Texas Alignment English Language Proficiency, 2008...

Texas Alignment English Language Proficiency, 2008 Texas Essential Knowledge and Skills (TEKS),

produced by the Texas Education Agency Grades: K-1 through Grades: 2-12

P.O. Box 8036 • Wisconsin Rapids, WI 54495-8036

Phone: (800) 338-4204 • Fax: (715) 424-4242

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Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending

registration in the United States and other countries.

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© 2013 by Renaissance Learning, Inc. All rights reserved. No portion of this document may be reproduced, by any process or technique, without the

express written consent of Renaissance Learning, Inc. Any standards referenced in this document are the property of their respective copyright holders.

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Texas Standards Alignment 2008 Texas Essential Knowledge and Skills (TEKS), produced by the Texas Education Agency

Standards List with Aligned Product Skills

The Standards List with Aligned Product Skills Report is a standards-oriented document

showing the entire list of standards for the subject and grade and the product skills aligned to

those standards. This alignment report shows the breadth of standards coverage for the purpose

and focus of this product.

Note to Educator ................................................................................................... iii

Grades: K-1 ........................................................................................................ 1

Grades: 2-12 ....................................................................................................... 9

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Note to Educator:

Thank you for your interest in Renaissance Learning technology. At Renaissance

Learning, we recognize the impact that standards and assessment reform have on schools.

We share the concerns of educators and administrators that students perform well and

that teachers have the resources they need to support their efforts to address standards

and assessments.

Renaissance Learning provides alignment reports to customers to show how the skills

within each product align to the skills within academic standards. The Alignment Report

presents all of the academic standards for a specific state/agency with the aligned

Renaissance Learning product skill areas and specific skills below each standard.

We hope this report answers your questions regarding the alignment of Renaissance

Learning technology and materials to standards. If you have any questions about the

alignment report, please feel free to call us at (800) 338-4204.

Sincerely,

Renaissance Learning

P.O. Box 8036

Wisconsin Rapids, WI 54495-8036

Phone: (800) 338-4204

Fax: (715) 424-4242

www.renlearn.com

English in a Flash

- 1 of 21 -3/11/2013

Vocabulary Acquisition (VA) - Acquiring a core vocabulary

Building vocabulary

TX 3.A.iii.I - understand the meaning of very few words in English; and

TX 3.A.iii - These students: have difficulty decoding most grade-appropriate English text because they:

Overall Product (OP) Acquiring English through visual input (graphics with sound and graphics with text and sound)

TX 3.A.ii - These students: begin to recognize and understand environmental print in English such as signs, labeled items, names of peers, and logos; and

Developing listening comprehension skills

Retaining English through graphics and sound with no translation needed


Listening (L) - Listening to a variety of oral language

TX 3.A.i.III - accompanied by ample visual supports such as illustrations, gestures, pantomime, and objects and by linguistic supports such as careful enunciation and slower speech;

Acquiring English through repetition

Developing basic, high frequency, and sight vocabulary in English

Overall Product (OP) Acquiring English through active listening

TX 3.A.i.II - controlled to include the little English they know such as language that is high frequency, concrete, and recently practiced; and




TX 3.A.i.I - read in short "chunks;"

TX 3.A.i - These students: derive little or no meaning from grade-appropriate stories read aloud in English, unless the stories are:

TX 3.A - Beginning. Beginning ELLs have little or no ability to use the English language to build foundational reading skills.

TX 3 - Reading, Kindergarten-Grade 1. ELLs in Kindergarten and Grade 1 may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. The following proficiency level descriptors for reading are sufficient to describe the overall English langauge proficiency levels of ELLs in this language domain in order to linguisticlaly accommodate their instruction and should take into account developmental stages of emergent readers.

