c) (1) (D) | The student is expected to speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known); ReadyRosie Speedy Synonyms Storytelling Together |
| STUDENT EXPECTATION | 74.4 (c) (1) (E) | The student is expected to internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment; ReadyRosie Family Sensory Walk Feelings Charades Nursery Rhymes Reading Rhymes |
| STUDENT EXPECTATION | 74.4 (c) (1) (F) | The student is expected to use accessible language and learn new and essential language in the process; ReadyRosie Family Sensory Walk Feelings Charades Nursery Rhymes Reading Rhymes Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller |
| STUDENT EXPECTATION | 74.4 (c) (1) (G) | The student is expected to demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations; and ReadyRosie Sharing Chores and Your Day |
| STUDENT EXPECTATION | 74.4 (c) (1) (H) | The student is expected to develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations. ReadyRosie Family Alliteration Name Game Tongue Twister Time |
| TEKS | TX.74.4 (c) (2) | Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. |
| STUDENT EXPECTATION | 74.4 (c) (2) (A) | The student is expected to distinguish sounds and intonation patterns of English with increasing ease; ReadyRosie Family Alliteration Name Game Stinkle, Stinkle, Stittle Star Super Hero Names |
| STUDENT EXPECTATION | 74.4 (c) (2) (B) | The student is expected to recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters; ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound Reading Strategy: Chunk the Word Word Man |
| STUDENT EXPECTATION | 74.4 (c) (2) (C) | The student is expected to learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; ReadyRosie Family Sensory Walk Feelings Charades Nursery Rhymes Reading Rhymes Sharing Chores and Your Day Simon Says Who Am I? Who's Coming to Dinner? |
| STUDENT EXPECTATION | 74.4 (c) (2) (D) | The student is expected to monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed; ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| STUDENT EXPECTATION | 74.4 (c) (2) (E) | The student is expected to use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language; ReadyRosie 20 Questions Draw Family Sensory Walk Feelings Charades Nursery Rhymes Reading Rhymes |
| STUDENT EXPECTATION | 74.4 (c) (2) (H) | The student is expected to understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations; and ReadyRosie Daily Conclusions |
| STUDENT EXPECTATION | 74.4 (c) (2) (I) | The student is expected to demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who Storytelling Together |
| TEKS | TX.74.4 (c) (3) | Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. |
| STUDENT EXPECTATION | 74.4 (c) (3) (A) | The student is expected to practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible; ReadyRosie All About My Family Conversation Starters Here Are the Facts I Found This Letters on My Back Race to the Letter Sound Reading Strategy: Chunk the Word Sharing Chores and Your Day Simon Says Where Would You Go? Word Man |
| STUDENT EXPECTATION | 74.4 (c) (3) (B) | The student is expected to expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication; ReadyRosie Family Sensory Walk Feelings Charades Nursery Rhymes Reading Rhymes |
| STUDENT EXPECTATION | 74.4 (c) (3) (C) | The student is expected to speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired; ReadyRosie Guess Who Sharing Chores and Your Day Simon Says Who Am I? Who's Coming to Dinner? Write Me a Story |
| STUDENT EXPECTATION | 74.4 (c) (3) (D) | The student is expected to speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency; ReadyRosie I Went to the Zoo and Saw Nursery Rhymes Share Your Knowledge |
| STUDENT EXPECTATION | 74.4 (c) (3) (E) | The student is expected to share information in cooperative learning interactions; ReadyRosie Conversation Starters Who's Coming to Dinner? |
| STUDENT EXPECTATION | 74.4 (c) (3) (F) | The student is expected to ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments; ReadyRosie Share Your Knowledge Sharing Chores and Your Day |
| STUDENT EXPECTATION | 74.4 (c) (3) (G) | The student is expected to express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics; ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About My Library List Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |
| STUDENT EXPECTATION | 74.4 (c) (3) (H) | The student is expected to narrate, describe, and explain with increasing specificity and detail as more English is acquired; ReadyRosie Storytelling with a Picture Book |
| STUDENT EXPECTATION | 74.4 (c) (3) (I) | The student is expected to adapt spoken language appropriately for formal and informal purposes; and ReadyRosie Sharing Chores and Your Day |
| STUDENT EXPECTATION | 74.4 (c) (3) (J) | The student is expected to respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment. ReadyRosie Captioning Your Childhood My First Journal |
| TEKS | TX.74.4 (c) (4) | Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. |
| STUDENT EXPECTATION | 74.4 (c) (4) (A) | The student is expected to learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words; ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Super Hero Names |
| STUDENT EXPECTATION | 74.4 (c) (4) (B) | The student is expected to recognize directionality of English reading such as left to right and top to bottom; ReadyRosie Reading Strategy: Using Your Reading Finger |
| STUDENT EXPECTATION | 74.4 (c) (4) (C) | The student is expected to develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials; ReadyRosie Environmental Print Fishing for Words My Words, Your Words What Makes a Good Storyteller Where's That Word? You Know It! |
| STUDENT EXPECTATION | 74.4 (c) (4) (D) | The student is expected to use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text; ReadyRosie Books I Like How Far Does It Fly? Reading Strategies: Look at the Picture Wordless Picture Books |
| STUDENT EXPECTATION | 74.4 (c) (4) (E) | The student is expected to read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned; ReadyRosie Daily Reading Routines Pattern Books Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word What Do I Like? |
| STUDENT EXPECTATION | 74.4 (c) (4) (F) | The student is expected to use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language; ReadyRosie Books I Like Feelings Charades How Far Does It Fly? Making Connections Nursery Rhymes Read a Little, Think a Little Reading Rhymes Seeing the Story Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller Wordless Picture Books |
| STUDENT EXPECTATION | 74.4 (c) (4) (G) | The student is expected to demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs; ReadyRosie I Read to You, You Read to Me Making Connections Pattern Books Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STUDENT EXPECTATION | 74.4 (c) (4) (H) | The student is expected to read silently with increasing ease and comprehension for longer periods; ReadyRosie Building a Fort I Read to You, You Read to Me You Know It! |
| STUDENT EXPECTATION | 74.4 (c) (4) (I) | The student is expected to demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs; ReadyRosie Book Cover Conversations How Far Does It Fly? Is It Real? Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller Who Am I? |
| STUDENT EXPECTATION | 74.4 (c) (4) (J) | The student is expected to demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs; and ReadyRosie Book Cover Conversations Cover the Ending Daily Conclusions Making Connections Read a Little, Think a Little Storytelling with a Picture Book Using Clues to Figure it Out What Do I Like? What Makes a Good Storyteller Who Am I? Wordless Picture Books |
| STUDENT EXPECTATION | 74.4 (c) (4) (K) | The student is expected to demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs. ReadyRosie Reading Strategy: Reading and Making Connections What Makes a Good Storyteller |
| TEKS | TX.74.4 (c) (5) | Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. |
| STUDENT EXPECTATION | 74.4 (c) (5) (A) | The student is expected to learn relationships between sounds and letters of the English language to represent sounds when writing in English; ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Super Hero Names |
| STUDENT EXPECTATION | 74.4 (c) (5) (C) | The student is expected to spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired; ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| TEKS | TX.74.4 (c) (5) | Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. |
| STUDENT EXPECTATION | 74.4 (c) (5) (E) | The student is expected to employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as: |
| GRADE LEVEL EXPECTATION | 5 (E) (i) | Using correct verbs, tenses, and pronouns/antecedents; ReadyRosie All About My Family |
| STUDENT EXPECTATION | 74.4 (c) (5) (F) | The student is expected to write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired; and ReadyRosie Captioning Your Childhood Make a Card |
| STUDENT EXPECTATION | 74.4 (c) (5) (G) | The student is expected to narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. ReadyRosie A Memorable Story All About Me Captioning Your Childhood Create a Crazy Character Family Poem Favorite People Place Cards Labeling Your Story My Family Journal My First Journal Sharing Chores and Your Day Storytelling Together Write a Favorite Family Recipe |
| TEKS | TX.74.4 (d) (1) | Listening, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. The following proficiency level descriptors for listening are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (1) (A) | Beginning. Beginning ELLs have little or no ability to understand spoken English in academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 1 (A) (i) | Struggle to understand simple conversations and simple discussions even when the topics are familiar and the speaker uses linguistic supports such as visuals, slower speech and other verbal cues, and gestures; ReadyRosie 20 Questions Draw A Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 1 (A) (ii) | Struggle to identify and distinguish individual words and phrases during social and instructional interactions that have not been intentionally modified for ELLs; and ReadyRosie Family Sensory Walk Feelings Charades Nursery Rhymes Reading Rhymes |
| GRADE LEVEL EXPECTATION | 1 (A) (iii) | May not seek clarification in English when failing to comprehend the English they hear; frequently remain silent, watching others for cues. ReadyRosie Sharing Chores and Your Day |
| TEKS | TX.74.4 (d) (1) | Listening, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. The following proficiency level descriptors for listening are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (1) (B) | Intermediate. Intermediate ELLs have the ability to understand simple, high-frequency spoken English used in routine academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 1 (B) (i) | Usually understand simple or routine directions, as well as short, simple conversations and short, simple discussions on familiar topics; when topics are unfamiliar, require extensive linguistic supports and adaptations such as visuals, slower speech and other verbal cues, simplified language, gestures, and preteaching to preview or build topic-related vocabulary; ReadyRosie 20 Questions Draw A Memorable Story Conversation Starters Conversations in the Car Family Sensory Walk Feelings Charades Freeze Dance Guess Who I Know All About Nursery Rhymes Reading Rhymes Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 1 (B) (iii) | Have the ability to seek clarification in English when failing to comprehend the English they hear by requiring/requesting the speaker to repeat, slow down, or rephrase speech. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| TEKS | TX.74.4 (d) (1) | Listening, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. The following proficiency level descriptors for listening are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (1) (C) | Advanced. Advanced ELLs have the ability to understand, with second language acquisition support, grade-appropriate spoken English used in academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 1 (C) (i) | Usually understand longer, more elaborated directions, conversations, and discussions on familiar and some unfamiliar topics, but sometimes need processing time and sometimes depend on visuals, verbal cues, and gestures to support understanding; ReadyRosie 20 Questions Draw A Memorable Story Conversation Starters Conversations in the Car Freeze Dance Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 1 (C) (ii) | Understand most main points, most important details, and some implicit information during social and basic instructional interactions that have not been intentionally modified for ELLs; and ReadyRosie Daily Conclusions |
| GRADE LEVEL EXPECTATION | 1 (C) (iii) | Occasionally require/request the speaker to repeat, slow down, or rephrase to clarify the meaning of the English they hear. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| TEKS | TX.74.4 (d) (1) | Listening, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. The following proficiency level descriptors for listening are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (1) (D) | Advanced high. Advanced high ELLs have the ability to understand, with minimal second language acquisition support, grade-appropriate spoken English used in academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 1 (D) (i) | Understand longer, elaborated directions, conversations, and discussions on familiar and unfamiliar topics with occasional need for processing time and with little dependence on visuals, verbal cues, and gestures; some exceptions when complex academic or highly specialized language is used; ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Freeze Dance Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 1 (D) (ii) | Understand main points, important details, and implicit information at a level nearly comparable to native English-speaking peers during social and instructional interactions; and ReadyRosie Daily Conclusions |
| GRADE LEVEL EXPECTATION | 1 (D) (iii) | Rarely require/request the speaker to repeat, slow down, or rephrase to clarify the meaning of the English they hear. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| TEKS | TX.74.4 (d) (2) | Speaking, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. The following proficiency level descriptors for speaking are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (2) (A) | Beginning. Beginning ELLs have little or no ability to speak English in academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 2 (A) (ii) | Speak using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts; ReadyRosie Fishing for Words My Words, Your Words Nursery Rhymes Where's That Word? You Know It! |
| GRADE LEVEL EXPECTATION | 2 (A) (iii) | Lack the knowledge of English grammar necessary to connect ideas and speak in sentences; can sometimes produce sentences using recently practiced, memorized, or highly familiar material; ReadyRosie Guess Who Simon Says Who's Coming to Dinner? Write Me a Story |
| GRADE LEVEL EXPECTATION | 2 (A) (v) | Typically use pronunciation that significantly inhibits communication. ReadyRosie Conversation Starters Here Are the Facts Sharing Chores and Your Day Simon Says Where Would You Go? |
| TEKS | TX.74.4 (d) (2) | Speaking, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. The following proficiency level descriptors for speaking are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (2) (B) | Intermediate. Intermediate ELLs have the ability to speak in a simple manner using English commonly heard in routine academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 2 (B) (i) | Are able to express simple, original messages, speak using sentences, and participate in short conversations and classroom interactions; may hesitate frequently and for long periods to think about how to communicate desired meaning; ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? Write Me a Story |
