Browse every standard for ESOL I (§128.34), English I (§110.36), and the ELPS (§74.4). The two TEKS courses share the same seven strands — ESOL I renumbers them and adds beginning reading & writing and fluency. Standards found only in ESOL I carry an ESOL-specific badge (search "esol-specific" to see them all), and every strand shows its crosswalk to the other course. Use STAAR Frequency to sort English I standards by how often they appear on the 2023–2025 redesigned STAAR exams.
High (6+) Tested most on STAAR
Mid (3–5) Tested regularly
Low (1–2) Tested occasionally
⬜ Not tested Not on released exams
Frequency = number of items across 2023, 2024, and 2025 released STAAR English I exams. English I TEKS only — ESOL I strand numbers differ.
No standards match your search.
1
Developing and sustaining foundational language skills — oral language
7 standards
↔ Eng I · 1
▼
1A
Engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes.
1B
Share prior knowledge with peers and others to facilitate communication. ESOL-specific
1C
Follow, restate, and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes.
1D
Give a presentation using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate, volume, enunciation, purposeful gestures, and increasing mastery of conventions of language.
1E
Participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making.
1F
Develop social communication and produce oral language in contextualized and purposeful ways. ESOL-specific
1G
Conduct an interview, including social and informative. ESOL-specific
2
Developing and sustaining foundational language skills — beginning reading and writing
2 standards
ESOL I only
▼
2A
Acquire, demonstrate, and apply phonetic knowledge. ESOL-specific
2B
Write complete words, thoughts, and answers legibly. ESOL-specific
3
Developing and sustaining foundational language skills — vocabulary
6 standards
↔ Eng I · 2
▼
3A
Use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of technical or discipline-based vocabulary.
3B
Discuss and analyze context and use cognates to distinguish between the denotative and connotative meanings of words and phrases.
3C
Determine the meaning of foreign words or phrases used frequently in English such as bona fide, caveat, carte blanche, tête-à-tête, bon appétit, and quid pro quo.
3D
Identify and use words that name actions, directions, positions, sequences, and locations. ESOL-specific
3E
Identify, understand, and use multiple-meaning words, homographs, homophones, and commonly confused terms correctly. ESOL-specific
3F
Investigate expressions such as idioms and word relationships such as antonyms, synonyms, and analogies. ESOL-specific
4
Developing and sustaining foundational language skills — fluency
1 standard
ESOL I only
▼
4
Adjust fluency when reading grade-level and language proficiency-level text based on the reading purpose. ESOL-specific
5
Developing and sustaining foundational language skills — self-sustained reading
1 standard
↔ Eng I · 3
▼
5
Self-select text and read independently for a sustained period of time.
6
Comprehension skills — using multiple texts
9 standards
↔ Eng I · 4
▼
6A
Establish purpose for reading assigned and self-selected texts.
6B
Answer and generate questions about text before, during, and after reading to acquire and deepen understanding and gain information.
6C
Make and correct or confirm predictions using text features, characteristics of genre, and structures.
6D
Create mental images to deepen understanding.
6E
Make connections to personal experiences, ideas in other texts, and society.
6F
Make inferences and use evidence to support understanding.
6G
Actively participate in discussions to identify, understand, and evaluate details read to determine key ideas.
6H
Synthesize information from two texts to create new understanding.
6I
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
7
Response skills — using multiple texts
11 standards
↔ Eng I · 5
▼
7A
Describe personal connections to a variety of sources, including self-selected texts.
7B
Write responses that demonstrate understanding of texts, including comparing texts within and across genres.
7C
Use text evidence and original commentary to support a comprehensive response.
7D
Paraphrase and summarize texts in ways that maintain meaning and logical order.
7E
Interact with sources in meaningful ways such as labeling, notetaking, annotating, freewriting, or illustrating.
7F
Respond using acquired content and academic vocabulary as appropriate.
7G
Discuss and write about the explicit or implicit meanings of text.
7H
Respond orally or in writing with appropriate register, vocabulary, tone, and voice.
7I
Reflect on and adjust responses when valid evidence warrants.
7J
Defend or challenge the authors' claims using relevant text evidence.
7K
Express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions. ESOL-specific
8
Multiple genres — literary elements
4 standards
↔ Eng I · 6
▼
8A
Identify and analyze how themes are developed through characterization and plot in a variety of literary texts.
8B
Identify and analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils.
8C
Identify and analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development.
8D
Identify and analyze how the setting influences the theme.
9
Multiple genres — genre-specific characteristics and structures
6 standards
↔ Eng I · 7
▼
9A
Read and respond to American, British, and world literature.
9B
Identify and analyze the structure, prosody, and graphic elements such as line length and word position in poems across a variety of poetic forms.
9C
Identify and analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire.
9D
Identify and analyze characteristics and structural elements of informational texts such as:
i
Controlling idea and clear thesis, relevant supporting evidence, pertinent examples, and conclusion.
ii
Chapters, sections, subsections, bibliography, tables, graphs, captions, bullets, and numbers.
iii
Multiple organizational patterns within a text to develop the thesis.
9E
Identify and analyze characteristics and structural elements of argumentative texts such as:
i
Clear arguable claim, appeals, and convincing conclusion.
ii
Various types of evidence and treatment of counterarguments, including concessions and rebuttals.
iii
Identifiable audience or reader.
9F
Identify and analyze characteristics of multimodal and digital texts.
10
Author's purpose and craft — using multiple texts
8 standards
↔ Eng I · 8
▼
10A
Identify and analyze the author's purpose, audience, and message within a text.
10B
Identify and analyze use of text structure to achieve the author's purpose.
10C
Identify and evaluate the author's use of print and graphic features to achieve specific purposes.
10D
Identify and analyze how the author's use of language achieves specific purposes.
10E
Identify and analyze the use of literary devices such as irony and oxymoron to achieve specific purposes.
10F
Identify and analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text.