Grades: K-1

TexasEssential Knowledge and Skills

Grades: K-1

English in a Flash

- 2 of 21 -3/11/2013



TX 3.B.i.IV - short, simple sentences; and





Recognizing one-syllable and high-frequency words

Building vocabulary

TX 3.B.i.III - primarily high-frequency, concrete vocabulary;




Determining the purpose or purposes for listening

TX 3.B.i.II - highly familiar topics;




TX 3.B.i.I - predictable story lines;

TX 3.B.i - These students: demonstrate limited comprehension (key words and general meaning) of grade-appropriate stories read aloud in English, unless the stories include:

TX 3.B - Intermediate. Intermediate ELLs have a limited ability to use the English language to build foundational reading skills.

Graphophonemic Knowledge (GK) - Acquiring knowledge of the English sound system

- Recognizing the sounds of names of letters

Overall Product (OP) Recognizing sounds of English

Acquiring phonological awareness and knowledge of English grammatical structures

- Recognizing the sounds of letter combinations

Knowing the sounds of letters

General Readiness (GR) Matching spoken words to printed words

Distinguishing beginning and ending sounds of one-syllable words

TX 3.A.iii.II - struggle significantly with sounds in spoken English words and with sound-symbol relationships due to differences between their primary language and English.


Grades: K-1

English in a Flash

- 3 of 21 -3/11/2013

Listening (L) - Recognizing a purpose for listening


Acquiring and refining listening comprehension

TX 3.C.i - These students: demonstrate comprehension of most main points and most supporting ideas in grade-appropriate stories read aloud in English, although they may still depend on visual and linguistic supports to gain or confirm meaning;

TX 3.C - Advanced. Advanced ELLs have the ability to use the English lanugage, with second language acquisition support, to build foundational reading skills.

Phonemic Awareness (PA) Developing decoding skills

General Readiness (GR) Knowing the sounds of letters

Phonics (PH) - Developing phonetic knowledge of sounds

Developing an awareness of American English phonemes





TX 3.B.iii.II - struggle with some sounds in English words and some sound-symbol relationships due to differences between their primary language and English.

Building vocabulary


Overall Product (OP) Developing basic, high frequency, and sight vocabulary in English


Reading sight words

TX 3.B.iii.I - understand the meaning of only those English words they hear frequently; and

TX 3.B.iii - These students: have difficulty decoding grade-appropriate English text because they:


TX 3.B.ii - These students: regularly recognize and understand common environmental print in English such as signs, labeled items, names of peers, logos; and


TX 3.B.i.V - visual and linguistic supports;



Grades: K-1

English in a Flash

- 4 of 21 -3/11/2013

Acquiring and refining listening comprehension

Listening (L) - Recognizing a purpose for listening

TX 3.D.i - These students: demonstrate, with minimal second language acquisition support and at a level nearly comparable to native English-speaking peers, comprehension of main points and supporting ideas (explicit and implicit) in grade-appropriate stories read aloud in English;

TX 3.D - Advanced high. Advanced high ELLs have the ability to use the English language, with minimal second language acquisition support, to build foundational reading skills.

General Readiness (GR) Knowing the sounds of letters



Phonics (PH) - Developing phonetic knowledge of sounds





TX 3.C.iii.II - have little difficulty with English sounds and sound-symbol relationships that result from differences between their primary language and English.

Building vocabulary



Recognizing high frequency words

Reading sight words


TX 3.C.iii.I - understand the meaning of most grade-appropriate English words; and

TX 3.C.iii - These students: with second language acquisition support, are able to decode most grade-appropriate English text because they:


Vocabulary Acquisition (VA) Recognizing high frequency words


Reading sight words

TX 3.C.ii - These students: recognize some basic English vocabulary and high-frequency words in isolated print; and


Grades: K-1

English in a Flash

- 5 of 21 -3/11/2013




TX 5.A.iii - These students: cannot express themselves meaningfully in self-generated, connected written text in English beyond the level of high-frequency, concrete words, phrases, or short sentences that have been recently practiced and/or memorized; and

Phonemic Awareness (PA) Demonstrating reading comprehension by asking and answering questions of the text

Communicative Tasks (CT) Answering clarifying questions about text

TX 5.A.ii - These students: know too little English to participate meaningfully in grade-appropriate shared writing activities using the English language;



Writing upper- and lower-case letters independently

TX 5.A.i - These students: are unable to use English to explain self-generated writing such as stories they have created or other personal expressions, including emergent forms of writing (pictures, letter-like forms, mock words, scribbling, etc.);

TX 5.A - Beginning. Beginning ELLs have little or no ability to use the English language to build foundational writing skills.