| GRADE LEVEL EXPECTATION | 2 (B) (ii) | Speak simply using basic vocabulary needed in everyday social interactions and routine academic contexts; rarely have vocabulary to speak in detail; ReadyRosie Sharing Chores and Your Day |
| GRADE LEVEL EXPECTATION | 2 (B) (iii) | Exhibit an emerging awareness of English grammar and speak using mostly simple sentence structures and simple tenses; are most comfortable speaking in present tense; ReadyRosie Guess Who Sharing Chores and Your Day Simon Says Who Am I? Who's Coming to Dinner? Write Me a Story |
| GRADE LEVEL EXPECTATION | 2 (B) (iv) | Exhibit second language acquisition errors that may hinder overall communication when trying to use complex or less familiar English; and ReadyRosie Sharing Chores and Your Day Simon Says Who Am I? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (B) (v) | Use pronunciation that can usually be understood by people accustomed to interacting with ELLs. ReadyRosie Conversation Starters Here Are the Facts Sharing Chores and Your Day Simon Says Where Would You Go? |
| TEKS | TX.74.4 (d) (2) | Speaking, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. The following proficiency level descriptors for speaking are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (2) (C) | Advanced. Advanced ELLs have the ability to speak using grade-appropriate English, with second language acquisition support, in academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 2 (C) (i) | Are able to participate comfortably in most conversations and academic discussions on familiar topics, with some pauses to restate, repeat, or search for words and phrases to clarify meaning; ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (C) (ii) | Discuss familiar academic topics using content-based terms and common abstract vocabulary; can usually speak in some detail on familiar topics; ReadyRosie Share Your Knowledge |
| GRADE LEVEL EXPECTATION | 2 (C) (iii) | Have a grasp of basic grammar features, including a basic ability to narrate and describe in present, past, and future tenses; have an emerging ability to use complex sentences and complex grammar features; ReadyRosie Sharing Chores and Your Day Simon Says Who Am I? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (C) (iv) | Make errors that interfere somewhat with communication when using complex grammar structures, long sentences, and less familiar words and expressions; and ReadyRosie Sharing Chores and Your Day Simon Says Who Am I? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (C) (v) | May mispronounce words, but use pronunciation that can usually be understood by people not accustomed to interacting with ELLs. ReadyRosie Conversation Starters Here Are the Facts Sharing Chores and Your Day Simon Says Where Would You Go? |
| TEKS | TX.74.4 (d) (2) | Speaking, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. The following proficiency level descriptors for speaking are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (2) (D) | Advanced high. Advanced high ELLs have the ability to speak using grade-appropriate English, with minimal second language acquisition support, in academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 2 (D) (i) | Are able to participate in extended discussions on a variety of social and grade-appropriate academic topics with only occasional disruptions, hesitations, or pauses; ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (D) (ii) | Communicate effectively using abstract and content-based vocabulary during classroom instructional tasks, with some exceptions when low-frequency or academically demanding vocabulary is needed; use many of the same idioms and colloquialisms as their native English-speaking peers; ReadyRosie Share Your Knowledge |
| GRADE LEVEL EXPECTATION | 2 (D) (iii) | Can use English grammar structures and complex sentences to narrate and describe at a level nearly comparable to native English-speaking peers; ReadyRosie Sharing Chores and Your Day Simon Says Who Am I? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (D) (v) | May mispronounce words, but rarely use pronunciation that interferes with overall communication. ReadyRosie Conversation Starters Here Are the Facts Sharing Chores and Your Day Simon Says Where Would You Go? |
| TEKS | TX.74.4 (d) (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 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 readers. |
| STUDENT EXPECTATION | 74.4 (d) (3) (A) | Beginning. Beginning ELLs have little or no ability to use the English language to build foundational reading skills. These students: |
| GRADE LEVEL EXPECTATION | 3 (A) (i) | Derive little or no meaning from grade-appropriate stories read aloud in English, unless the stories are: |
| INDICATOR | 3 (A) (i) (I) | Read in short ''chunks;'' ReadyRosie Pattern Books Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading Seeing the Story What Do I Like? |
| INDICATOR | 3 (A) (i) (II) | Controlled to include the little English they know such as language that is high frequency, concrete, and recently practiced; and ReadyRosie Fishing for Words My Words, Your Words Seeing the Story Where's That Word? You Know It! |
| INDICATOR | 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; ReadyRosie Reading Strategies: Look at the Picture Seeing the Story Sharing Chores and Your Day Wordless Picture Books |
| TEKS | TX.74.4 (d) (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 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 readers. |
| STUDENT EXPECTATION | 74.4 (d) (3) (A) | Beginning. Beginning ELLs have little or no ability to use the English language to build foundational reading skills. These students: |
| GRADE LEVEL EXPECTATION | 3 (A) (ii) | Begin to recognize and understand environmental print in English such as signs, labeled items, names of peers, and logos; and ReadyRosie Environmental Print |
| TEKS | TX.74.4 (d) (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 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 readers. |
| STUDENT EXPECTATION | 74.4 (d) (3) (A) | Beginning. Beginning ELLs have little or no ability to use the English language to build foundational reading skills. These students: |
| GRADE LEVEL EXPECTATION | 3 (A) (iii) | Have difficulty decoding most grade-appropriate English text because they: |
| INDICATOR | 3 (A) (iii) (I) | Understand the meaning of very few words in English; and ReadyRosie Pattern Books Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading What Do I Like? |
| INDICATOR | 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. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Super Hero Names Word Man You Know It! |
| TEKS | TX.74.4 (d) (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 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 readers. |
| STUDENT EXPECTATION | 74.4 (d) (3) (B) | Intermediate. Intermediate ELLs have a limited ability to use the English language to build foundational reading skills. These students: |
| GRADE LEVEL EXPECTATION | 3 (B) (i) | Demonstrate limited comprehension (key words and general meaning) of grade-appropriate stories read aloud in English, unless the stories include: |
| INDICATOR | 3 (B) (i) (I) | Predictable story lines; ReadyRosie Seeing the Story |
| INDICATOR | 3 (B) (i)(II) | Highly familiar topics; ReadyRosie Seeing the Story |
| INDICATOR | 3 (B) (i) (III) | Primarily high-frequency, concrete vocabulary; ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| INDICATOR | 3 (B) (i) (V) | Visual and linguistic supports; ReadyRosie Books I Like How Far Does It Fly? Reading Strategies: Look at the Picture Wordless Picture Books |
| TEKS | TX.74.4 (d) (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 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 readers. |
| STUDENT EXPECTATION | 74.4 (d) (3) (B) | Intermediate. Intermediate ELLs have a limited ability to use the English language to build foundational reading skills. These students: |
| GRADE LEVEL EXPECTATION | 3 (B) (ii) | Regularly recognize and understand common environmental print in English such as signs, labeled items, names of peers, logos; and |
| INDICATOR | 3 (B) (iii) (I) | Understand the meaning of only those English words they hear frequently; and ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| TEKS | TX.74.4 (d) (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 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 readers. |
| STUDENT EXPECTATION | 74.4 (d) (3) (B) | Intermediate. Intermediate ELLs have a limited ability to use the English language to build foundational reading skills. These students: |
| GRADE LEVEL EXPECTATION | 3 (B) (iii) | Have difficulty decoding grade-appropriate English text because they: |
| INDICATOR | 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. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Silly Song Singing Singing Together Super Hero Names |
| TEKS | TX.74.4 (d) (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 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 readers. |
| STUDENT EXPECTATION | 74.4 (d) (3) (C) | Advanced. Advanced ELLs have the ability to use the English language, with second language acquisition support, to build foundational reading skills. These students: |
| GRADE LEVEL EXPECTATION | 3 (C) (i) | 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; ReadyRosie Book Cover Conversations Is It Real? Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller Who Am I? |
| GRADE LEVEL EXPECTATION | 3 (C) (ii) | Recognize some basic English vocabulary and high-frequency words in isolated print; and ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| TEKS | TX.74.4 (d) (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 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 readers. |
| STUDENT EXPECTATION | 74.4 (d) (3) (C) | Advanced. Advanced ELLs have the ability to use the English language, with second language acquisition support, to build foundational reading skills. These students: |
| GRADE LEVEL EXPECTATION | 3 (C) (iii) | With second language acquisition support, are able to decode most grade-appropriate English text because they: |
| INDICATOR | 3 (C) (iii) (I) | Understand the meaning of most grade-appropriate English words; and ReadyRosie Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| INDICATOR | 3 (C) (iii) (II) | Have little difficulty with English sounds and sound-symbol relationships that result from differences between their primary language and English. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Silly Song Singing Singing Together Super Hero Names |
| TEKS | TX.74.4 (d) (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 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 readers. |
| STUDENT EXPECTATION | 74.4 (d) (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. These students: |
| GRADE LEVEL EXPECTATION | 3 (D) (i) | 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; ReadyRosie I Read to You, You Read to Me Making Connections Pattern Books Storytelling with a Picture Book |
| GRADE LEVEL EXPECTATION | 3 (D) (ii) | With some exceptions, recognize sight vocabulary and high-frequency words to a degree nearly comparable to that of native English-speaking peers; and ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| GRADE LEVEL EXPECTATION | 3 (D) (iii) | 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. ReadyRosie Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (5) (A) | Beginning. Beginning ELLs have little or no ability to use the English language to build foundational writing skills. These students: |
| GRADE LEVEL EXPECTATION | 5 (A) (i) | 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.); ReadyRosie Captioning Your Childhood Create a Crazy Character Favorite People Place Cards Labeling Your Story Letters on My Back Make an Invitation Write Me a Story Write Your Name |
| GRADE LEVEL EXPECTATION | 5 (A) (ii) | Know too little English to participate meaningfully in grade-appropriate shared writing activities using the English language; ReadyRosie Make an Invitation Write Me a Story |
| GRADE LEVEL EXPECTATION | 5 (A) (iii) | 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 ReadyRosie Favorite People Place Cards Labeling Your Story Write Me a Story Write Your Name Write a Favorite Family Recipe |
| GRADE LEVEL EXPECTATION | 5 (A) (iv) | May demonstrate little or no awareness of English print conventions. ReadyRosie Make an Invitation |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (5) (B) | Intermediate. Intermediate ELLs have a limited ability to use the English language to build foundational writing skills. These students: |
| GRADE LEVEL EXPECTATION | 5 (B) (i) | 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; ReadyRosie Labeling Your Story Make an Invitation Write Me a Story Write Your Name |
| GRADE LEVEL EXPECTATION | 5 (B) (ii) | 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; ReadyRosie Color Poem Create a Crazy Character Family Adventure List Make a Card Nature Journaling Write Me a Story |
| GRADE LEVEL EXPECTATION | 5 (B) (iii) | 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 ReadyRosie Favorite People Place Cards Labeling Your Story Write Me a Story Write Your Name Write a Favorite Family Recipe |
| GRADE LEVEL EXPECTATION | 5 (B) (iv) | Frequently exhibit features of their primary language when writing in English such as primary language words, spelling patterns, word order, and literal translating. ReadyRosie All About My Family I Found This Labeling Your Story Make a Card Make a List Make an Invitation Word Man Write Your Name Write a Letter |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (5) (C) | Advanced. Advanced ELLs have the ability to use the English language to build, with second language acquisition support, foundational writing skills. These students: |
| GRADE LEVEL EXPECTATION | 5 (C) (i) | Use predominantly grade-appropriate English to explain, in some detail, most self-generated writing, including emergent forms of writing; ReadyRosie Labeling Your Story Write Your Name |
| GRADE LEVEL EXPECTATION | 5 (C) (ii) | Can participate meaningfully, with second language acquisition support, in most grade-appropriate shared writing activities using the English language; ReadyRosie Color Poem Create a Crazy Character Family Adventure List Make a Card Nature Journaling Write Me a Story |
| GRADE LEVEL EXPECTATION | 5 (C) (iii) | 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 ReadyRosie Labeling Your Story Write Your Name |
| GRADE LEVEL EXPECTATION | 5 (C) (iv) | Occasionally exhibit second language acquisition errors when writing in English. ReadyRosie Labeling Your Story Write Your Name |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (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. These students: |
| GRADE LEVEL EXPECTATION | 5 (D) (i) | 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; ReadyRosie Labeling Your Story Write Your Name |
| GRADE LEVEL EXPECTATION | 5 (D) (ii) | Can participate meaningfully in most grade-appropriate shared writing activities using the English language; and ReadyRosie Color Poem Create a Crazy Character Family Adventure List Make a Card Nature Journaling Write Me a Story |
| GRADE LEVEL EXPECTATION | 5 (D) (iii) | 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. ReadyRosie Labeling Your Story Write Your Name |
| Texas Essential Knowledge and Skills (TEKS) |
| English Language Learners |
| Grade: 1 - Adopted: 2007 |
| TEKS | TX.74.4 (c) (1) | Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. |
| STUDENT EXPECTATION | 74.4 (c) (1) (A) | The student is expected to use prior knowledge and experiences to understand meanings in English; ReadyRosie Preview & Predict Read a Little, Think a Little Seeing the Story |
| STUDENT EXPECTATION | 74.4 (c) (1) (C) | The student is expected to use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary; ReadyRosie Feelings Charades Nursery Rhymes Reading Rhymes Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller Wondering About Words |