10G
Identify and analyze the use of rhetorical devices, including allusion, repetition, appeals, and rhetorical questions. ESOL-specific
10H
Identify and explain the purpose of rhetorical devices such as understatement and overstatement and the effect of logical fallacies such as straw man and red herring arguments.
11
Composition — writing process
7 standards
↔ Eng I · 9
▼
11A
Plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing.
11B
Develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
i
Using an organizing structure appropriate to purpose, audience, topic, and context.
ii
Developing an engaging idea reflecting depth of thought with specific details, examples, and commentary.
11C
Revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses.
11D
Edit drafts using standard English conventions, including:
i
A variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments.
ii
Consistent, appropriate use of verb tense and active and passive voice.
iii
Subject-verb agreement.
iv
Pronoun-antecedent agreement.
v
Apostrophes to show possession.
vi
Accurate usage of homonyms.
vii
Correct capitalization.
viii
Punctuation, including commas, semicolons, colons, and dashes to set off phrases and clauses as appropriate.
ix
Correct spelling, including abbreviations.
11E
Use sentence-combining techniques to create a variety of sentence structures and lengths. ESOL-specific
11F
Develop voice. ESOL-specific
11G
Publish written work for appropriate audiences.
12
Composition — genres
4 standards
↔ Eng I · 10
▼
12A
Compose literary texts such as fiction and poetry using genre characteristics and craft.
12B
Compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft.
12C
Compose argumentative texts using genre characteristics and craft.
12D
Compose correspondence in a professional or friendly structure.
13
Inquiry and research — using multiple texts
10 standards
↔ Eng I · 11
▼
13A
Develop questions for formal and informal inquiry.
13B
Critique the research process at each step to implement changes as needs occur and are identified.
13C
Develop and revise a plan.
13D
Modify the major research question as necessary to refocus the research plan.
13E
Locate relevant sources.
13F
Synthesize information from a variety of sources.
13G
Examine sources for:
i
Credibility and bias, including omission.
ii
Faulty reasoning such as ad hominem, loaded language, and slippery slope.
13H
Display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism.
13I
Incorporate digital technology when appropriate. ESOL-specific
13J
Use an appropriate mode of delivery, whether written, oral, pictorial, or multimodal, to present results.
No standards match your search.
1
Developing and sustaining foundational language skills — oral language
4 standards
↔ ESOL I · 1
▼
1A
Engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes.
1B
Follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes.
1C
Give a presentation using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate, volume, enunciation, purposeful gestures, and conventions of language.
1D
Participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making.
2
Developing and sustaining foundational language skills — vocabulary
3 standards
↔ ESOL I · 3
▼
2A
Use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary.
2B
Analyze context to distinguish between the denotative and connotative meanings of words.
2C
Determine the meaning of foreign words or phrases used frequently in English such as bona fide, caveat, carte blanche, tête-à-tête, bon appétit, and quid pro quo.
3
Developing and sustaining foundational language skills — self-sustained reading
1 standard
↔ ESOL I · 5
▼
3
Self-select text and read independently for a sustained period of time.
4
Comprehension skills — using multiple texts
9 standards
↔ ESOL I · 6
▼
4A
Establish purpose for reading assigned and self-selected texts.
4B
Generate questions about text before, during, and after reading to deepen understanding and gain information.
4C
Make and correct or confirm predictions using text features, characteristics of genre, and structures.
4D
Create mental images to deepen understanding.
4E
Make connections to personal experiences, ideas in other texts, and society.
4F
Make inferences and use evidence to support understanding.
4G
Evaluate details read to determine key ideas.
4H
Synthesize information from two texts to create new understanding.
4I
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
5
Response skills — using multiple texts
10 standards
↔ ESOL I · 7
▼
5A
Describe personal connections to a variety of sources, including self-selected texts.
5B
Write responses that demonstrate understanding of texts, including comparing texts within and across genres.
5C
Use text evidence and original commentary to support a comprehensive response.
5D
Paraphrase and summarize texts in ways that maintain meaning and logical order.
5E
Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating.
5F
Respond using acquired content and academic vocabulary as appropriate.
5G
Discuss and write about the explicit or implicit meanings of text.
5H
Respond orally or in writing with appropriate register, vocabulary, tone, and voice.
5I
Reflect on and adjust responses when valid evidence warrants.
5J
Defend or challenge the authors' claims using relevant text evidence.
6
Multiple genres — literary elements
4 standards
↔ ESOL I · 8
▼
6A
Analyze how themes are developed through characterization and plot in a variety of literary texts.
6B
Analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils.
6C
Analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development.
6D
Analyze how the setting influences the theme.
7
Multiple genres — genre-specific characteristics and structures
6 standards
↔ ESOL I · 9
▼
7A
Read and respond to American, British, and world literature.
7B
Analyze the structure, prosody, and graphic elements such as line length and word position in poems across a variety of poetic forms.
7C
Analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire.
7D
Analyze characteristics and structural elements of informational texts such as:
i
Clear thesis, relevant supporting evidence, pertinent examples, and conclusion.
ii
Multiple organizational patterns within a text to develop the thesis.
7E
Analyze characteristics and structural elements of argumentative texts such as:
i
Clear arguable claim, appeals, and convincing conclusion.
ii
Various types of evidence and treatment of counterarguments, including concessions and rebuttals.
iii
Identifiable audience or reader.
7F
Analyze characteristics of multimodal and digital texts.
8
Author's purpose and craft — using multiple texts
7 standards
↔ ESOL I · 10
▼
8A
Analyze the author's purpose, audience, and message within a text.
8B
Analyze use of text structure to achieve the author's purpose.
8C
Evaluate the author's use of print and graphic features to achieve specific purposes.
8D
Analyze how the author's use of language achieves specific purposes.
8E
Analyze the use of literary devices such as irony and oxymoron to achieve specific purposes.