TX 5 - Writing, Kindergarten - Grade 1. ELLs in Kindergarten and Grade 1 may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. The following proficiency level descriptors for writing are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction and should take into account developmental stages of emergent writers.

Demonstrating reading comprehension by asking and answering questions of the text



TX 3.D.iii - These students: with minimal second language acquisition support, have an ability to decode and understand grade-appropriate English text at a level nearly comparable to native English-speaking peers.




Reading sight words

TX 3.D.ii - These students: with some exceptions, recognize sight vocabulary and high-frequency words to a degree nearly comparable to that of native English-speaking peers; and


Grades: K-1

English in a Flash

- 6 of 21 -3/11/2013


TX 5.C.i - These students: use predominantly grade-appropriate English to explain, in some detail, most self-generated writing, including emergent forms of writing;

TX 5.C - Advanced. Advanced ELLs have the ability to use the English language to build, with second language acquisition support, foundational writing skills.

TX 5.B.iv - These students: frequently exhibit features of their primary language when writing in English such as primary language words, spelling patterns, word order, and literal translating.



Writing sentences that maintain focus on a topic




TX 5.B.iii - These students: express themselves meaningfully in self-generated, connected written text in English when their writing is limited to short sentences featuring simple, concrete English used frequently in class; and




TX 5.B.ii - These students: can participate meaningfully in grade-appropriate shared writing activities using the English language only when the writing topic is highly familiar and concrete and requires very high-frequency English;





TX 5.B.i - These students: know enough English to explain briefly and simply self-generated writing, including emergent forms of writing, as long as the topic is highly familiar and concrete and requires very high-frequency English;

TX 5.B - Intermediate. Intermediate ELLs have a limited ability to use the English language to build foundational writing skills.

TX 5.A.iv - These students: may demonstrate little or no awareness of English print conventions.

Communicative Tasks (CT) Writing sentences that maintain focus on a topic


Grades: K-1

English in a Flash

- 7 of 21 -3/11/2013



TX 5.D.ii - These students: can participate meaningfully in most grade-appropriate shared writing activities using the English language; and





TX 5.D.i - These students: use English at a level of complexity and detail nearly comparable to that of native English-speaking peers when explaining self-generated writing, including emergent forms of writing;

TX 5.D - Advanced high. Advanced high ELLs have the ability to use the English language to build, with minimal second language acquisition support, foundational writing skills.

TX 5.C.iv - These students: occasionally exhibit second language acquisition errors when writing in English.







TX 5.C.iii - These students: although second language acquisition support is needed, have an emerging ability to express themselves in self-generated, connected written text in English in a grade-appropriate manner; and




TX 5.C.ii - These students: can participate meaningfully, with second language acquisition support, in most grade-appropriate shared writing activities using the English language;





Grades: K-1

English in a Flash

- 8 of 21 -3/11/2013

TX 5.D.iii - These students: although minimal second language acquisition support may be needed, express themselves in self-generated, connected written text in English in a manner nearly comparable to their native English-speaking peers.






Grades: K-1

English in a Flash

- 9 of 21 -3/11/2013

Phonemic Awareness (PA) - Using phonemic awareness to read

General Readiness (GR) Using the sequence of reading from left to right and top to bottom


Using word families to decode unfamiliar words

TX 4.A.ii - These students: read slowly, word by word;






Building vocabulary

TX 4.A.i.III - concrete words that can be represented by pictures;





Building vocabulary


TX 4.A.i.II - some very high-frequency words; and


TX 4.A.i.I - environmental print;

TX 4.A.i - These students: read and understand the very limited recently practiced, memorized, or highly familiar English they have learned; vocabulary predominantly includes:

TX 4.A - Beginning. Beginning ELLs have little or no ability to read and understand English used in academic and social contexts.