| STUDENT EXPECTATION | 74.4 (c) (1) (D) | The student is expected to speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known); ReadyRosie Speedy Synonyms Words to Chew On |
| STUDENT EXPECTATION | 74.4 (c) (1) (E) | The student is expected to internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment; ReadyRosie Family Sensory Walk Feelings Charades Nursery Rhymes Reading Rhymes |
| STUDENT EXPECTATION | 74.4 (c) (1) (F) | The student is expected to use accessible language and learn new and essential language in the process; ReadyRosie Family Sensory Walk Feelings Charades Nursery Rhymes Reading Rhymes Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller Wondering About Words |
| STUDENT EXPECTATION | 74.4 (c) (1) (G) | The student is expected to demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations; and ReadyRosie Sharing Chores and Your Day |
| STUDENT EXPECTATION | 74.4 (c) (1) (H) | The student is expected to develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations. ReadyRosie Family Alliteration Name Game Tongue Twister Time |
| TEKS | TX.74.4 (c) (2) | Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. |
| STUDENT EXPECTATION | 74.4 (c) (2) (A) | The student is expected to distinguish sounds and intonation patterns of English with increasing ease; ReadyRosie Begin with the End Family Alliteration Name Game |
| STUDENT EXPECTATION | 74.4 (c) (2) (B) | The student is expected to recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters; ReadyRosie All About My Family I Found This Letters on My Back Looking for Chunks Race to the Letter Sound Reading Strategy: Chunk the Word Word Man |
| STUDENT EXPECTATION | 74.4 (c) (2) (C) | The student is expected to learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; ReadyRosie Family Sensory Walk Feelings Charades Nursery Rhymes Reading Rhymes Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| STUDENT EXPECTATION | 74.4 (c) (2) (D) | The student is expected to monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed; ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who Library Visit What I Like About Me Who's Coming to Dinner? |
| STUDENT EXPECTATION | 74.4 (c) (2) (E) | The student is expected to use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language; ReadyRosie 20 Questions Draw Family Sensory Walk Feelings Charades Nursery Rhymes Reading Rhymes |
| STUDENT EXPECTATION | 74.4 (c) (2) (H) | The student is expected to understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations; and ReadyRosie Daily Conclusions |
| STUDENT EXPECTATION | 74.4 (c) (2) (I) | The student is expected to demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who What I Like About Me |
| TEKS | TX.74.4 (c) (3) | Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. |
| STUDENT EXPECTATION | 74.4 (c) (3) (A) | The student is expected to practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible; ReadyRosie All About My Family Conversation Starters I Found This Letters on My Back Looking for Chunks Race to the Letter Sound Reading Strategy: Chunk the Word Sharing Chores and Your Day Simon Says Word Man |
| STUDENT EXPECTATION | 74.4 (c) (3) (B) | The student is expected to expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication; ReadyRosie Family Sensory Walk Feelings Charades Nursery Rhymes Reading Rhymes |
| STUDENT EXPECTATION | 74.4 (c) (3) (C) | The student is expected to speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired; ReadyRosie Guess Who Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| STUDENT EXPECTATION | 74.4 (c) (3) (D) | The student is expected to speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency; ReadyRosie I Went to the Zoo and Saw Nursery Rhymes Share Your Knowledge |
| STUDENT EXPECTATION | 74.4 (c) (3) (E) | The student is expected to share information in cooperative learning interactions; ReadyRosie Conversation Starters Story Train Who's Coming to Dinner? |
| STUDENT EXPECTATION | 74.4 (c) (3) (F) | The student is expected to ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments; ReadyRosie Noun Charades Share Your Knowledge Sharing Chores and Your Day |
| STUDENT EXPECTATION | 74.4 (c) (3) (G) | The student is expected to express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics; ReadyRosie Conversation Starters Conversations in the Car Guess Who Making Playdough Together My Library List Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| STUDENT EXPECTATION | 74.4 (c) (3) (H) | The student is expected to narrate, describe, and explain with increasing specificity and detail as more English is acquired; ReadyRosie Storytelling with a Picture Book |
| STUDENT EXPECTATION | 74.4 (c) (3) (I) | The student is expected to adapt spoken language appropriately for formal and informal purposes; and ReadyRosie Sharing Chores and Your Day |
| STUDENT EXPECTATION | 74.4 (c) (3) (J) | The student is expected to respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment. ReadyRosie Captioning Your Childhood My First Journal |
| TEKS | TX.74.4 (c) (4) | Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. |
| STUDENT EXPECTATION | 74.4 (c) (4) (A) | The student is expected to learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words; ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture |
| STUDENT EXPECTATION | 74.4 (c) (4) (B) | The student is expected to recognize directionality of English reading such as left to right and top to bottom; ReadyRosie Reading Strategy: Using Your Reading Finger |
| STUDENT EXPECTATION | 74.4 (c) (4) (C) | The student is expected to develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials; ReadyRosie Environmental Print Fishing for Words My Words, Your Words What Makes a Good Storyteller Where's That Word? You Know It! |
| STUDENT EXPECTATION | 74.4 (c) (4) (D) | The student is expected to use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text; ReadyRosie Favorite Illustrators How Far Does It Fly? How To Preview & Predict Reading Strategies: Look at the Picture |
| STUDENT EXPECTATION | 74.4 (c) (4) (E) | The student is expected to read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned; ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule Reading Strategies: Look at the Picture Reading Strategies: Punctuation Expression Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word What Do I Like? |
| STUDENT EXPECTATION | 74.4 (c) (4) (F) | The student is expected to use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language; ReadyRosie Feelings Charades How Far Does It Fly? How To Nursery Rhymes Preview & Predict Read a Little, Think a Little Reading Rhymes Seeing the Story Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller Wondering About Words |
| STUDENT EXPECTATION | 74.4 (c) (4) (G) | The student is expected to demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs; ReadyRosie Chapter Books Funny Pictures How To I Read to You, You Read to Me Reading and Making Connections Retelling the Fable Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STUDENT EXPECTATION | 74.4 (c) (4) (H) | The student is expected to read silently with increasing ease and comprehension for longer periods; ReadyRosie Building a Fort I Read to You, You Read to Me You Know It! |
| STUDENT EXPECTATION | 74.4 (c) (4) (I) | The student is expected to demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs; ReadyRosie Chapter Books Funny Pictures How Far Does It Fly? How To Is It Real? Retelling the Fable Story Train Storytelling with a Picture Book What Do I Like? What Do You Want to Know? What Makes a Good Storyteller |
| STUDENT EXPECTATION | 74.4 (c) (4) (J) | The student is expected to demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs; and ReadyRosie Chapter Books Cover the Ending Daily Conclusions Funny Pictures How To Preview & Predict Read a Little, Think a Little Story Train Storytelling with a Picture Book Using Clues to Figure it Out What Do I Like? What Makes a Good Storyteller |
| STUDENT EXPECTATION | 74.4 (c) (4) (K) | The student is expected to demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs. ReadyRosie Reading Strategy: Reading and Making Connections What Makes a Good Storyteller |
| TEKS | TX.74.4 (c) (5) | Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. |
| STUDENT EXPECTATION | 74.4 (c) (5) (A) | The student is expected to learn relationships between sounds and letters of the English language to represent sounds when writing in English; ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture |
| STUDENT EXPECTATION | 74.4 (c) (5) (C) | The student is expected to spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired; ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| STUDENT EXPECTATION | 74.4 (c) (5) (D) | The student is expected to edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired; ReadyRosie Magical Creature Writing Picture Talk |
| TEKS | TX.74.4 (c) (5) | Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. |
| STUDENT EXPECTATION | 74.4 (c) (5) (E) | The student is expected to employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as: |
| GRADE LEVEL EXPECTATION | 5 (E) (i) | Using correct verbs, tenses, and pronouns/antecedents; ReadyRosie All About My Family Magical Creature Writing Picture Talk |
| STUDENT EXPECTATION | 74.4 (c) (5) (F) | The student is expected to write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired; and ReadyRosie Captioning Your Childhood Magical Creature Writing Make a Card Picture Talk Write Around |
| STUDENT EXPECTATION | 74.4 (c) (5) (G) | The student is expected to narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. ReadyRosie Captioning Your Childhood Create a Crazy Character Describe It Family Poem Funny Pictures Labeling Your Story Magical Creature Writing My First Journal Remember The Story Sharing Chores and Your Day Story Train Write Around Write a Favorite Family Recipe |
| TEKS | TX.74.4 (d) (1) | Listening, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. The following proficiency level descriptors for listening are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (1) (A) | Beginning. Beginning ELLs have little or no ability to understand spoken English in academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 1 (A) (i) | Struggle to understand simple conversations and simple discussions even when the topics are familiar and the speaker uses linguistic supports such as visuals, slower speech and other verbal cues, and gestures; ReadyRosie 20 Questions Draw Conversation Starters Conversations in the Car Guess Who Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 1 (A) (ii) | Struggle to identify and distinguish individual words and phrases during social and instructional interactions that have not been intentionally modified for ELLs; and ReadyRosie Family Sensory Walk Feelings Charades Nursery Rhymes Reading Rhymes |
| GRADE LEVEL EXPECTATION | 1 (A) (iii) | May not seek clarification in English when failing to comprehend the English they hear; frequently remain silent, watching others for cues. ReadyRosie Sharing Chores and Your Day |
| TEKS | TX.74.4 (d) (1) | Listening, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. The following proficiency level descriptors for listening are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (1) (B) | Intermediate. Intermediate ELLs have the ability to understand simple, high-frequency spoken English used in routine academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 1 (B) (i) | Usually understand simple or routine directions, as well as short, simple conversations and short, simple discussions on familiar topics; when topics are unfamiliar, require extensive linguistic supports and adaptations such as visuals, slower speech and other verbal cues, simplified language, gestures, and preteaching to preview or build topic-related vocabulary; ReadyRosie 20 Questions Draw Conversation Starters Conversations in the Car Family Sensory Walk Feelings Charades Freeze Dance Guess Who Making Playdough Together Noun Charades Nursery Rhymes Reading Rhymes Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 1 (B) (iii) | Have the ability to seek clarification in English when failing to comprehend the English they hear by requiring/requesting the speaker to repeat, slow down, or rephrase speech. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who Library Visit What I Like About Me Who's Coming to Dinner? |
| TEKS | TX.74.4 (d) (1) | Listening, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. The following proficiency level descriptors for listening are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (1) (C) | Advanced. Advanced ELLs have the ability to understand, with second language acquisition support, grade-appropriate spoken English used in academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 1 (C) (i) | Usually understand longer, more elaborated directions, conversations, and discussions on familiar and some unfamiliar topics, but sometimes need processing time and sometimes depend on visuals, verbal cues, and gestures to support understanding; ReadyRosie 20 Questions Draw Conversation Starters Conversations in the Car Freeze Dance Guess Who Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 1 (C) (ii) | Understand most main points, most important details, and some implicit information during social and basic instructional interactions that have not been intentionally modified for ELLs; and ReadyRosie Daily Conclusions |
| GRADE LEVEL EXPECTATION | 1 (C) (iii) | Occasionally require/request the speaker to repeat, slow down, or rephrase to clarify the meaning of the English they hear. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who Library Visit What I Like About Me Who's Coming to Dinner? |
| TEKS | TX.74.4 (d) (1) | Listening, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. The following proficiency level descriptors for listening are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (1) (D) | Advanced high. Advanced high ELLs have the ability to understand, with minimal second language acquisition support, grade-appropriate spoken English used in academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 1 (D) (i) | Understand longer, elaborated directions, conversations, and discussions on familiar and unfamiliar topics with occasional need for processing time and with little dependence on visuals, verbal cues, and gestures; some exceptions when complex academic or highly specialized language is used; ReadyRosie Conversation Starters Conversations in the Car Freeze Dance Guess Who Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 1 (D) (ii) | Understand main points, important details, and implicit information at a level nearly comparable to native English-speaking peers during social and instructional interactions; and ReadyRosie Daily Conclusions |
| GRADE LEVEL EXPECTATION | 1 (D) (iii) | Rarely require/request the speaker to repeat, slow down, or rephrase to clarify the meaning of the English they hear. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who Library Visit What I Like About Me Who's Coming to Dinner? |
| TEKS | TX.74.4 (d) (2) | Speaking, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. The following proficiency level descriptors for speaking are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (2) (A) | Beginning. Beginning ELLs have little or no ability to speak English in academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 2 (A) (ii) | Speak using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts; ReadyRosie Fishing for Words My Words, Your Words Nursery Rhymes Where's That Word? You Know It! |
| GRADE LEVEL EXPECTATION | 2 (A) (iii) | Lack the knowledge of English grammar necessary to connect ideas and speak in sentences; can sometimes produce sentences using recently practiced, memorized, or highly familiar material; ReadyRosie Guess Who Simon Says What I Like About Me Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (A) (v) | Typically use pronunciation that significantly inhibits communication. ReadyRosie Conversation Starters Sharing Chores and Your Day Simon Says |