8F
Analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text.
8G
Explain the purpose of rhetorical devices such as understatement and overstatement and the effect of logical fallacies such as straw man and red herring arguments.
9
Composition — writing process
5 standards
↔ ESOL I · 11
▼
9A
Plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing.
9B
Develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
i
Using an organizing structure appropriate to purpose, audience, topic, and context.
ii
Developing an engaging idea reflecting depth of thought with specific details, examples, and commentary.
9C
Revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses.
9D
Edit drafts using standard English conventions, including:
i
A variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments.
ii
Consistent, appropriate use of verb tense and active and passive voice.
iii
Pronoun-antecedent agreement.
iv
Correct capitalization.
v
Punctuation, including commas, semicolons, colons, and dashes to set off phrases and clauses as appropriate.
vi
Correct spelling.
9E
Publish written work for appropriate audiences.
10
Composition — genres
4 standards
↔ ESOL I · 12
▼
10A
Compose literary texts such as fiction and poetry using genre characteristics and craft.
10B
Compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft.
10C
Compose argumentative texts using genre characteristics and craft.
10D
Compose correspondence in a professional or friendly structure.
11
Inquiry and research — using multiple texts
9 standards
↔ ESOL I · 13
▼
11A
Develop questions for formal and informal inquiry.
11B
Critique the research process at each step to implement changes as needs occur and are identified.
11C
Develop and revise a plan.
11D
Modify the major research question as necessary to refocus the research plan.
11E
Locate relevant sources.
11F
Synthesize information from a variety of sources.
11G
Examine sources for:
i
Credibility and bias, including omission.
ii
Faulty reasoning such as ad hominem, loaded language, and slippery slope.
11H
Display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism.
11I
Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
What the ELPS are: the English Language Proficiency Standards (19 TAC §74.4) are not a separate curriculum — they define how instruction in every content area must be linguistically accommodated (communicated, sequenced, and scaffolded) for English learners. Every ESOL I standard begins "based on the student's language proficiency level, and with appropriately provided English language development scaffolding" — that clause points here. The listening, speaking, reading, and writing strands each span four proficiency levels: beginning → intermediate → advanced → advanced high, which also correspond to TELPAS ratings.
No standards match your search.
1
Learning strategies — cross-curricular second language acquisition
8 standards
▼
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas.
1A
Use prior knowledge and experiences to understand meanings in English.
1B
Monitor oral and written language production and employ self-corrective techniques or other resources.
1C
Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.
1D
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).
1E
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.
1F
Use accessible language and learn new and essential language in the process.
1G
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.
1H
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.
2
Listening — cross-curricular second language acquisition
9 standards
▼
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.
2A
Distinguish sounds and intonation patterns of English with increasing ease.
2B
Recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters.
2C
Learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions.
2D
Monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed.
2E
Use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language.
2F
Listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment.
2G
Understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar.
2H
Understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations.
2I
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.
3
Speaking — cross-curricular second language acquisition
10 standards
▼
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.
3A
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.
3B
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.
3C
Speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired.
3D
Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency.
3E
Share information in cooperative learning interactions.
3F
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.
3G
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.
3H
Narrate, describe, and explain with increasing specificity and detail as more English is acquired.
3I
Adapt spoken language appropriately for formal and informal purposes.
3J
Respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
4
Reading — cross-curricular second language acquisition
11 standards
▼
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.
4A
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.
4B
Recognize directionality of English reading such as left to right and top to bottom.
4C
Develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials.
4D
Use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text.
4E
Read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned.
4F
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.
4G
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.
4H
Read silently with increasing ease and comprehension for longer periods.
4I
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.
4J
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.
4K
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.
5
Writing — cross-curricular second language acquisition
7 standards
▼
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.
5A
Learn relationships between sounds and letters of the English language to represent sounds when writing in English.
5B
Write using newly acquired basic vocabulary and content-based grade-level vocabulary.
5C
Spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired.
5D
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.
5E
Employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
i
Using correct verbs, tenses, and pronouns/antecedents.
ii
Using possessive case (apostrophe s) correctly.
iii
Using negatives and contractions correctly.
5F
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.
5G
Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
How to read this page: quarter dates come from the official Dallas ISD 2026–2027 calendar (nine-weeks brackets). Focus TEKS come from the district English I ESOL Year-at-a-Glance and use English I (§110.36) numbering — click any code to jump to that standard, and chips are colored by 2023–2025 STAAR frequency (high · mid · low). Assessment windows marked TBD are carried over from the 2025–26 YAG and await 2026–27 confirmation.
First Day
Aug 11, 2026
Tuesday
TELPAS
Feb 8–12
Week 5 of Q3
STAAR English I
Apr 5–9
Week 5 of Q4
Last Day
May 26, 2027
Early release
Sun
Mon
Tue
Wed
Thu
Fri
Sat
Assessment
Holiday / Break
PD / Workday
Quarter marker
Early release
No entries match your search.
Q1
Quarter 1 · Aug 11 – Oct 9 · Fiction / Poetry / Informational
9 weeks
▼
FIC
Fiction:
POE
Poetry:
INF
Informational:
ALL
All genres:
WRI
Writing — revising: Transitions · replace/add a sentence · add details · clear and effective word use · respond to and compose informational texts
GRAM
Grammar: Capitalization · punctuation · quotation marks and dialogue · affixes · nouns, adjectives, verbs, proper nouns · irregular past tense · pronouns · verb tense · possessive adjectives · spelling · semicolons, colons, dashes · phrases and clauses · run-ons, fragments, splices · sentence variety
TEST
Fiction/Poetry Assessment — end of quarter.