TX 4 - Reading, Grades 2 - 12. ELLs in Grades 2 - 12 may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. The following proficiency level descriptors for reading are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction.

Grades: 2-12


Grades: 2-12

English in a Flash

- 10 of 21 -3/11/2013



TX 4.B.i.I - everyday oral language;

TX 4.B.i - These students: read and understand English vocabulary on a somewhat wider range of topics and with increased depth; vocabulary predominantly includes:

TX 4.B - Intermediate. Intermediate ELLs have the ability to read and understand simple, high-frequency English used in routine academic and social contexts.

Answering WH questions from text


TX 4.A.vi - These students: are able to apply reading comprehension skills in English only when reading texts written for this level.



TX 4.A.v - These students: are highly dependent on visuals and prior knowledge to derive meaning from text in English; and



General Readiness (GR) Recognizing separate words and sentences

Oral Communication (OC) Recognizing language chunks (syntactic phrasal structures)

TX 4.A.iv - These students: comprehend predominantly isolated familiar words and phrases; comprehend some sentences in highly routine contexts or recently practiced, highly familiar text;

Overall Product (OP) Progressing from English words to phrases to sentences and short monologues/dialogues

Spelling affixes, contractions, and syllable constructions correctly

Structural Analysis (SA) Spelling irregular plurals correctly i.e., such as women, geese

Forming plurals by adding -es

Oral Communication (OC) Recognizing basic structures (grammatical structures, word order conventions)

Recognizing prefixes

Recognizing compound nouns

Grammatical Structure Acquisition (GS) Practicing a variety of sentence structures

TX 4.A.iii - These students: have a very limited sense of English language structures;


Grades: 2-12

English in a Flash

- 11 of 21 -3/11/2013

Recognizing prefixes



Structural Analysis (SA) Forming plurals by adding -es

Oral Communication (OC) Recognizing basic structures (grammatical structures, word order conventions)


Recognizing compound nouns

TX 4.B.iii - These students: have a growing understanding of basic, routinely used English language structures;


Communicative Tasks (CT) Answering questions to show comprehension of cause and effect

TX 4.B.ii - These students: often read slowly and in short phrases; may re-read to clarify meaning;

Vocabulary Acquisition (VA) Building vocabulary

Overall Product (OP) Acquiring English through repetition

Communicative Tasks (CT) Practicing stating feelings and needs

Recognizing descriptors

TX 4.B.i.IV - commonly used abstract language such as terms used to describe basic feelings;


Overall Product (OP) Acquiring academic communication skills and vocabulary

Building vocabulary

TX 4.B.i.III - routine academic language and terms; and



Building vocabulary

Recognizing high frequency words

TX 4.B.i.II - literal meanings of common words;


Building vocabulary

Reading sight words


Grades: 2-12

English in a Flash

- 12 of 21 -3/11/2013


Overall Product (OP) Practicing 4050 explicitly taught English words across three libraries

TX 4.C.i.I - with second language acquisition support, read and understand grade-appropriate concrete and abstract vocabulary, but have difficulty with less commonly encountered words;

TX 4.C.i - These students: read and understand, with second language acquisition support, a variety of grade-appropriate English vocabulary used in social and academic contexts:

TX 4.C - Advanced. Advanced ELLs have the ability to read and understand, with second language acquisition support, grade-appropriate English used in academic and social contexts.

Answering questions in writing about literary text read aloud



General Readiness (GR) Developing reading fluency and comprehension




TX 4.B.vi - These students: are able to apply basic and some higher-order comprehension skills when reading texts that are linguistically accommodated and/or simplified for this level.