| TEKS | TX.74.4 (d) (2) | Speaking, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. The following proficiency level descriptors for speaking are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (2) (B) | Intermediate. Intermediate ELLs have the ability to speak in a simple manner using English commonly heard in routine academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 2 (B) (i) | Are able to express simple, original messages, speak using sentences, and participate in short conversations and classroom interactions; may hesitate frequently and for long periods to think about how to communicate desired meaning; ReadyRosie Conversation Starters Conversations in the Car Guess Who Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (B) (ii) | Speak simply using basic vocabulary needed in everyday social interactions and routine academic contexts; rarely have vocabulary to speak in detail; ReadyRosie Noun Charades Sharing Chores and Your Day |
| GRADE LEVEL EXPECTATION | 2 (B) (iii) | Exhibit an emerging awareness of English grammar and speak using mostly simple sentence structures and simple tenses; are most comfortable speaking in present tense; ReadyRosie Guess Who Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (B) (iv) | Exhibit second language acquisition errors that may hinder overall communication when trying to use complex or less familiar English; and ReadyRosie Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (B) (v) | Use pronunciation that can usually be understood by people accustomed to interacting with ELLs. ReadyRosie Conversation Starters Sharing Chores and Your Day Simon Says |
| TEKS | TX.74.4 (d) (2) | Speaking, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. The following proficiency level descriptors for speaking are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (2) (C) | Advanced. Advanced ELLs have the ability to speak using grade-appropriate English, with second language acquisition support, in academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 2 (C) (i) | Are able to participate comfortably in most conversations and academic discussions on familiar topics, with some pauses to restate, repeat, or search for words and phrases to clarify meaning; ReadyRosie Conversation Starters Conversations in the Car Guess Who Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (C) (ii) | Discuss familiar academic topics using content-based terms and common abstract vocabulary; can usually speak in some detail on familiar topics; ReadyRosie Share Your Knowledge |
| GRADE LEVEL EXPECTATION | 2 (C) (iii) | Have a grasp of basic grammar features, including a basic ability to narrate and describe in present, past, and future tenses; have an emerging ability to use complex sentences and complex grammar features; ReadyRosie Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (C) (iv) | Make errors that interfere somewhat with communication when using complex grammar structures, long sentences, and less familiar words and expressions; and ReadyRosie Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (C) (v) | May mispronounce words, but use pronunciation that can usually be understood by people not accustomed to interacting with ELLs. ReadyRosie Conversation Starters Sharing Chores and Your Day Simon Says |
| TEKS | TX.74.4 (d) (2) | Speaking, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. The following proficiency level descriptors for speaking are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (2) (D) | Advanced high. Advanced high ELLs have the ability to speak using grade-appropriate English, with minimal second language acquisition support, in academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 2 (D) (i) | Are able to participate in extended discussions on a variety of social and grade-appropriate academic topics with only occasional disruptions, hesitations, or pauses; ReadyRosie Conversation Starters Conversations in the Car Guess Who Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (D) (ii) | Communicate effectively using abstract and content-based vocabulary during classroom instructional tasks, with some exceptions when low-frequency or academically demanding vocabulary is needed; use many of the same idioms and colloquialisms as their native English-speaking peers; ReadyRosie Share Your Knowledge |
| GRADE LEVEL EXPECTATION | 2 (D) (iii) | Can use English grammar structures and complex sentences to narrate and describe at a level nearly comparable to native English-speaking peers; ReadyRosie Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (D) (v) | May mispronounce words, but rarely use pronunciation that interferes with overall communication. ReadyRosie Conversation Starters Sharing Chores and Your Day Simon Says |
| TEKS | TX.74.4 (d) (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 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 readers. |
| STUDENT EXPECTATION | 74.4 (d) (3) (A) | Beginning. Beginning ELLs have little or no ability to use the English language to build foundational reading skills. These students: |
| GRADE LEVEL EXPECTATION | 3 (A) (i) | Derive little or no meaning from grade-appropriate stories read aloud in English, unless the stories are: |
| INDICATOR | 3 (A) (i) (I) | Read in short ''chunks;'' ReadyRosie Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading Seeing the Story What Do I Like? |
| INDICATOR | 3 (A) (i) (II) | Controlled to include the little English they know such as language that is high frequency, concrete, and recently practiced; and ReadyRosie Fishing for Words My Words, Your Words Seeing the Story Where's That Word? You Know It! |
| INDICATOR | 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; ReadyRosie Favorite Illustrators Reading Strategies: Look at the Picture Seeing the Story Sharing Chores and Your Day |
| TEKS | TX.74.4 (d) (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 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 readers. |
| STUDENT EXPECTATION | 74.4 (d) (3) (A) | Beginning. Beginning ELLs have little or no ability to use the English language to build foundational reading skills. These students: |
| GRADE LEVEL EXPECTATION | 3 (A) (ii) | Begin to recognize and understand environmental print in English such as signs, labeled items, names of peers, and logos; and ReadyRosie Environmental Print |
| TEKS | TX.74.4 (d) (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 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 readers. |
| STUDENT EXPECTATION | 74.4 (d) (3) (A) | Beginning. Beginning ELLs have little or no ability to use the English language to build foundational reading skills. These students: |
| GRADE LEVEL EXPECTATION | 3 (A) (iii) | Have difficulty decoding most grade-appropriate English text because they: |
| INDICATOR | 3 (A) (iii) (I) | Understand the meaning of very few words in English; and ReadyRosie Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading What Do I Like? |
| INDICATOR | 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. ReadyRosie Alphabet Dice Game Letters on My Back Looking for Chunks Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| TEKS | TX.74.4 (d) (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 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 readers. |
| STUDENT EXPECTATION | 74.4 (d) (3) (B) | Intermediate. Intermediate ELLs have a limited ability to use the English language to build foundational reading skills. These students: |
| GRADE LEVEL EXPECTATION | 3 (B) (i) | Demonstrate limited comprehension (key words and general meaning) of grade-appropriate stories read aloud in English, unless the stories include: |
| INDICATOR | 3 (B) (i) (I) | Predictable story lines; ReadyRosie Seeing the Story |
| INDICATOR | 3 (B) (i)(II) | Highly familiar topics; ReadyRosie Seeing the Story |
| INDICATOR | 3 (B) (i) (III) | Primarily high-frequency, concrete vocabulary; ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| INDICATOR | 3 (B) (i) (IV) | Short, simple sentences; and ReadyRosie Reading Strategies: Punctuation Expression |
| INDICATOR | 3 (B) (i) (V) | Visual and linguistic supports; ReadyRosie Favorite Illustrators How Far Does It Fly? How To Reading Strategies: Look at the Picture |
| TEKS | TX.74.4 (d) (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 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 readers. |
| STUDENT EXPECTATION | 74.4 (d) (3) (B) | Intermediate. Intermediate ELLs have a limited ability to use the English language to build foundational reading skills. These students: |
| GRADE LEVEL EXPECTATION | 3 (B) (ii) | Regularly recognize and understand common environmental print in English such as signs, labeled items, names of peers, logos; and |
| INDICATOR | 3 (B) (iii) (I) | Understand the meaning of only those English words they hear frequently; and ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| TEKS | TX.74.4 (d) (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 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 readers. |
| STUDENT EXPECTATION | 74.4 (d) (3) (B) | Intermediate. Intermediate ELLs have a limited ability to use the English language to build foundational reading skills. These students: |
| GRADE LEVEL EXPECTATION | 3 (B) (iii) | Have difficulty decoding grade-appropriate English text because they: |
| INDICATOR | 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. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Silly Song Singing Singing Together |
| TEKS | TX.74.4 (d) (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 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 readers. |
| STUDENT EXPECTATION | 74.4 (d) (3) (C) | Advanced. Advanced ELLs have the ability to use the English language, with second language acquisition support, to build foundational reading skills. These students: |
| GRADE LEVEL EXPECTATION | 3 (C) (i) | 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; ReadyRosie Chapter Books Funny Pictures How To Is It Real? Story Train Storytelling with a Picture Book What Do I Like? What Do You Want to Know? What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | 3 (C) (ii) | Recognize some basic English vocabulary and high-frequency words in isolated print; and ReadyRosie Fishing for Words Million Dollar Words My Words, Your Words Where's That Word? You Know It! |
| TEKS | TX.74.4 (d) (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 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 readers. |
| STUDENT EXPECTATION | 74.4 (d) (3) (C) | Advanced. Advanced ELLs have the ability to use the English language, with second language acquisition support, to build foundational reading skills. These students: |
| GRADE LEVEL EXPECTATION | 3 (C) (iii) | With second language acquisition support, are able to decode most grade-appropriate English text because they: |
| INDICATOR | 3 (C) (iii) (I) | Understand the meaning of most grade-appropriate English words; and ReadyRosie Looking for Chunks Million Dollar Words Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| INDICATOR | 3 (C) (iii) (II) | Have little difficulty with English sounds and sound-symbol relationships that result from differences between their primary language and English. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Silly Song Singing Singing Together |
| TEKS | TX.74.4 (d) (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 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 readers. |
| STUDENT EXPECTATION | 74.4 (d) (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. These students: |
| GRADE LEVEL EXPECTATION | 3 (D) (i) | 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; ReadyRosie I Read to You, You Read to Me Storytelling with a Picture Book |
| GRADE LEVEL EXPECTATION | 3 (D) (ii) | With some exceptions, recognize sight vocabulary and high-frequency words to a degree nearly comparable to that of native English-speaking peers; and ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| GRADE LEVEL EXPECTATION | 3 (D) (iii) | 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. ReadyRosie Looking for Chunks Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (5) (A) | Beginning. Beginning ELLs have little or no ability to use the English language to build foundational writing skills. These students: |
| GRADE LEVEL EXPECTATION | 5 (A) (i) | 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.); ReadyRosie Captioning Your Childhood Create a Crazy Character Funny Pictures Labeling Your Story Letters on My Back Make an Invitation Picture Talk Write Your Name Write to the Tooth Fairy |
| GRADE LEVEL EXPECTATION | 5 (A) (ii) | Know too little English to participate meaningfully in grade-appropriate shared writing activities using the English language; ReadyRosie Make an Invitation Picture Talk |
| GRADE LEVEL EXPECTATION | 5 (A) (iii) | 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 ReadyRosie Labeling Your Story Write Your Name Write a Favorite Family Recipe Write to the Tooth Fairy |
| GRADE LEVEL EXPECTATION | 5 (A) (iv) | May demonstrate little or no awareness of English print conventions. ReadyRosie Make an Invitation Picture Talk |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (5) (B) | Intermediate. Intermediate ELLs have a limited ability to use the English language to build foundational writing skills. These students: |
| GRADE LEVEL EXPECTATION | 5 (B) (i) | 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; ReadyRosie Labeling Your Story Make an Invitation Picture Talk Write Your Name Write to the Tooth Fairy |
| GRADE LEVEL EXPECTATION | 5 (B) (ii) | 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; ReadyRosie Bake Sale/Lemonade Stand Color Poem Create a Crazy Character Family Adventure List I'd Really Like Make a Card Nature Journaling |
| GRADE LEVEL EXPECTATION | 5 (B) (iii) | 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 ReadyRosie Labeling Your Story Write Your Name Write a Favorite Family Recipe Write to the Tooth Fairy |
| GRADE LEVEL EXPECTATION | 5 (B) (iv) | Frequently exhibit features of their primary language when writing in English such as primary language words, spelling patterns, word order, and literal translating. ReadyRosie All About My Family Change One Letter I Found This Labeling Your Story Magical Creature Writing Make a Card Make a List Make an Invitation Thinking About Word Chunks Word Challenge Word Man Write Your Name Write a Letter Write to the Tooth Fairy |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (5) (C) | Advanced. Advanced ELLs have the ability to use the English language to build, with second language acquisition support, foundational writing skills. These students: |
| GRADE LEVEL EXPECTATION | 5 (C) (i) | Use predominantly grade-appropriate English to explain, in some detail, most self-generated writing, including emergent forms of writing; ReadyRosie Labeling Your Story Write Your Name Write to the Tooth Fairy |
| GRADE LEVEL EXPECTATION | 5 (C) (ii) | Can participate meaningfully, with second language acquisition support, in most grade-appropriate shared writing activities using the English language; ReadyRosie Bake Sale/Lemonade Stand Color Poem Create a Crazy Character Family Adventure List I'd Really Like Make a Card Nature Journaling |
| GRADE LEVEL EXPECTATION | 5 (C) (iii) | 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 ReadyRosie Labeling Your Story Write Your Name Write to the Tooth Fairy |
| GRADE LEVEL EXPECTATION | 5 (C) (iv) | Occasionally exhibit second language acquisition errors when writing in English. ReadyRosie Labeling Your Story Write Your Name Write to the Tooth Fairy |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (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. These students: |
| GRADE LEVEL EXPECTATION | 5 (D) (i) | 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; ReadyRosie Labeling Your Story Write Your Name Write to the Tooth Fairy |
| GRADE LEVEL EXPECTATION | 5 (D) (ii) | Can participate meaningfully in most grade-appropriate shared writing activities using the English language; and ReadyRosie Bake Sale/Lemonade Stand Color Poem Create a Crazy Character Family Adventure List I'd Really Like Make a Card Nature Journaling |