Q2
Quarter 2 · Oct 13 – Dec 18 · Argument / Informational / Drama / Literary Nonfiction
9 weeks
▼
ARG
Argumentative:
DRA
Drama:
LNF
Literary nonfiction:
ALL
All genres:
WRI
Writing — revising: Add a counterargument · delete a sentence · redundant and extraneous information · combine sentences · replace words · add effective words · respond to and compose argumentative texts
GRAM
Grammar: Verb tense (past, present, future, consistency) · pronouns · capitalization · punctuation · spelling rules (ie/ei) · dialogue · homonyms · comma usage, semicolon, apostrophe · pronoun–antecedent · passive voice
TBD
ACP window — final week of Q2 (Dec 15–19 in 2025–26; 2026–27 window TBD). Note Dec 16–17 are secondary early-release days and Dec 18 is all-schools early release.
Q3
Quarter 3 · Jan 6 – Mar 5 · Paired Passages / Spiral Review · TELPAS
9 weeks
▼
PAIR
Paired passages:
ALL
Spiral review — all genres:
READ
Reading focus:Rhyme and rhythm analysis · repetition · allusion · literary devices: metaphor, symbolism, motif (object and phrase), onomatopoeia · unreliable narrator
WRI
Writing: Compose a letter · write to an audience · hyphen · tone of voice
TEST
TELPAS — week of Feb 8–12. All four domains rated; listening/speaking/reading online, writing collection per campus plan. Weeks 1–4 of Q3 are your calibration runway.
TBD
Common Assessment 2 — mid-Q3 (Feb 17–20 in 2025–26; 2026–27 window TBD). Falls the week after TELPAS if the pattern holds.
Q4
Quarter 4 · Mar 8 – May 26 · Spiral Review / Research · STAAR EOC
11 weeks
▼
SPIR
Spiral review:
RES
Research:
ALL
All genres:
READ
Reading: Figurative language · imagery · metaphor and simile · explicit and implicit conversations · rhyme scheme · sonnets · stressed syllables · iambic pentameter
WRI
Writing: Research writing
GRAM
Grammar spiral review:Question mark, comma, semicolon, apostrophe, period · explicit and implicit conversations · rhyme scheme, sonnets, stressed syllables, iambic pentameter · infinitives · present, past, future tense
TEST
STAAR English I EOC — week of Apr 5–9. Weeks 1–4 of Q4 (Mar 8 – Apr 2, minus Spring Break Mar 15–19) are the review runway: effectively three instructional weeks before test day. Apr 19 inclement weather day sits after the test.
★
Key dates — holidays, PD, conferences, early release
2026–27
▼
FALL
Fall semester: Sep 7 Labor Day · Sep 15–Oct 15 Hispanic Heritage Month · Oct 8–9 Fall Break · Oct 12 PD (no students) · Oct 19 HS parent conferences · Nov 3 PD · Nov 23–27 Thanksgiving Break · Dec 16–17 secondary early release · Dec 18 all-schools early release · Dec 21–Jan 4 Winter Break.
SPR
Spring semester: Jan 5 PD (students return Jan 6) · Jan 18 MLK Day · Jan 25 HS parent conferences · Feb 15 Presidents Day · Mar 15–19 Spring Break · Mar 26 holiday · Mar 29 + Apr 19 inclement weather days (school unless activated) · May 24–25 secondary early release · May 26 last day, all-schools early release · May 27 teacher workday.
Five stages of language acquisition — the campus flipbook framework: what the emergent bilingual (EB) student can do in each domain at each stage, what the teacher does in response, and which flipbook activities fit. Descriptors and teacher moves are reworded from the flipbook with the same meaning; page numbers reference the physical flipbook. Approximate TELPAS crosswalk: Pre-Production and Beginning ≈ TELPAS Beginning · Intermediate ≈ Intermediate · High Intermediate ≈ Advanced · Advanced ≈ Advanced High.
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L
Listening
Pre-Production
▼
EB
The student…
• Understands only a handful of words and will not ask for clarification.
• Answers through gestures or pictures rather than speech.
• Relies on watching classmates for cues about what to do.
• Follows basic one-step-at-a-time directions when paired with visuals and gestures.
• Understands only a handful of words and will not ask for clarification.
• Answers through gestures or pictures rather than speech.
• Relies on watching classmates for cues about what to do.
• Follows basic one-step-at-a-time directions when paired with visuals and gestures.
TCHR
The teacher…
• Offers native-language support and seats the student near same-language peers when possible.
• Pairs sounds with meaning through pictures, gestures, movement, and real objects, spotlighting essential words and concepts.
• Teaches in short, simple phrases built on common words and predictable patterns, modeling repeatedly.
• Breaks spoken information into small pieces, keeps sentences plain, and demonstrates with gestures or visuals.
• Chooses audio with slow, clearly enunciated speech that highlights the key vocabulary.
• Offers native-language support and seats the student near same-language peers when possible.
• Pairs sounds with meaning through pictures, gestures, movement, and real objects, spotlighting essential words and concepts.
• Teaches in short, simple phrases built on common words and predictable patterns, modeling repeatedly.
• Breaks spoken information into small pieces, keeps sentences plain, and demonstrates with gestures or visuals.
• Chooses audio with slow, clearly enunciated speech that highlights the key vocabulary.
TRY
Activities for this stage: Image Sequencing (p. 30) · Word Identification (p. 31)
S
Speaking
Pre-Production
▼
EB
The student…
• Shares ideas mainly through gestures and visuals.
• May attempt to speak, then abandon the attempt.
• Produces only simple, everyday high-frequency words.
• Sticks to material that was just practiced and is familiar.
• Echoes vocabulary and question words the teacher has modeled.
• Shares ideas mainly through gestures and visuals.
• May attempt to speak, then abandon the attempt.
• Produces only simple, everyday high-frequency words.
• Sticks to material that was just practiced and is familiar.
• Echoes vocabulary and question words the teacher has modeled.
TCHR
The teacher…
• Accepts that the student may sit out some speaking tasks.
• Leads choral repetition to model how social and academic language sounds.
• Builds pronunciation practice into songs, chants, and rhymes for everyday words and key terms.