TX 4.B.v - These students: struggle to independently read and understand grade-level texts; and

Oral Communication (OC) Using context clues



Recognizing language chunks (syntactic phrasal structures)

General Readiness (GR) Recognizing separate words and sentences

Practicing basic vocabulary

Recognizing basic expressions (social discourse expressions)

TX 4.B.iv - These students: understand simple sentences in short, connected texts, but are dependent on visual cues, topic familiarity, prior knowledge, pretaught topic-related vocabulary, story predictability, and teacher/peer assistance to sustain comprehension;


Grades: 2-12

English in a Flash

- 13 of 21 -3/11/2013


Progressing from English words to phrases to sentences and short monologues/dialogues



TX 4.C.iv - These students: are able to apply basic and higher-order comprehension skills when reading grade-appropriate text, but are still occasionally dependent on visuals, teacher/peer assistance, and other linguistically accommodated text features to determine or clarify meaning, particularly with unfamiliar topics.




Phonemic Awareness (PA) Developing reading comprehension

TX 4.C.iii - These students: are developing skill in using their growing familiarity with English language structures to construct meaning of grade-appropriate text; and

Overall Product (OP) Acquiring phonological awareness and knowledge of English grammatical structures


TX 4.C.ii - These students: read longer phrases and simple sentences from familiar text with appropriate rate and speed;

Vocabulary Acquisition (VA) Demonstrating knowledge of homophone pairs to determine word meaning

TX 4.C.i.III - understand multiple meanings of commonly used words;

Using vocabulary words appropriately in context

Building vocabulary

Vocabulary Acquisition (VA) Identifying words from definitions, synonyms, examples, and comparisons

Oral Communication (OC) Recognizing idiomatic expressions

TX 4.C.i.II - demonstrate an emerging ability to understand words and phrases beyond their literal meaning; and

Building vocabulary




Grades: 2-12

English in a Flash

- 14 of 21 -3/11/2013

Focusing on key words and connecting with prior knowledge


Overall Product (OP) Acquiring phonological awareness and knowledge of English grammatical structures


TX 4.D.iv - These students: are able to apply, with minimal second language acquisition support and at a level nearly comparable to native English-speaking peers, basic and higher-order comprehension skills when reading grade-appropriate text.

Phonemic Awareness (PA) Answering questions in writing about literary text read aloud

TX 4.D.iii - These students: are able to, at a level nearly comparable to native English-speaking peers, use their familiarity with English language structures to construct meaning of grade-appropriate text; and


TX 4.D.ii - These students: generally read grade-appropriate, familiar text with appropriate rate, speed, intonation, and expression;

Using pictorial clues to identify words

Demonstrating knowledge of homophone pairs to determine word meaning


Building vocabulary


Using vocabulary words appropriately in context

TX 4.D.i - These students: read and understand vocabulary at a level nearly comparable to that of their native English-speaking peers, with some exceptions when low-frequency or specialized vocabulary is used;

TX 4.D - Advanced high. Advanced high ELLs have the ability to read and understand, with minimal second language acquisition support, grade-appropriate English used in academic and social settings.



Focusing on key words and connecting with prior knowledge

Developing reading comprehension




Grades: 2-12

English in a Flash

- 15 of 21 -3/11/2013

Practicing 4050 explicitly taught English words across three libraries

Overall Product (OP) Acquiring English through field-tested items

Phonemic Awareness (PA) Using word families to decode unfamiliar words

Vocabulary Acquisition (VA) Using pictorial clues to identify words

TX 6.A.iii.I - ability to label, list, and copy;

TX 6.A.iii - These students: exhibit writing features typical at this level, including:

Developing an awareness of English spelling and mechanics through implicit instruction



Acquiring phonological awareness and knowledge of English grammatical structures

TX 6.A.ii - These students: lack the English necessary to develop or demonstrate elements of grade-appropriate writing such as focus and coherence, conventions, organization, voice, and development of ideas in English; and


Developing an awareness of English spelling and mechanics through implicit instruction


TX 6.A.i - These students: have little or no ability to use the English language to express ideas in writing and engage meaningfully in grade-appropriate writing assignments in content area instruction;

TX 6.A - Beginning. Beginning ELLs lack the English vocabulary and grasp of English language structures necessary to address grade-appropriate writing tasks meaningfully.