| GRADE LEVEL EXPECTATION | 5 (D) (iii) | 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. ReadyRosie Labeling Your Story Write Your Name Write to the Tooth Fairy |
| Texas Essential Knowledge and Skills (TEKS) |
| English Language Learners |
| Grade: 2 - Adopted: 2007 |
| TEKS | TX.74.4 (c) (1) | Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. |
| STUDENT EXPECTATION | 74.4 (c) (1) (A) | The student is expected to use prior knowledge and experiences to understand meanings in English; ReadyRosie Can You See It? Random, Bizarre Facts Read a Little, Think a Little |
| STUDENT EXPECTATION | 74.4 (c) (1) (C) | The student is expected to use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary; ReadyRosie Feelings Charades Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| STUDENT EXPECTATION | 74.4 (c) (1) (D) | The student is expected to speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known); ReadyRosie Hink Pink |
| STUDENT EXPECTATION | 74.4 (c) (1) (E) | The student is expected to internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment; ReadyRosie Acrostic Poem Color Poem Free Verse Create a Song Feelings Charades Hink Pink |
| STUDENT EXPECTATION | 74.4 (c) (1) (F) | The student is expected to use accessible language and learn new and essential language in the process; ReadyRosie Color Poem Free Verse Feelings Charades Hink Pink Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| STUDENT EXPECTATION | 74.4 (c) (1) (G) | The student is expected to demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations; and ReadyRosie Sharing Chores and Your Day |
| STUDENT EXPECTATION | 74.4 (c) (1) (H) | The student is expected to develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations. ReadyRosie Family Rap Tongue Twister Time |
| TEKS | TX.74.4 (c) (2) | Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. |
| STUDENT EXPECTATION | 74.4 (c) (2) (B) | The student is expected to recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters; ReadyRosie Reading Strategy: Chunk the Word |
| STUDENT EXPECTATION | 74.4 (c) (2) (C) | The student is expected to learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; ReadyRosie Color Poem Free Verse Family Interview Feelings Charades Hink Pink Sharing Chores and Your Day Simon Says Take a Stand What I Like About Me Who's Coming to Dinner? |
| STUDENT EXPECTATION | 74.4 (c) (2) (D) | The student is expected to monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed; ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who Interview an Expert Library Visit This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| STUDENT EXPECTATION | 74.4 (c) (2) (E) | The student is expected to use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language; ReadyRosie 20 Questions Draw Color Poem Free Verse Feelings Charades Hink Pink |
| STUDENT EXPECTATION | 74.4 (c) (2) (H) | The student is expected to understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations; and ReadyRosie Daily Conclusions Who's Been Here? |
| STUDENT EXPECTATION | 74.4 (c) (2) (I) | The student is expected to demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who This Is Important What Do You Wonder? What I Like About Me |
| TEKS | TX.74.4 (c) (3) | Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. |
| STUDENT EXPECTATION | 74.4 (c) (3) (A) | The student is expected to practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible; ReadyRosie Conversation Starters Reading Strategy: Chunk the Word Sharing Chores and Your Day Simon Says |
| STUDENT EXPECTATION | 74.4 (c) (3) (B) | The student is expected to expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication; ReadyRosie Color Poem Free Verse Feelings Charades Hink Pink |
| STUDENT EXPECTATION | 74.4 (c) (3) (C) | The student is expected to speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired; ReadyRosie 20 Questions Family Interview Guess Who Sharing Chores and Your Day Simon Says Take a Stand What I Like About Me Who's Coming to Dinner? |
| STUDENT EXPECTATION | 74.4 (c) (3) (D) | The student is expected to speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency; ReadyRosie Color Poem Free Verse Hink Pink I Went to the Zoo and Saw Share Your Knowledge |
| STUDENT EXPECTATION | 74.4 (c) (3) (E) | The student is expected to share information in cooperative learning interactions; ReadyRosie Conversation Starters Story Train Who's Coming to Dinner? |
| STUDENT EXPECTATION | 74.4 (c) (3) (F) | The student is expected to ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments; ReadyRosie Create a Song Noun Charades Share Your Knowledge Sharing Chores and Your Day |
| STUDENT EXPECTATION | 74.4 (c) (3) (G) | The student is expected to express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics; ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who Kitchen Conversations My Library List Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| STUDENT EXPECTATION | 74.4 (c) (3) (I) | The student is expected to adapt spoken language appropriately for formal and informal purposes; and ReadyRosie Sharing Chores and Your Day |
| STUDENT EXPECTATION | 74.4 (c) (3) (J) | The student is expected to respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment. ReadyRosie Pow Wow Crunch Song Lyrics |
| TEKS | TX.74.4 (c) (4) | Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. |
| STUDENT EXPECTATION | 74.4 (c) (4) (A) | The student is expected to learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words; ReadyRosie Digging Into Roots Shopping for Syllables |
| STUDENT EXPECTATION | 74.4 (c) (4) (C) | The student is expected to develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials; ReadyRosie My Words, Your Words What Makes a Good Storyteller |
| STUDENT EXPECTATION | 74.4 (c) (4) (D) | The student is expected to use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text; ReadyRosie Favorite Illustrators How Far Does It Fly? How To Pow Wow Crunch |
| STUDENT EXPECTATION | 74.4 (c) (4) (E) | The student is expected to read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned; ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule Reading Strategies: Punctuation Expression Reading Strategy: Give the Word That's So Cool What Do You Wonder? |
| STUDENT EXPECTATION | 74.4 (c) (4) (F) | The student is expected to use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language; ReadyRosie Can You See It? Feelings Charades How Far Does It Fly? How To Random, Bizarre Facts Read a Little, Think a Little Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| STUDENT EXPECTATION | 74.4 (c) (4) (G) | The student is expected to demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs; ReadyRosie 20 Questions Chapter Books Funny Pictures How To I Read to You, You Read to Me My Turn, Your Turn Reading Recipes Reading is Thinking Sequence and Summarize Story Train That's So Cool What Makes a Good Storyteller |
| STUDENT EXPECTATION | 74.4 (c) (4) (H) | The student is expected to read silently with increasing ease and comprehension for longer periods; ReadyRosie Building a Fort I Read to You, You Read to Me |
| STUDENT EXPECTATION | 74.4 (c) (4) (I) | The student is expected to demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs; ReadyRosie Can You See It? Chapter Books Funny Pictures How Far Does It Fly? How To Sequence and Summarize Story Train That's So Cool What Makes a Good Storyteller |
| STUDENT EXPECTATION | 74.4 (c) (4) (J) | The student is expected to demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs; and ReadyRosie Can You See It? Chapter Books Daily Conclusions Funny Pictures How To Read a Little, Think a Little Story Train Using Clues to Figure it Out What Makes a Good Storyteller Who's Been Here? |
| STUDENT EXPECTATION | 74.4 (c) (4) (K) | The student is expected to demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs. ReadyRosie My Turn, Your Turn Poetry Reading Strategy: Reading and Making Connections Song Lyrics That's So Cool What Makes a Good Storyteller |
| TEKS | TX.74.4 (c) (5) | Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. |
| STUDENT EXPECTATION | 74.4 (c) (5) (B) | The student is expected to write using newly acquired basic vocabulary and content-based grade-level vocabulary; ReadyRosie Acrostic Poem Create a Song |
| STUDENT EXPECTATION | 74.4 (c) (5) (C) | The student is expected to spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired; ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| STUDENT EXPECTATION | 74.4 (c) (5) (D) | The student is expected to edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired; ReadyRosie Magical Creature Writing Picture Talk |
| TEKS | TX.74.4 (c) (5) | Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. |
| STUDENT EXPECTATION | 74.4 (c) (5) (E) | The student is expected to employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as: |
| GRADE LEVEL EXPECTATION | 5 (E) (i) | Using correct verbs, tenses, and pronouns/antecedents; ReadyRosie Magical Creature Writing Picture Talk |
| STUDENT EXPECTATION | 74.4 (c) (5) (F) | The student is expected to write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired; and ReadyRosie Create a Song Magical Creature Writing Picture Talk Write Around |
| STUDENT EXPECTATION | 74.4 (c) (5) (G) | The student is expected to narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. ReadyRosie Color Poem Free Verse Describe It Family Journaling Family Poem Funny Pictures Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Story Train Write Around Write a Favorite Family Recipe |
| TEKS | TX.74.4 (d) (1) | Listening, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. The following proficiency level descriptors for listening are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (1) (A) | Beginning. Beginning ELLs have little or no ability to understand spoken English in academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 1 (A) (i) | Struggle to understand simple conversations and simple discussions even when the topics are familiar and the speaker uses linguistic supports such as visuals, slower speech and other verbal cues, and gestures; ReadyRosie 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Guess Who Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 1 (A) (ii) | Struggle to identify and distinguish individual words and phrases during social and instructional interactions that have not been intentionally modified for ELLs; and ReadyRosie Color Poem Free Verse Feelings Charades Hink Pink |
| GRADE LEVEL EXPECTATION | 1 (A) (iii) | May not seek clarification in English when failing to comprehend the English they hear; frequently remain silent, watching others for cues. ReadyRosie Sharing Chores and Your Day |
| TEKS | TX.74.4 (d) (1) | Listening, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. The following proficiency level descriptors for listening are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (1) (B) | Intermediate. Intermediate ELLs have the ability to understand simple, high-frequency spoken English used in routine academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 1 (B) (i) | Usually understand simple or routine directions, as well as short, simple conversations and short, simple discussions on familiar topics; when topics are unfamiliar, require extensive linguistic supports and adaptations such as visuals, slower speech and other verbal cues, simplified language, gestures, and preteaching to preview or build topic-related vocabulary; ReadyRosie 20 Questions Draw Color Poem Free Verse Conversation Starters Conversations in the Car Family Interview Feelings Charades Freeze Dance Guess Who Hink Pink Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 1 (B) (iii) | Have the ability to seek clarification in English when failing to comprehend the English they hear by requiring/requesting the speaker to repeat, slow down, or rephrase speech. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who Interview an Expert Library Visit This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| TEKS | TX.74.4 (d) (1) | Listening, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. The following proficiency level descriptors for listening are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (1) (C) | Advanced. Advanced ELLs have the ability to understand, with second language acquisition support, grade-appropriate spoken English used in academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 1 (C) (i) | Usually understand longer, more elaborated directions, conversations, and discussions on familiar and some unfamiliar topics, but sometimes need processing time and sometimes depend on visuals, verbal cues, and gestures to support understanding; ReadyRosie 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Freeze Dance Guess Who Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 1 (C) (ii) | Understand most main points, most important details, and some implicit information during social and basic instructional interactions that have not been intentionally modified for ELLs; and ReadyRosie Daily Conclusions Who's Been Here? |
| GRADE LEVEL EXPECTATION | 1 (C) (iii) | Occasionally require/request the speaker to repeat, slow down, or rephrase to clarify the meaning of the English they hear. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who Interview an Expert Library Visit This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| TEKS | TX.74.4 (d) (1) | Listening, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. The following proficiency level descriptors for listening are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (1) (D) | Advanced high. Advanced high ELLs have the ability to understand, with minimal second language acquisition support, grade-appropriate spoken English used in academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 1 (D) (i) | Understand longer, elaborated directions, conversations, and discussions on familiar and unfamiliar topics with occasional need for processing time and with little dependence on visuals, verbal cues, and gestures; some exceptions when complex academic or highly specialized language is used; ReadyRosie Conversation Starters Conversations in the Car Family Interview Freeze Dance Guess Who Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 1 (D) (ii) | Understand main points, important details, and implicit information at a level nearly comparable to native English-speaking peers during social and instructional interactions; and ReadyRosie Daily Conclusions Who's Been Here? |
| GRADE LEVEL EXPECTATION | 1 (D) (iii) | Rarely require/request the speaker to repeat, slow down, or rephrase to clarify the meaning of the English they hear. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who Interview an Expert Library Visit This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| TEKS | TX.74.4 (d) (2) | Speaking, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. The following proficiency level descriptors for speaking are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (2) (A) | Beginning. Beginning ELLs have little or no ability to speak English in academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 2 (A) (ii) | Speak using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts; ReadyRosie Color Poem Free Verse Hink Pink My Words, Your Words |
| GRADE LEVEL EXPECTATION | 2 (A) (iii) | Lack the knowledge of English grammar necessary to connect ideas and speak in sentences; can sometimes produce sentences using recently practiced, memorized, or highly familiar material; ReadyRosie 20 Questions Guess Who Simon Says What I Like About Me Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (A) (v) | Typically use pronunciation that significantly inhibits communication. ReadyRosie Conversation Starters Sharing Chores and Your Day Simon Says |