• Hands students single words and brief sentence stems to rehearse before any conversation.
• Posts word banks and word walls that pair key vocabulary with pictures and cognates.
• Accepts that the student may sit out some speaking tasks.
• Leads choral repetition to model how social and academic language sounds.
• Builds pronunciation practice into songs, chants, and rhymes for everyday words and key terms.
• Hands students single words and brief sentence stems to rehearse before any conversation.
• Posts word banks and word walls that pair key vocabulary with pictures and cognates.
TRY
Activities for this stage: Kagan Cooperative Learning Structures (p. 34) · QSSSA (p. 35) · What to Say Instead of "I Don’t Know" (p. 36)
R
Reading
Pre-Production
▼
EB
The student…
• Follows along one word at a time, copying the teacher and classmates during shared or choral reading of familiar grade-level text.
• Depends on visuals and on background knowledge being activated first.
• Leans on text features: illustrations, graphs, charts, examples, and bolded or italicized words.
• Copies the physical habits of reading, such as left-to-right movement, page-turning, and pointing to the words.
• Imitates pre-reading strategies the teacher has already modeled, when reminded.
• Answers questions with a gesture, a yes/no, or another single word.
• Follows along one word at a time, copying the teacher and classmates during shared or choral reading of familiar grade-level text.
• Depends on visuals and on background knowledge being activated first.
• Leans on text features: illustrations, graphs, charts, examples, and bolded or italicized words.
• Copies the physical habits of reading, such as left-to-right movement, page-turning, and pointing to the words.
• Imitates pre-reading strategies the teacher has already modeled, when reminded.
• Answers questions with a gesture, a yes/no, or another single word.
TCHR
The teacher…
• Builds practice around common, concrete terms.
• Teaches how print works: which direction text runs and what bolding, italics, graphs, and charts signal.
• Activates background knowledge through visuals, video, the first language, cognates, and other language supports.
• Reads aloud together as a class to build pronunciation and fluency.
• Selects materials that carry visual and language supports.
• Keeps illustrated word banks and word walls of essential vocabulary.
• Builds practice around common, concrete terms.
• Teaches how print works: which direction text runs and what bolding, italics, graphs, and charts signal.
• Activates background knowledge through visuals, video, the first language, cognates, and other language supports.
• Reads aloud together as a class to build pronunciation and fluency.
• Selects materials that carry visual and language supports.
• Keeps illustrated word banks and word walls of essential vocabulary.
TRY
Activities for this stage: Cloze Reading (p. 39) · Free Voluntary Reading — FVR (p. 39) · Native Language Texts (p. 40) · Think-Alouds (p. 42)
W
Writing
Pre-Production
▼
EB
The student…
• Writes in their first language.
• Expresses ideas through drawings with labels or lists.
• Copies printed text made of common words, phrases, and short simple sentences.
• Shows early awareness of mechanics by reproducing capitals and punctuation while copying.
• Writes in their first language.
• Expresses ideas through drawings with labels or lists.
• Copies printed text made of common words, phrases, and short simple sentences.
• Shows early awareness of mechanics by reproducing capitals and punctuation while copying.
TCHR
The teacher…
• Welcomes drawing and first-language writing.
• Supplies ready lists of the most commonly used words and phrases.
• Gives sentence frames and fill-in-the-blank sentences to copy.
• Responds to the message and the use of everyday and content vocabulary, not the grammar.
• Welcomes drawing and first-language writing.
• Supplies ready lists of the most commonly used words and phrases.
• Gives sentence frames and fill-in-the-blank sentences to copy.
• Responds to the message and the use of everyday and content vocabulary, not the grammar.
TRY
Activities for this stage: Draw & Write (p. 45) · Language Experience Approach (p. 46) · Picture Word Inductive Model (p. 46) · Word Sort (p. 48)
L
Listening
Beginning
▼
EB
The student…
• Notices and imitates differences in sounds and intonation.
• Uses pictures, cognates, and Greek and Latin word parts to make sense of subject-area vocabulary.
• Follows simple sequential directions when they come with repetition, visuals, and gestures.
• Grasps a limited amount of conversation built from familiar, repeated words, phrases, and simple sentences.
• Notices and imitates differences in sounds and intonation.
• Uses pictures, cognates, and Greek and Latin word parts to make sense of subject-area vocabulary.
• Follows simple sequential directions when they come with repetition, visuals, and gestures.
• Grasps a limited amount of conversation built from familiar, repeated words, phrases, and simple sentences.
TCHR
The teacher…
• Calls out cognates hiding inside academic vocabulary.
• Teaches the most frequent Greek and Latin roots, prefixes, and suffixes.
• Makes subject-area terms concrete with pictures, gestures, movement, real objects, and other language supports.
• Repeats directions and backs them with visuals.
• Gestures toward posted visuals, word walls, and anchor charts during discussion.
• Calls out cognates hiding inside academic vocabulary.
• Teaches the most frequent Greek and Latin roots, prefixes, and suffixes.
• Makes subject-area terms concrete with pictures, gestures, movement, real objects, and other language supports.
• Repeats directions and backs them with visuals.
• Gestures toward posted visuals, word walls, and anchor charts during discussion.
TRY
Activities for this stage: Cloze Listening (p. 30) · Image Sequencing (p. 30) · Word Identification (p. 31)
S
Speaking
Beginning
▼
EB
The student…
• Speaks in single words and short phrases drawn from practiced, memorized language.
• Draws on everyday words and rehearsed academic vocabulary, cognates included.
• Occasionally shifts language for who is listening and why.
• Restates key words and details from topics just studied.
• Forms questions from common words and fills the gaps with gestures.
• Speaks in single words and short phrases drawn from practiced, memorized language.
• Draws on everyday words and rehearsed academic vocabulary, cognates included.
• Occasionally shifts language for who is listening and why.
• Restates key words and details from topics just studied.