TX 6 - Writing, Grades 2 - 12. ELLs in Grades 2 - 12 may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. The following proficiency level descriptors for writing are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction.

Developing reading comprehension






Grades: 2-12

English in a Flash

- 16 of 21 -3/11/2013


Communicative Tasks (CT) Spelling plural nouns correctly

Overall Product (OP) Developing an awareness of English spelling and mechanics through implicit instruction

Structural Analysis (SA) Spelling irregular plurals correctly i.e., such as women, geese

Spelling frequently misspelled words correctly

Producing accurately spelled and punctuated work

Determining correct spelling

Editing spelling, capitalization, and end punctuation with written responses

TX 6.A.iii.IV - frequent primary language features (spelling patterns, word order, literal translations, and words from the student's primary language) and other errors associated with second language acquisition may significantly hinder or prevent understanding, even for individuals accustomed to the writing of ELLs.

Identifying and correctly using verb forms with there is/there are constructions

Grammatical Structure Acquisition (GS) Identifying and correctly using verb forms with compound subjects

Identifying correct English usage of verb forms in context

Identifying and correctly using verbs and adverbs

Identifying and using irregular verbs

Identifying and using the verb "to be"

TX 6.A.iii.III - present tense used primarily; and



Phonemic Awareness (PA) Answering WH questions from text

Grammatical Structure Acquisition (GS) Recognizing basic sentence structure




TX 6.A.iii.II - high-frequency words/phrases and short, simple sentences (or even short paragraphs) based primarily on recently practiced, memorized, or highly familiar material; this type of writing may be quite accurate;


Grades: 2-12

English in a Flash

- 17 of 21 -3/11/2013

Overall Product (OP) Practicing 4050 explicitly taught English words across three libraries

TX 6.B.iii.II - high-frequency vocabulary; academic writing often has an oral tone;





Communicative Tasks (CT) Answering questions in writing about literary text read aloud

TX 6.B.iii.I - simple, original messages consisting of short, simple sentences; frequent inaccuracies occur when creating or taking risks beyond familiar English;

TX 6.B.iii - These students: exhibit writing features typical at this level, including:









TX 6.B.ii - These students: are limited in their ability to develop or demonstrate elements of grade-appropriate writing in English; communicate best when topics are highly familiar and concrete, and require simple, high-frequency English; and

Writing sequential personal narratives that include supporting details

Communicative Tasks (CT) Practicing writing sequential personal narratives

Writing sequential personal narratives that use transition words

Writing a simple paragraph describing a visual prompt

TX 6.B.i - These students: have a limited ability to use the English language to express ideas in writing and engage meaningfully in grade-appropriate writing assignments in content area instruction;

TX 6.B - Intermediate. Intermediate ELLs have enough English vocabulary and enough grasp of English language structures to address grade-appropriate writing tasks in a limited way.

Determining correct spelling


Grades: 2-12

English in a Flash

- 18 of 21 -3/11/2013

TX 6.C - Advanced. Advanced ELLs have enough English vocabulary and command of English language structures to address grade-appropriate writing tasks, although second language acquisition support is needed.

TX 6.B.iii.VIII - some writing may be understood only by individuals accustomed to the writing of ELLs; parts of the writing may be hard to understand even for individuals accustomed to ELL writing.