| TEKS | TX.74.4 (d) (2) | Speaking, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. The following proficiency level descriptors for speaking are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (2) (B) | Intermediate. Intermediate ELLs have the ability to speak in a simple manner using English commonly heard in routine academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 2 (B) (i) | Are able to express simple, original messages, speak using sentences, and participate in short conversations and classroom interactions; may hesitate frequently and for long periods to think about how to communicate desired meaning; ReadyRosie 20 Questions Conversation Starters Conversations in the Car Family Interview Guess Who Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (B) (ii) | Speak simply using basic vocabulary needed in everyday social interactions and routine academic contexts; rarely have vocabulary to speak in detail; ReadyRosie Create a Song Noun Charades Sharing Chores and Your Day |
| GRADE LEVEL EXPECTATION | 2 (B) (iii) | Exhibit an emerging awareness of English grammar and speak using mostly simple sentence structures and simple tenses; are most comfortable speaking in present tense; ReadyRosie 20 Questions Family Interview Guess Who Sharing Chores and Your Day Simon Says Take a Stand What I Like About Me Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (B) (iv) | Exhibit second language acquisition errors that may hinder overall communication when trying to use complex or less familiar English; and ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand What I Like About Me Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (B) (v) | Use pronunciation that can usually be understood by people accustomed to interacting with ELLs. ReadyRosie Conversation Starters Sharing Chores and Your Day Simon Says |
| TEKS | TX.74.4 (d) (2) | Speaking, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. The following proficiency level descriptors for speaking are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (2) (C) | Advanced. Advanced ELLs have the ability to speak using grade-appropriate English, with second language acquisition support, in academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 2 (C) (i) | Are able to participate comfortably in most conversations and academic discussions on familiar topics, with some pauses to restate, repeat, or search for words and phrases to clarify meaning; ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (C) (ii) | Discuss familiar academic topics using content-based terms and common abstract vocabulary; can usually speak in some detail on familiar topics; ReadyRosie Share Your Knowledge |
| GRADE LEVEL EXPECTATION | 2 (C) (iii) | Have a grasp of basic grammar features, including a basic ability to narrate and describe in present, past, and future tenses; have an emerging ability to use complex sentences and complex grammar features; ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand What I Like About Me Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (C) (iv) | Make errors that interfere somewhat with communication when using complex grammar structures, long sentences, and less familiar words and expressions; and ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand What I Like About Me Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (C) (v) | May mispronounce words, but use pronunciation that can usually be understood by people not accustomed to interacting with ELLs. ReadyRosie Conversation Starters Sharing Chores and Your Day Simon Says |
| TEKS | TX.74.4 (d) (2) | Speaking, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. The following proficiency level descriptors for speaking are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (2) (D) | Advanced high. Advanced high ELLs have the ability to speak using grade-appropriate English, with minimal second language acquisition support, in academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 2 (D) (i) | Are able to participate in extended discussions on a variety of social and grade-appropriate academic topics with only occasional disruptions, hesitations, or pauses; ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (D) (ii) | Communicate effectively using abstract and content-based vocabulary during classroom instructional tasks, with some exceptions when low-frequency or academically demanding vocabulary is needed; use many of the same idioms and colloquialisms as their native English-speaking peers; ReadyRosie Share Your Knowledge |
| GRADE LEVEL EXPECTATION | 2 (D) (iii) | Can use English grammar structures and complex sentences to narrate and describe at a level nearly comparable to native English-speaking peers; ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand What I Like About Me Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (D) (v) | May mispronounce words, but rarely use pronunciation that interferes with overall communication. ReadyRosie Conversation Starters Sharing Chores and Your Day Simon Says |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (4) (A) | Beginning. Beginning ELLs have little or no ability to read and understand English used in academic and social contexts. These students: |
| GRADE LEVEL EXPECTATION | 4 (A) (i) | Read and understand the very limited recently practiced, memorized, or highly familiar English they have learned; vocabulary predominantly includes: |
| INDICATOR | 4 (A) (i) (II) | Some very high-frequency words; and ReadyRosie My Words, Your Words |
| INDICATOR | 4 (A) (i) (III) | Concrete words that can be represented by pictures; ReadyRosie Category Competition Hink Pink Million Dollar Words |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (4) (A) | Beginning. Beginning ELLs have little or no ability to read and understand English used in academic and social contexts. These students: |
| GRADE LEVEL EXPECTATION | 4 (A) (iii) | Have a very limited sense of English language structures; ReadyRosie What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | 4 (A) (iv) | Comprehend predominantly isolated familiar words and phrases; comprehend some sentences in highly routine contexts or recently practiced, highly familiar text; ReadyRosie My Words, Your Words Reading Strategies: Punctuation Expression |
| GRADE LEVEL EXPECTATION | 4 (A) (v) | Are highly dependent on visuals and prior knowledge to derive meaning from text in English; and ReadyRosie Can You See It? Favorite Illustrators How Far Does It Fly? How To Pow Wow Crunch Random, Bizarre Facts Read a Little, Think a Little |
| GRADE LEVEL EXPECTATION | 4 (A) (vi) | Are able to apply reading comprehension skills in English only when reading texts written for this level. ReadyRosie Books on the Go Can You See It? Chapter Books Daily Reading Routines Five Finger Rule My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading That's So Cool What Do You Wonder? |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (4) (B) | Intermediate. Intermediate ELLs have the ability to read and understand simple, high-frequency English used in routine academic and social contexts. These students: |
| GRADE LEVEL EXPECTATION | 4 (B) (i) | Read and understand English vocabulary on a somewhat wider range of topics and with increased depth; vocabulary predominantly includes: |
| INDICATOR | 4 (B) (i) (II) | Literal meanings of common words; ReadyRosie Category Competition Hink Pink Million Dollar Words |
| INDICATOR | 4 (B) (i) (III) | Routine academic language and terms; and ReadyRosie Share Your Knowledge Wondering About Words |
| INDICATOR | 4 (B) (i) (IV) | Commonly used abstract language such as terms used to describe basic feelings; ReadyRosie Conversation Starters Share Your Knowledge Sharing Chores and Your Day Simon Says What I Like About Me Wondering About Words |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (4) (B) | Intermediate. Intermediate ELLs have the ability to read and understand simple, high-frequency English used in routine academic and social contexts. These students: |
| GRADE LEVEL EXPECTATION | 4 (B) (ii) | Often read slowly and in short phrases; may re-read to clarify meaning; ReadyRosie Can You See It? Read a Little, Think a Little |
| GRADE LEVEL EXPECTATION | 4 (B) (iii) | Have a growing understanding of basic, routinely used English language structures; ReadyRosie What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | 4 (B) (iv) | 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; ReadyRosie Can You See It? Category Competition Chapter Books Favorite Illustrators Funny Pictures Hink Pink How Far Does It Fly? How To Million Dollar Words Pow Wow Crunch Random, Bizarre Facts Read a Little, Think a Little Reading Strategies: Punctuation Expression That's So Cool |
| GRADE LEVEL EXPECTATION | 4 (B) (v) | Struggle to independently read and understand grade-level texts; and ReadyRosie Building a Fort I Read to You, You Read to Me |
| GRADE LEVEL EXPECTATION | 4 (B) (vi) | Are able to apply basic and some higher-order comprehension skills when reading texts that are linguistically accommodated and/or simplified for this level. ReadyRosie Books on the Go Can You See It? Chapter Books Daily Reading Routines Five Finger Rule My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading That's So Cool What Do You Wonder? |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (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. These students: |
| GRADE LEVEL EXPECTATION | 4 (C) (i) | Read and understand, with second language acquisition support, a variety of grade-appropriate English vocabulary used in social and academic contexts: |
| INDICATOR | 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; ReadyRosie Category Competition Feelings Charades Hink Pink Million Dollar Words Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| INDICATOR | 4 (C) (i) (II) | Demonstrate an emerging ability to understand words and phrases beyond their literal meaning; and ReadyRosie Let's Look Closer |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (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. These students: |
| GRADE LEVEL EXPECTATION | 4 (C) (iii) | Are developing skill in using their growing familiarity with English language structures to construct meaning of grade-appropriate text; and ReadyRosie I Read to You, You Read to Me Random, Bizarre Facts |
| GRADE LEVEL EXPECTATION | 4 (C) (iv) | 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. ReadyRosie Comprehension Clues Favorite Illustrators How Far Does It Fly? How To Pow Wow Crunch Reading Recipes What's Up with That? |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (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 contexts. These students: |
| GRADE LEVEL EXPECTATION | 4 (D) (i) | 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; ReadyRosie Feelings Charades Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| GRADE LEVEL EXPECTATION | 4 (D) (ii) | Generally read grade-appropriate, familiar text with appropriate rate, speed, intonation, and expression; ReadyRosie Building a Fort Conversation Starters Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word Sharing Chores and Your Day Simon Says Take a Stand |
| GRADE LEVEL EXPECTATION | 4 (D) (iii) | 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 ReadyRosie I Read to You, You Read to Me Random, Bizarre Facts |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (6) (A) | Beginning. Beginning ELLs lack the English vocabulary and grasp of English language structures necessary to address grade-appropriate writing tasks meaningfully. These students: |
| GRADE LEVEL EXPECTATION | 6 (A) (i) | 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; ReadyRosie Picture Talk |
| GRADE LEVEL EXPECTATION | 6 (A) (ii) | 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 ReadyRosie Color Poem Free Verse Create a Song Family Adventure List Family Journaling Funny Pictures I'd Really Like Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Picture Talk Sharing Chores and Your Day Story Train Tell Me How This Is Important Write About a Family Tradition |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (6) (A) | Beginning. Beginning ELLs lack the English vocabulary and grasp of English language structures necessary to address grade-appropriate writing tasks meaningfully. These students: |
| GRADE LEVEL EXPECTATION | 6 (A) (iii) | Exhibit writing features typical at this level, including: |
| INDICATOR | 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; ReadyRosie Hidden Messages My Words, Your Words Writing Telephone Game |
| INDICATOR | 6 (A) (iii) (III) | Present tense used primarily; and ReadyRosie Magical Creature Writing Picture Talk |
| INDICATOR | 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. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (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. These students: |
| GRADE LEVEL EXPECTATION | 6 (B) (i) | 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; ReadyRosie Picture Talk |
| GRADE LEVEL EXPECTATION | 6 (B) (ii) | 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 ReadyRosie Acrostic Poem Create a Song |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (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. These students: |
| GRADE LEVEL EXPECTATION | 6 (B) (iii) | Exhibit writing features typical at this level, including: |
| INDICATOR | 6 (B) (iii) (I) | Simple, original messages consisting of short, simple sentences; frequent inaccuracies occur when creating or taking risks beyond familiar English; ReadyRosie I'd Really Like Make a Neighborhood Map Nature Journaling Write a Favorite Family Recipe |
| INDICATOR | 6 (B) (iii) (II) | High-frequency vocabulary; academic writing often has an oral tone; ReadyRosie My Words, Your Words |
| INDICATOR | 6 (B) (iii) (III) | Loosely connected text with limited use of cohesive devices or repetitive use, which may cause gaps in meaning; ReadyRosie Create a Song Picture Talk Write Around |
| INDICATOR | 6 (B) (iii) (IV) | Repetition of ideas due to lack of vocabulary and language structures; ReadyRosie Picture Talk |
| INDICATOR | 6 (B) (iii) (V) | Present tense used most accurately; simple future and past tenses, if attempted, are used inconsistently or with frequent inaccuracies; ReadyRosie Magical Creature Writing Picture Talk |
| INDICATOR | 6 (B) (iii) (VI) | Undetailed descriptions, explanations, and narrations; difficulty expressing abstract ideas; ReadyRosie Color Poem Free Verse Describe It Family Journaling Family Poem Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Write Around |
| INDICATOR | 6 (B) (iii) (VII) | Primary language features and errors associated with second language acquisition may be frequent; and ReadyRosie Picture Talk |
| INDICATOR | 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. ReadyRosie Picture Talk |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (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. These students: |
| GRADE LEVEL EXPECTATION | 6 (C) (i) | 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; ReadyRosie Color Poem Free Verse Create a Song Family Journaling I'd Really Like Magical Creature Writing Make a Neighborhood Map Nature Journaling Tell Me How This Is Important Write About a Family Tradition |
| GRADE LEVEL EXPECTATION | 6 (C) (ii) | 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 ReadyRosie Color Poem Free Verse Create a Song Family Journaling I'd Really Like Magical Creature Writing Make a Neighborhood Map Nature Journaling Tell Me How This Is Important Write About a Family Tradition |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (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. These students: |
| GRADE LEVEL EXPECTATION | 6 (C) (iii) | Exhibit writing features typical at this level, including: |
| INDICATOR | 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; ReadyRosie Magical Creature Writing Picture Talk |
| INDICATOR | 6 (C) (iii) (II) | Emerging grade-appropriate vocabulary; academic writing has a more academic tone; ReadyRosie Acrostic Poem Create a Song |