• Forms questions from common words and fills the gaps with gestures.
TCHR
The teacher…
• Sets up structured conversations around just-practiced vocabulary and simple sentence stems.
• Posts word banks and word walls of key terms supported with pictures.
• Targets everyday words in real classroom situations.
• Models question-asking and builds in chances for students to try it.
• Sets up structured conversations around just-practiced vocabulary and simple sentence stems.
• Posts word banks and word walls of key terms supported with pictures.
• Targets everyday words in real classroom situations.
• Models question-asking and builds in chances for students to try it.
TRY
Activities for this stage: Graphic Organizers and Sentence Stems (p. 34) · Kagan Cooperative Learning Structures (p. 34) · QSSSA (p. 35) · What to Say Instead of "I Don’t Know" (p. 36)
R
Reading
Beginning
▼
EB
The student…
• Tracks print correctly on their own: top to bottom, left to right.
• Decodes subject-area vocabulary through pictures, cognates, and Greek and Latin word parts.
• Works through familiar grade-level content texts one word at a time.
• Applies previously modeled pre-reading strategies when reminded.
• Uses context and text features to pin down word meanings or spot some relevant key information.
• Answers questions in short responses or simple sentences.
• Tracks print correctly on their own: top to bottom, left to right.
• Decodes subject-area vocabulary through pictures, cognates, and Greek and Latin word parts.
• Works through familiar grade-level content texts one word at a time.
• Applies previously modeled pre-reading strategies when reminded.
• Uses context and text features to pin down word meanings or spot some relevant key information.
• Answers questions in short responses or simple sentences.
TCHR
The teacher…
• Breaks reading into meaningful chunks of text.
• Builds practice around common words, academic vocabulary, and cognates.
• Picks materials with built-in visual and language support.
• Cues pre-reading moves: noticing text features, predicting, and setting a purpose for reading.
• Checks understanding through yes/no and multiple-choice questions.
• Breaks reading into meaningful chunks of text.
• Builds practice around common words, academic vocabulary, and cognates.
• Picks materials with built-in visual and language support.
• Cues pre-reading moves: noticing text features, predicting, and setting a purpose for reading.
• Checks understanding through yes/no and multiple-choice questions.
TRY
Activities for this stage: Anticipation Guides (p. 38) · Cloze Reading (p. 39) · Free Voluntary Reading — FVR (p. 39) · Mark Up Method (p. 40) · SQP2RS (p. 42) · Think-Alouds (p. 42)
W
Writing
Beginning
▼
EB
The student…
• Sounds out words and spells them phonetically.
• Blends first-language writing with newly learned high-frequency English words.
• Conveys ideas and information in phrases or familiar subject-verb-object patterns.
• Writes personal information, such as their name, with correct uppercase and lowercase letters.
• Adds descriptive words to bring detail and evidence to writing or pictures.
• Sounds out words and spells them phonetically.
• Blends first-language writing with newly learned high-frequency English words.
• Conveys ideas and information in phrases or familiar subject-verb-object patterns.
• Writes personal information, such as their name, with correct uppercase and lowercase letters.
• Adds descriptive words to bring detail and evidence to writing or pictures.
TCHR
The teacher…
• Permits first-language use.
• Points students toward first-language dictionaries and resources.
• Runs fill-in-the-blank sentences and guided writing activities.
• Uses graphic organizers to plan and prepare before writing.
• Writes collaboratively with the student or in peer groups.
• Maintains word banks with pictures and cognates.
• Permits first-language use.
• Points students toward first-language dictionaries and resources.
• Runs fill-in-the-blank sentences and guided writing activities.
• Uses graphic organizers to plan and prepare before writing.
• Writes collaboratively with the student or in peer groups.
• Maintains word banks with pictures and cognates.
TRY
Activities for this stage: Draw & Write (p. 45) · Graphic Organizers (p. 45) · Language Experience Approach (p. 46) · Picture Word Inductive Model (p. 46) · Sentence Sort (p. 47)
L
Listening
Intermediate
▼
EB
The student…
• Hears when sounds and intonation shift within spoken words.
• Understands directly taught academic vocabulary and cognates.
• Follows familiar multi-step directions supported by visuals and gestures.
• Asks clarifying questions about important details.
• Can restate, retell, or summarize basic ideas with support.
• Hears when sounds and intonation shift within spoken words.
• Understands directly taught academic vocabulary and cognates.
• Follows familiar multi-step directions supported by visuals and gestures.
• Asks clarifying questions about important details.
• Can restate, retell, or summarize basic ideas with support.
TCHR
The teacher…
• Slows speech and simplifies language while adding visuals and verbal cues.
• Delivers multi-step directions in context with gestures, visuals, and repetition.
• Brings in audio with more complex sentence structures, captions turned on.
• Pushes students to ask clarifying questions as a comprehension habit.
• Slows speech and simplifies language while adding visuals and verbal cues.
• Delivers multi-step directions in context with gestures, visuals, and repetition.
• Brings in audio with more complex sentence structures, captions turned on.
• Pushes students to ask clarifying questions as a comprehension habit.
TRY
Activities for this stage: Cloze Listening (p. 30) · Information Gap (p. 31) · Quiz-Quiz-Trade (p. 31)
S
Speaking
Intermediate
▼
EB
The student…
• Produces short phrases mixing everyday words, newly acquired content vocabulary, and cognates.
• Asks and answers basic content-area questions in simple sentences.
• Joins class conversations, voicing an opinion with evidence in phrase form.
• Describes and defends ideas and reasoning in phrases.
• Produces short phrases mixing everyday words, newly acquired content vocabulary, and cognates.
• Asks and answers basic content-area questions in simple sentences.
• Joins class conversations, voicing an opinion with evidence in phrase form.
• Describes and defends ideas and reasoning in phrases.
TCHR
The teacher…
• Builds in extra processing time.
• Steers structured conversations toward academic vocabulary.
• Creates peer-to-peer talk opportunities.