TX 6.B.iii.VII - primary language features and errors associated with second language acquisition may be frequent; and


Communicative Tasks (CT) Practicing identifying, describing, and comparing

Vocabulary Acquisition (VA) Recognizing descriptors

TX 6.B.iii.VI - undetailed descriptions, explanations, and narrations; difficulty expressing abstract ideas;



Grammatical Structure Acquisition (GS) Identifying and correctly using verb forms with compound subjects




TX 6.B.iii.V - present tense used most accurately; simple future and past tenses, if attempted, are used inconsistently or with frequent inaccuracies;


Building vocabulary


TX 6.B.iii.IV - repetition of ideas due to lack of vocabulary and language structures;

Communicative Tasks (CT) Writing sequential personal narratives that use transition words

TX 6.B.iii.III - loosely connected text with limited use of cohesive devices or repetitive use, which may cause gaps in meaning;


Acquiring academic communication skills and vocabulary


Grades: 2-12

English in a Flash

- 19 of 21 -3/11/2013



Identifying the correct gender pronoun in context

Grammatical Structure Acquisition (GS) - Practicing a variety of parts of speech

Identifying and correctly using verb forms with compound subjects


Choosing between subject and object pronouns in context

Recognizing basic sentence structure



TX 6.C.iii.I - grasp of basic verbs, tenses, grammar features, and sentence patterns; partial grasp of more complex verbs, tenses, grammar features, and sentence patterns;

TX 6.C.iii - These students: exhibit writing features typical at this level, including:








TX 6.C.ii - These students: know enough English to be able to develop or demonstrate elements of grade-appropriate writing in English, although second language acquisition support is particularly needed when topics are abstract, academically challenging, or unfamiliar; and





TX 6.C.i - These students: are able to use the English language, with second language acquisition support, to express ideas in writing and engage meaningfully in grade-appropriate writing assignments in content area instruction;


Grades: 2-12

English in a Flash

- 20 of 21 -3/11/2013




TX 6.D.i - These students: are able to use the English language, with minimal second language acquisition support, to express ideas in writing and engage meaningfully in grade-appropriate writing assignments in content area instruction;

TX 6.D - Advanced high. Advanced high ELLs have acquired the English vocabulary and command of English language structures necessary to address grade-appropriate writing tasks with minimal second language acquisition support.

TX 6.C.iii.VI - communications are usually understood by individuals not accustomed to the writing of ELLs.


TX 6.C.iii.V - occasional second language acquisition errors; and



Vocabulary Acquisition (VA) Recognizing descriptors



Writing a narrative paragraph that includes a setting and a few details

TX 6.C.iii.IV - narrations, explanations, and descriptions developed in some detail with emerging clarity; quality or quantity declines when abstract ideas are expressed, academic demands are high, or low-frequency vocabulary is required;

Communicative Tasks (CT) Writing sequential personal narratives that use transition words

TX 6.C.iii.III - use of a variety of common cohesive devices, although some redundancy may occur;



Building vocabulary

TX 6.C.iii.II - emerging grade-appropriate vocabulary; academic writing has a more academic tone;

Practicing a variety of sentence structures

Identifying types of sentence structure and appropriate punctuation


Grades: 2-12

English in a Flash

- 21 of 21 -3/11/2013

TX 6.D.iii.III - errors associated with second language acquisition are minor and usually limited to low-frequency words and structures; errors rarely interfere with communication.

TX 6.D.iii.II - occasional difficulty with naturalness of phrasing and expression; and



Identifying the correct gender pronoun in context

Grammatical Structure Acquisition (GS) - Practicing a variety of parts of speech

Identifying and correctly using verb forms with compound subjects


Choosing between subject and object pronouns in context

Identifying types of sentence structure and appropriate punctuation

Practicing a variety of sentence structures

Recognizing basic sentence structure



TX 6.D.iii.I - nearly comparable to writing of native English-speaking peers in clarity and precision with regard to English vocabulary and language structures, with occasional exceptions when writing about academically complex ideas, abstract ideas, or topics requiring low-frequency vocabulary;

TX 6.D.iii - These students: exhibit writing features typical at this level, including:









TX 6.D.ii - These students: know enough English to be able to develop or demonstrate, with minimal second language acquisition support, elements of grade-appropriate writing in English; and



Grades: 2-12

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