| INDICATOR | 6 (C) (iii) (III) | Use of a variety of common cohesive devices, although some redundancy may occur; ReadyRosie Create a Song Picture Talk Write Around |
| INDICATOR | 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; ReadyRosie Color Poem Free Verse Describe It Family Journaling Family Poem Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Write Around |
| INDICATOR | 6 (C) (iii) (V) | Occasional second language acquisition errors; and ReadyRosie This Is Important |
| INDICATOR | 6 (C) (iii) (VI) | Communications are usually understood by individuals not accustomed to the writing of ELLs. ReadyRosie Family Adventure List Write to the Tooth Fairy |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (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. These students: |
| GRADE LEVEL EXPECTATION | 6 (D) (i) | 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; ReadyRosie Color Poem Free Verse Create a Song I'd Really Like Make a Neighborhood Map Nature Journaling Tell Me How This Is Important Write About a Family Tradition |
| GRADE LEVEL EXPECTATION | 6 (D) (ii) | Know enough English to be able to develop or demonstrate, with minimal second language acquisition support, elements of grade-appropriate writing in English; and ReadyRosie I'd Really Like Make a Neighborhood Map Nature Journaling |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (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. These students: |
| GRADE LEVEL EXPECTATION | 6 (D) (iii) | Exhibit writing features typical at this level, including: |
| INDICATOR | 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; ReadyRosie Acrostic Poem Create a Song |
| Texas Essential Knowledge and Skills (TEKS) |
| English Language Learners |
| Grade: 3 - Adopted: 2007 |
| TEKS | TX.74.4 (c) (1) | Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. |
| STUDENT EXPECTATION | 74.4 (c) (1) (A) | The student is expected to use prior knowledge and experiences to understand meanings in English; ReadyRosie It's All In Your Head Random, Bizarre Facts Read a Little, Think a Little |
| STUDENT EXPECTATION | 74.4 (c) (1) (C) | The student is expected to use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary; ReadyRosie Feelings Charades Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| STUDENT EXPECTATION | 74.4 (c) (1) (E) | The student is expected to internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment; ReadyRosie Acrostic Poem Create a Song Feelings Charades Hinky Pinky and Hinketty Pinketty |
| STUDENT EXPECTATION | 74.4 (c) (1) (F) | The student is expected to use accessible language and learn new and essential language in the process; ReadyRosie Feelings Charades Hinky Pinky and Hinketty Pinketty Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| STUDENT EXPECTATION | 74.4 (c) (1) (G) | The student is expected to demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations; and ReadyRosie Sharing Chores and Your Day |
| STUDENT EXPECTATION | 74.4 (c) (1) (H) | The student is expected to develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations. ReadyRosie Family Rap |
| TEKS | TX.74.4 (c) (2) | Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. |
| STUDENT EXPECTATION | 74.4 (c) (2) (C) | The student is expected to learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; ReadyRosie Family Interview Feelings Charades Hinky Pinky and Hinketty Pinketty Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| STUDENT EXPECTATION | 74.4 (c) (2) (D) | The student is expected to monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed; ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who Interview an Expert Library Visit This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| STUDENT EXPECTATION | 74.4 (c) (2) (E) | The student is expected to use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language; ReadyRosie 20 Questions Draw Feelings Charades Hinky Pinky and Hinketty Pinketty |
| STUDENT EXPECTATION | 74.4 (c) (2) (H) | The student is expected to understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations; and ReadyRosie Daily Conclusions Who's Been Here? |
| STUDENT EXPECTATION | 74.4 (c) (2) (I) | The student is expected to demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who This Is Important |
| TEKS | TX.74.4 (c) (3) | Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. |
| STUDENT EXPECTATION | 74.4 (c) (3) (A) | The student is expected to practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible; ReadyRosie Conversation Starters Sharing Chores and Your Day Simon Says |
| STUDENT EXPECTATION | 74.4 (c) (3) (B) | The student is expected to expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication; ReadyRosie Feelings Charades Hinky Pinky and Hinketty Pinketty |
| STUDENT EXPECTATION | 74.4 (c) (3) (C) | The student is expected to speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired; ReadyRosie 20 Questions Family Interview Guess Who Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| STUDENT EXPECTATION | 74.4 (c) (3) (D) | The student is expected to speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency; ReadyRosie Hinky Pinky and Hinketty Pinketty Share Your Knowledge |
| STUDENT EXPECTATION | 74.4 (c) (3) (E) | The student is expected to share information in cooperative learning interactions; ReadyRosie Conversation Starters Story Train Who's Coming to Dinner? |
| STUDENT EXPECTATION | 74.4 (c) (3) (F) | The student is expected to ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments; ReadyRosie Create a Song Noun Charades Share Your Knowledge Sharing Chores and Your Day |
| STUDENT EXPECTATION | 74.4 (c) (3) (G) | The student is expected to express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics; ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who Kitchen Conversations My Library List Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| STUDENT EXPECTATION | 74.4 (c) (3) (I) | The student is expected to adapt spoken language appropriately for formal and informal purposes; and ReadyRosie Sharing Chores and Your Day |
| STUDENT EXPECTATION | 74.4 (c) (3) (J) | The student is expected to respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment. ReadyRosie Pow Wow Crunch Song Lyrics Talking About Books |
| TEKS | TX.74.4 (c) (4) | Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. |
| STUDENT EXPECTATION | 74.4 (c) (4) (A) | The student is expected to learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words; ReadyRosie Digging Into Roots Shopping for Syllables |
| STUDENT EXPECTATION | 74.4 (c) (4) (C) | The student is expected to develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials; ReadyRosie What Makes a Good Storyteller |
| STUDENT EXPECTATION | 74.4 (c) (4) (D) | The student is expected to use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text; ReadyRosie How Far Does It Fly? Pow Wow Crunch |
| STUDENT EXPECTATION | 74.4 (c) (4) (E) | The student is expected to read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned; ReadyRosie Books on the Go Daily Reading Routines Favorite Genres Five Finger Rule That's So Cool What Will You Learn? |
| STUDENT EXPECTATION | 74.4 (c) (4) (F) | The student is expected to use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language; ReadyRosie Feelings Charades How Far Does It Fly? It's All In Your Head Random, Bizarre Facts Read a Little, Think a Little Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| STUDENT EXPECTATION | 74.4 (c) (4) (G) | The student is expected to demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs; ReadyRosie 20 Questions Chapter Books My Turn, Your Turn Reading Recipes Sequence and Summarize Story Train Talking About Books That's So Cool What Makes a Good Storyteller What Will You Learn? |
| STUDENT EXPECTATION | 74.4 (c) (4) (H) | The student is expected to read silently with increasing ease and comprehension for longer periods; ReadyRosie Building a Fort |
| STUDENT EXPECTATION | 74.4 (c) (4) (I) | The student is expected to demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs; ReadyRosie Chapter Books How Far Does It Fly? Sequence and Summarize Story Train Talking About Books That's So Cool What Makes a Good Storyteller What Will You Learn? |
| STUDENT EXPECTATION | 74.4 (c) (4) (J) | The student is expected to demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs; and ReadyRosie Chapter Books Daily Conclusions Read a Little, Think a Little Story Train Talking About Books Using Clues to Figure it Out What Makes a Good Storyteller What Will You Learn? Who's Been Here? |
| STUDENT EXPECTATION | 74.4 (c) (4) (K) | The student is expected to demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs. ReadyRosie My Turn, Your Turn Poetry Reading Strategy: Reading and Making Connections Song Lyrics That's So Cool What Makes a Good Storyteller |
| TEKS | TX.74.4 (c) (5) | Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. |
| STUDENT EXPECTATION | 74.4 (c) (5) (B) | The student is expected to write using newly acquired basic vocabulary and content-based grade-level vocabulary; ReadyRosie Acrostic Poem Create a Song Hinky Pinky and Hinketty Pinketty |
| STUDENT EXPECTATION | 74.4 (c) (5) (C) | The student is expected to spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired; ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| STUDENT EXPECTATION | 74.4 (c) (5) (D) | The student is expected to edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired; ReadyRosie Magical Creature Writing |
| TEKS | TX.74.4 (c) (5) | Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. |
| STUDENT EXPECTATION | 74.4 (c) (5) (E) | The student is expected to employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as: |
| GRADE LEVEL EXPECTATION | 5 (E) (i) | Using correct verbs, tenses, and pronouns/antecedents; ReadyRosie Magical Creature Writing |
| STUDENT EXPECTATION | 74.4 (c) (5) (F) | The student is expected to write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired; and ReadyRosie Create a Song Magical Creature Writing Write Around |
| STUDENT EXPECTATION | 74.4 (c) (5) (G) | The student is expected to narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. ReadyRosie Family Journaling Family Poem Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Story Train Write Around Write a Favorite Family Recipe |
| TEKS | TX.74.4 (d) (1) | Listening, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. The following proficiency level descriptors for listening are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (1) (A) | Beginning. Beginning ELLs have little or no ability to understand spoken English in academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 1 (A) (i) | Struggle to understand simple conversations and simple discussions even when the topics are familiar and the speaker uses linguistic supports such as visuals, slower speech and other verbal cues, and gestures; ReadyRosie 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Guess Who Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 1 (A) (ii) | Struggle to identify and distinguish individual words and phrases during social and instructional interactions that have not been intentionally modified for ELLs; and ReadyRosie Feelings Charades Hinky Pinky and Hinketty Pinketty |
| GRADE LEVEL EXPECTATION | 1 (A) (iii) | May not seek clarification in English when failing to comprehend the English they hear; frequently remain silent, watching others for cues. ReadyRosie Sharing Chores and Your Day |
| TEKS | TX.74.4 (d) (1) | Listening, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. The following proficiency level descriptors for listening are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (1) (B) | Intermediate. Intermediate ELLs have the ability to understand simple, high-frequency spoken English used in routine academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 1 (B) (i) | Usually understand simple or routine directions, as well as short, simple conversations and short, simple discussions on familiar topics; when topics are unfamiliar, require extensive linguistic supports and adaptations such as visuals, slower speech and other verbal cues, simplified language, gestures, and preteaching to preview or build topic-related vocabulary; ReadyRosie 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Feelings Charades Freeze Dance Guess Who Hinky Pinky and Hinketty Pinketty Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 1 (B) (iii) | Have the ability to seek clarification in English when failing to comprehend the English they hear by requiring/requesting the speaker to repeat, slow down, or rephrase speech. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who Interview an Expert Library Visit This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| TEKS | TX.74.4 (d) (1) | Listening, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. The following proficiency level descriptors for listening are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (1) (C) | Advanced. Advanced ELLs have the ability to understand, with second language acquisition support, grade-appropriate spoken English used in academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 1 (C) (i) | Usually understand longer, more elaborated directions, conversations, and discussions on familiar and some unfamiliar topics, but sometimes need processing time and sometimes depend on visuals, verbal cues, and gestures to support understanding; ReadyRosie 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Freeze Dance Guess Who Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 1 (C) (ii) | Understand most main points, most important details, and some implicit information during social and basic instructional interactions that have not been intentionally modified for ELLs; and ReadyRosie Daily Conclusions Who's Been Here? |
| GRADE LEVEL EXPECTATION | 1 (C) (iii) | Occasionally require/request the speaker to repeat, slow down, or rephrase to clarify the meaning of the English they hear. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who Interview an Expert Library Visit This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| TEKS | TX.74.4 (d) (1) | Listening, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. The following proficiency level descriptors for listening are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (1) (D) | Advanced high. Advanced high ELLs have the ability to understand, with minimal second language acquisition support, grade-appropriate spoken English used in academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 1 (D) (i) | Understand longer, elaborated directions, conversations, and discussions on familiar and unfamiliar topics with occasional need for processing time and with little dependence on visuals, verbal cues, and gestures; some exceptions when complex academic or highly specialized language is used; ReadyRosie Conversation Starters Conversations in the Car Family Interview Freeze Dance Guess Who Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 1 (D) (ii) | Understand main points, important details, and implicit information at a level nearly comparable to native English-speaking peers during social and instructional interactions; and ReadyRosie Daily Conclusions Who's Been Here? |
| GRADE LEVEL EXPECTATION | 1 (D) (iii) | Rarely require/request the speaker to repeat, slow down, or rephrase to clarify the meaning of the English they hear. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who Interview an Expert Library Visit This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| TEKS | TX.74.4 (d) (2) | Speaking, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. The following proficiency level descriptors for speaking are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (2) (A) | Beginning. Beginning ELLs have little or no ability to speak English in academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 2 (A) (ii) | Speak using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts; ReadyRosie Hinky Pinky and Hinketty Pinketty |