• Provides and models sentence stems and academic vocabulary.
• Poses open-ended questions with scaffolds attached.
• Builds in extra processing time.
• Steers structured conversations toward academic vocabulary.
• Creates peer-to-peer talk opportunities.
• Provides and models sentence stems and academic vocabulary.
• Poses open-ended questions with scaffolds attached.
TRY
Activities for this stage: Graphic Organizers and Sentence Stems (p. 34) · Kagan Cooperative Learning Structures (p. 34) · QSSSA (p. 35) · W.I.T. Questioning (p. 35)
R
Reading
Intermediate
▼
EB
The student…
• Predicts and confirms word meanings and some relevant information through context and text features.
• Leverages explicitly taught vocabulary, cognates, and Greek and Latin word parts to comprehend more.
• Applies pre-reading strategies when cued.
• Answers recall questions with information pulled from the text.
• Reads familiar texts with moderate fluency.
• Predicts and confirms word meanings and some relevant information through context and text features.
• Leverages explicitly taught vocabulary, cognates, and Greek and Latin word parts to comprehend more.
• Applies pre-reading strategies when cued.
• Answers recall questions with information pulled from the text.
• Reads familiar texts with moderate fluency.
TCHR
The teacher…
• Starts with short paragraphs that recycle sentence patterns.
• Supports comprehension through adapted text, modeling, and vocabulary taught in advance.
• Assigns re-reads of familiar text with a new purpose to grow fluency.
• Hands out graphic organizers as comprehension anchors.
• Starts with short paragraphs that recycle sentence patterns.
• Supports comprehension through adapted text, modeling, and vocabulary taught in advance.
• Assigns re-reads of familiar text with a new purpose to grow fluency.
• Hands out graphic organizers as comprehension anchors.
TRY
Activities for this stage: Anticipation Guides (p. 38) · Free Voluntary Reading — FVR (p. 39) · Mark Up Method (p. 40) · Partner Reading (p. 40) · Scanning (p. 41) · Somebody-Wanted-But-So-Then (p. 41) · SQP2RS — Squeepers (p. 42) · Think-Alouds (p. 42)
W
Writing
Intermediate
▼
EB
The student…
• Applies learned letter patterns to sound out and spell with increasing accuracy.
• Writes phrases from everyday words, cognates, and content-area vocabulary, invented spelling included.
• Borrows modeled content-area language to show understanding.
• Supports ideas with specific, relevant details and evidence.
• Applies learned letter patterns to sound out and spell with increasing accuracy.
• Writes phrases from everyday words, cognates, and content-area vocabulary, invented spelling included.
• Borrows modeled content-area language to show understanding.
• Supports ideas with specific, relevant details and evidence.
TCHR
The teacher…
• Assigns writing on concrete, familiar topics.
• Scaffolds with simple sentence stems and structured writing opportunities.
• Sets up shared writing with classmates.
• Provides and models graphic organizers as the pre-writing step.
• Builds and models word banks that include linking words for connecting ideas.
• Assigns writing on concrete, familiar topics.
• Scaffolds with simple sentence stems and structured writing opportunities.
• Sets up shared writing with classmates.
• Provides and models graphic organizers as the pre-writing step.
• Builds and models word banks that include linking words for connecting ideas.
TRY
Activities for this stage: Building Block Cards (p. 45) · Graphic Organizers (p. 45) · List/Group/Label (p. 46) · Sentence Scavenger Hunt (p. 47) · Sentence Sort (p. 47)
L
Listening
High Intermediate
▼
EB
The student…
• Handles unfamiliar topics when given extra processing time along with visuals, verbal cues, and gestures.
• Follows multi-step spoken directions, catching key details, deadlines, requirements, and expectations with growing accuracy.
• Tracks group discussions held in informal language across familiar and unfamiliar contexts.
• Recognizes familiar content-area vocabulary in classroom talk.
• Handles unfamiliar topics when given extra processing time along with visuals, verbal cues, and gestures.
• Follows multi-step spoken directions, catching key details, deadlines, requirements, and expectations with growing accuracy.
• Tracks group discussions held in informal language across familiar and unfamiliar contexts.
• Recognizes familiar content-area vocabulary in classroom talk.
TCHR
The teacher…
• Plays audio resources with only minimal support.
• Grants added processing time, with visuals, verbal cues, and gestures, when introducing a new topic.
• Repeats or restates information on request.
• Plays audio resources with only minimal support.
• Grants added processing time, with visuals, verbal cues, and gestures, when introducing a new topic.
• Repeats or restates information on request.
TRY
Activities for this stage: Information Gap (p. 31) · Quiz-Quiz-Trade (p. 31) · Sketch and Label (p. 31)
S
Speaking
High Intermediate
▼
EB
The student…
• Speaks in simple sentences mixing high-frequency words, multiple-meaning words, and academic vocabulary.
• Contributes to classroom discussions using content-based and abstract terms across topics.
• Tunes structure, word choice, and register to the audience.
• Describes and defends ideas, reasoning, and arguments in full sentences.
• Raises questions about content-area topics.
• Speaks in simple sentences mixing high-frequency words, multiple-meaning words, and academic vocabulary.
• Contributes to classroom discussions using content-based and abstract terms across topics.
• Tunes structure, word choice, and register to the audience.
• Describes and defends ideas, reasoning, and arguments in full sentences.
• Raises questions about content-area topics.
TCHR
The teacher…
• Gives the student time to rehearse spoken responses.
• Opens repeated chances to join extended classroom discussion.
• Supplies sentence stems that showcase complex grammar structures.
• Pronounces content-area vocabulary aloud as a model.
• Gives the student time to rehearse spoken responses.
• Opens repeated chances to join extended classroom discussion.
• Supplies sentence stems that showcase complex grammar structures.
• Pronounces content-area vocabulary aloud as a model.