| GRADE LEVEL EXPECTATION | 2 (A) (iii) | Lack the knowledge of English grammar necessary to connect ideas and speak in sentences; can sometimes produce sentences using recently practiced, memorized, or highly familiar material; ReadyRosie 20 Questions Guess Who Simon Says Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (A) (v) | Typically use pronunciation that significantly inhibits communication. ReadyRosie Conversation Starters Sharing Chores and Your Day Simon Says |
| TEKS | TX.74.4 (d) (2) | Speaking, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. The following proficiency level descriptors for speaking are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (2) (B) | Intermediate. Intermediate ELLs have the ability to speak in a simple manner using English commonly heard in routine academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 2 (B) (i) | Are able to express simple, original messages, speak using sentences, and participate in short conversations and classroom interactions; may hesitate frequently and for long periods to think about how to communicate desired meaning; ReadyRosie 20 Questions Conversation Starters Conversations in the Car Family Interview Guess Who Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (B) (ii) | Speak simply using basic vocabulary needed in everyday social interactions and routine academic contexts; rarely have vocabulary to speak in detail; ReadyRosie Create a Song Noun Charades Sharing Chores and Your Day |
| GRADE LEVEL EXPECTATION | 2 (B) (iii) | Exhibit an emerging awareness of English grammar and speak using mostly simple sentence structures and simple tenses; are most comfortable speaking in present tense; ReadyRosie 20 Questions Family Interview Guess Who Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (B) (iv) | Exhibit second language acquisition errors that may hinder overall communication when trying to use complex or less familiar English; and ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (B) (v) | Use pronunciation that can usually be understood by people accustomed to interacting with ELLs. ReadyRosie Conversation Starters Sharing Chores and Your Day Simon Says |
| TEKS | TX.74.4 (d) (2) | Speaking, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. The following proficiency level descriptors for speaking are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (2) (C) | Advanced. Advanced ELLs have the ability to speak using grade-appropriate English, with second language acquisition support, in academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 2 (C) (i) | Are able to participate comfortably in most conversations and academic discussions on familiar topics, with some pauses to restate, repeat, or search for words and phrases to clarify meaning; ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (C) (ii) | Discuss familiar academic topics using content-based terms and common abstract vocabulary; can usually speak in some detail on familiar topics; ReadyRosie Share Your Knowledge |
| GRADE LEVEL EXPECTATION | 2 (C) (iii) | Have a grasp of basic grammar features, including a basic ability to narrate and describe in present, past, and future tenses; have an emerging ability to use complex sentences and complex grammar features; ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (C) (iv) | Make errors that interfere somewhat with communication when using complex grammar structures, long sentences, and less familiar words and expressions; and ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (C) (v) | May mispronounce words, but use pronunciation that can usually be understood by people not accustomed to interacting with ELLs. ReadyRosie Conversation Starters Sharing Chores and Your Day Simon Says |
| TEKS | TX.74.4 (d) (2) | Speaking, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. The following proficiency level descriptors for speaking are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. |
| STUDENT EXPECTATION | 74.4 (d) (2) (D) | Advanced high. Advanced high ELLs have the ability to speak using grade-appropriate English, with minimal second language acquisition support, in academic and social settings. These students: |
| GRADE LEVEL EXPECTATION | 2 (D) (i) | Are able to participate in extended discussions on a variety of social and grade-appropriate academic topics with only occasional disruptions, hesitations, or pauses; ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (D) (ii) | Communicate effectively using abstract and content-based vocabulary during classroom instructional tasks, with some exceptions when low-frequency or academically demanding vocabulary is needed; use many of the same idioms and colloquialisms as their native English-speaking peers; ReadyRosie Share Your Knowledge |
| GRADE LEVEL EXPECTATION | 2 (D) (iii) | Can use English grammar structures and complex sentences to narrate and describe at a level nearly comparable to native English-speaking peers; ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2 (D) (v) | May mispronounce words, but rarely use pronunciation that interferes with overall communication. ReadyRosie Conversation Starters Sharing Chores and Your Day Simon Says |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (4) (A) | Beginning. Beginning ELLs have little or no ability to read and understand English used in academic and social contexts. These students: |
| GRADE LEVEL EXPECTATION | 4 (A) (i) | Read and understand the very limited recently practiced, memorized, or highly familiar English they have learned; vocabulary predominantly includes: |
| INDICATOR | 4 (A) (i) (III) | Concrete words that can be represented by pictures; ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (4) (A) | Beginning. Beginning ELLs have little or no ability to read and understand English used in academic and social contexts. These students: |
| GRADE LEVEL EXPECTATION | 4 (A) (iii) | Have a very limited sense of English language structures; ReadyRosie What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | 4 (A) (v) | Are highly dependent on visuals and prior knowledge to derive meaning from text in English; and ReadyRosie How Far Does It Fly? It's All In Your Head Pow Wow Crunch Random, Bizarre Facts Read a Little, Think a Little |
| GRADE LEVEL EXPECTATION | 4 (A) (vi) | Are able to apply reading comprehension skills in English only when reading texts written for this level. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading That's So Cool What Will You Learn? |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (4) (B) | Intermediate. Intermediate ELLs have the ability to read and understand simple, high-frequency English used in routine academic and social contexts. These students: |
| GRADE LEVEL EXPECTATION | 4 (B) (i) | Read and understand English vocabulary on a somewhat wider range of topics and with increased depth; vocabulary predominantly includes: |
| INDICATOR | 4 (B) (i) (II) | Literal meanings of common words; ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| INDICATOR | 4 (B) (i) (III) | Routine academic language and terms; and ReadyRosie Share Your Knowledge Wondering About Words |
| INDICATOR | 4 (B) (i) (IV) | Commonly used abstract language such as terms used to describe basic feelings; ReadyRosie Conversation Starters Share Your Knowledge Sharing Chores and Your Day Simon Says Wondering About Words |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (4) (B) | Intermediate. Intermediate ELLs have the ability to read and understand simple, high-frequency English used in routine academic and social contexts. These students: |
| GRADE LEVEL EXPECTATION | 4 (B) (ii) | Often read slowly and in short phrases; may re-read to clarify meaning; ReadyRosie It's All In Your Head Read a Little, Think a Little |
| GRADE LEVEL EXPECTATION | 4 (B) (iii) | Have a growing understanding of basic, routinely used English language structures; ReadyRosie What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | 4 (B) (iv) | 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; ReadyRosie Category Competition Chapter Books Hinky Pinky and Hinketty Pinketty How Far Does It Fly? It's All In Your Head Million Dollar Words Pow Wow Crunch Random, Bizarre Facts Read a Little, Think a Little Talking About Books That's So Cool What Will You Learn? |
| GRADE LEVEL EXPECTATION | 4 (B) (v) | Struggle to independently read and understand grade-level texts; and ReadyRosie Building a Fort |
| GRADE LEVEL EXPECTATION | 4 (B) (vi) | Are able to apply basic and some higher-order comprehension skills when reading texts that are linguistically accommodated and/or simplified for this level. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading That's So Cool What Will You Learn? |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (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. These students: |
| GRADE LEVEL EXPECTATION | 4 (C) (i) | Read and understand, with second language acquisition support, a variety of grade-appropriate English vocabulary used in social and academic contexts: |
| INDICATOR | 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; ReadyRosie Category Competition Feelings Charades Hinky Pinky and Hinketty Pinketty Million Dollar Words Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| INDICATOR | 4 (C) (i) (II) | Demonstrate an emerging ability to understand words and phrases beyond their literal meaning; and ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer |
| INDICATOR | 4 (C) (i) (III) | Understand multiple meanings of commonly used words; ReadyRosie Hinky Pinky and Hinketty Pinketty |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (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. These students: |
| GRADE LEVEL EXPECTATION | 4 (C) (iii) | Are developing skill in using their growing familiarity with English language structures to construct meaning of grade-appropriate text; and ReadyRosie Random, Bizarre Facts |
| GRADE LEVEL EXPECTATION | 4 (C) (iv) | 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. ReadyRosie Comprehension Clues How Far Does It Fly? Pow Wow Crunch Reading Recipes |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (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 contexts. These students: |
| GRADE LEVEL EXPECTATION | 4 (D) (i) | 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; ReadyRosie Feelings Charades Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| GRADE LEVEL EXPECTATION | 4 (D) (ii) | Generally read grade-appropriate, familiar text with appropriate rate, speed, intonation, and expression; ReadyRosie Building a Fort Conversation Starters Reading Dialogue Sharing Chores and Your Day Simon Says Take a Stand |
| GRADE LEVEL EXPECTATION | 4 (D) (iii) | 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 ReadyRosie Random, Bizarre Facts |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (6) (A) | Beginning. Beginning ELLs lack the English vocabulary and grasp of English language structures necessary to address grade-appropriate writing tasks meaningfully. These students: |
| GRADE LEVEL EXPECTATION | 6 (A) (ii) | 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 ReadyRosie Create a Song Family Adventure List Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day Story Train This Is Important Write About a Family Tradition |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (6) (A) | Beginning. Beginning ELLs lack the English vocabulary and grasp of English language structures necessary to address grade-appropriate writing tasks meaningfully. These students: |
| GRADE LEVEL EXPECTATION | 6 (A) (iii) | Exhibit writing features typical at this level, including: |
| INDICATOR | 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; ReadyRosie Writing Telephone Game |
| INDICATOR | 6 (A) (iii) (III) | Present tense used primarily; and ReadyRosie Magical Creature Writing |
| INDICATOR | 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. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (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. These students: |
| GRADE LEVEL EXPECTATION | 6 (B) (i) | 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; ReadyRosie Hinky Pinky and Hinketty Pinketty |
| GRADE LEVEL EXPECTATION | 6 (B) (ii) | 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 ReadyRosie Acrostic Poem Create a Song Hinky Pinky and Hinketty Pinketty |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (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. These students: |
| GRADE LEVEL EXPECTATION | 6 (B) (iii) | Exhibit writing features typical at this level, including: |
| INDICATOR | 6 (B) (iii) (I) | Simple, original messages consisting of short, simple sentences; frequent inaccuracies occur when creating or taking risks beyond familiar English; ReadyRosie Make a Neighborhood Map Nature Journaling Write a Favorite Family Recipe |
| INDICATOR | 6 (B) (iii) (III) | Loosely connected text with limited use of cohesive devices or repetitive use, which may cause gaps in meaning; ReadyRosie Create a Song Write Around |
| INDICATOR | 6 (B) (iii) (V) | Present tense used most accurately; simple future and past tenses, if attempted, are used inconsistently or with frequent inaccuracies; ReadyRosie Magical Creature Writing |
| INDICATOR | 6 (B) (iii) (VI) | Undetailed descriptions, explanations, and narrations; difficulty expressing abstract ideas; ReadyRosie Family Journaling Family Poem Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Write Around |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (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. These students: |
| GRADE LEVEL EXPECTATION | 6 (C) (i) | 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; ReadyRosie Create a Song Family Journaling Magical Creature Writing Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition |
| GRADE LEVEL EXPECTATION | 6 (C) (ii) | 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 ReadyRosie Create a Song Family Journaling Magical Creature Writing Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (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. These students: |
| GRADE LEVEL EXPECTATION | 6 (C) (iii) | Exhibit writing features typical at this level, including: |
| INDICATOR | 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; ReadyRosie Magical Creature Writing |
| INDICATOR | 6 (C) (iii) (II) | Emerging grade-appropriate vocabulary; academic writing has a more academic tone; ReadyRosie Acrostic Poem Create a Song Hinky Pinky and Hinketty Pinketty |
| INDICATOR | 6 (C) (iii) (III) | Use of a variety of common cohesive devices, although some redundancy may occur; ReadyRosie Create a Song Write Around |
| INDICATOR | 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; ReadyRosie Family Journaling Family Poem Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Write Around |
| INDICATOR | 6 (C) (iii) (V) | Occasional second language acquisition errors; and ReadyRosie This Is Important |
| INDICATOR | 6 (C) (iii) (VI) | Communications are usually understood by individuals not accustomed to the writing of ELLs. ReadyRosie Family Adventure List |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (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. These students: |
| GRADE LEVEL EXPECTATION | 6 (D) (i) | 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; ReadyRosie Create a Song Hinky Pinky and Hinketty Pinketty Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition |
| GRADE LEVEL EXPECTATION | 6 (D) (ii) | Know enough English to be able to develop or demonstrate, with minimal second language acquisition support, elements of grade-appropriate writing in English; and ReadyRosie Make a Neighborhood Map Nature Journaling |
| TEKS | TX.74.4 (d) (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. |
| STUDENT EXPECTATION | 74.4 (d) (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. These students: |
| GRADE LEVEL EXPECTATION | 6 (D) (iii) | Exhibit writing features typical at this level, including: |
| INDICATOR | 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; ReadyRosie Acrostic Poem Create a Song Hinky Pinky and Hinketty Pinketty |