TRY
Activities for this stage: Expert/Novice (p. 33) · Graphic Organizers and Sentence Stems (p. 34) · QSSSA (p. 35) · W.I.T. Questioning (p. 35)
R
Reading
High Intermediate
▼
EB
The student…
• Launches pre-reading strategies with growing independence.
• Sorts out unfamiliar word meanings and separates relevant key information using text features.
• Answers questions and paraphrases content-area text with details and pertinent information.
• Reads familiar grade-level content in longer phrases and simple sentences.
• Launches pre-reading strategies with growing independence.
• Sorts out unfamiliar word meanings and separates relevant key information using text features.
• Answers questions and paraphrases content-area text with details and pertinent information.
• Reads familiar grade-level content in longer phrases and simple sentences.
TCHR
The teacher…
• Provides chances to read abstract, grade-appropriate text.
• Pairs students for grade-level text when peer support helps.
• Attaches visual and language supports to unfamiliar topics.
• Supplies graphic organizers that hold comprehension together.
• Provides chances to read abstract, grade-appropriate text.
• Pairs students for grade-level text when peer support helps.
• Attaches visual and language supports to unfamiliar topics.
• Supplies graphic organizers that hold comprehension together.
TRY
Activities for this stage: Anticipation Guides (p. 38) · Highlighting PLUS (p. 39) · Partner Reading (p. 40) · Radio Readers (p. 41) · Reader/Writer/Speaker Response Triads (p. 41) · Scanning (p. 41) · Somebody-Wanted-But-So-Then (p. 41) · SQP2RS — Squeepers (p. 42)
W
Writing
High Intermediate
▼
EB
The student…
• Spells unfamiliar words by sounding them out through familiar spelling patterns.
• Spells content-area vocabulary with increased accuracy.
• Connects sentences with transition words to carry ideas and information.
• Deploys content-specific vocabulary effectively.
• Writes to narrate, describe, explain, or justify.
• Spells unfamiliar words by sounding them out through familiar spelling patterns.
• Spells content-area vocabulary with increased accuracy.
• Connects sentences with transition words to carry ideas and information.
• Deploys content-specific vocabulary effectively.
• Writes to narrate, describe, explain, or justify.
TCHR
The teacher…
• Scaffolds writing with complex sentence stems.
• Provides paragraph frames demonstrating how transitions and connecting words stitch sentences together.
• Makes editing and revising for grammar and clarity a priority.
• Scaffolds writing with complex sentence stems.
• Provides paragraph frames demonstrating how transitions and connecting words stitch sentences together.
• Makes editing and revising for grammar and clarity a priority.
TRY
Activities for this stage: Because-But-So (p. 44) · Building Block Cards (p. 45) · Graphic Organizers (p. 45) · Paragraph Frames (p. 46) · Talk, Read, Talk, Write (p. 47)
L
Listening
Advanced
▼
EB
The student…
• Follows complex discussion whether the topic is familiar or not.
• Executes multi-step spoken directions in unfamiliar contexts by catching the key details.
• Moves between formal and informal language across a range of settings.
• Proves comprehension of spoken discourse by restating accurately, retelling, or posing clarifying questions.
• Follows complex discussion whether the topic is familiar or not.
• Executes multi-step spoken directions in unfamiliar contexts by catching the key details.
• Moves between formal and informal language across a range of settings.
• Proves comprehension of spoken discourse by restating accurately, retelling, or posing clarifying questions.
TCHR
The teacher…
• Uses authentic, grade-level audio resources.
• Still allows some processing time, with visuals, verbal cues, and gestures reserved for genuinely new topics.
• Uses authentic, grade-level audio resources.
• Still allows some processing time, with visuals, verbal cues, and gestures reserved for genuinely new topics.
TRY
Activities for this stage: Information Gap (p. 31) · Quiz-Quiz-Trade (p. 31) · Sketch and Label (p. 31)
S
Speaking
Advanced
▼
EB
The student…
• Commands academic vocabulary, adjusting or rephrasing for clarity when needed.
• Uses abstract and content-specific terms accurately.
• Responds thoughtfully and raises content-relevant questions in discussion.
• Varies sentence types to evaluate and analyze ideas, reasoning, and arguments.
• Asks both simple and complex questions during content discussions.
• Commands academic vocabulary, adjusting or rephrasing for clarity when needed.
• Uses abstract and content-specific terms accurately.
• Responds thoughtfully and raises content-relevant questions in discussion.
• Varies sentence types to evaluate and analyze ideas, reasoning, and arguments.
• Asks both simple and complex questions during content discussions.
TCHR
The teacher…
• Multiplies speaking opportunities across varied contexts, centered on academic content.
• Offers sentence stems loaded with complex grammar, content-based vocabulary, and abstract terms.
• Multiplies speaking opportunities across varied contexts, centered on academic content.
• Offers sentence stems loaded with complex grammar, content-based vocabulary, and abstract terms.
TRY
Activities for this stage: Expert/Novice (p. 33) · Graphic Organizers and Sentence Stems (p. 34) · QSSSA (p. 35) · W.I.T. Questioning (p. 35)
R
Reading
Advanced
▼
EB
The student…
• Independently deploys pre-reading strategies to clarify unfamiliar words and evaluate which information matters.
• Answers questions using relevant information drawn from the text.
• Reads in larger, meaningful phrases and complete sentences, with expression.
• Independently deploys pre-reading strategies to clarify unfamiliar words and evaluate which information matters.
• Answers questions using relevant information drawn from the text.
• Reads in larger, meaningful phrases and complete sentences, with expression.
TCHR
The teacher…
• Uses graphic organizers as a vehicle for students to demonstrate comprehension.
• Rotates reading across a variety of texts and genres.
• Uses graphic organizers as a vehicle for students to demonstrate comprehension.
• Rotates reading across a variety of texts and genres.
TRY
Activities for this stage: Anticipation Guides (p. 38) · Highlighting PLUS (p. 39) · Reader/Writer/Speaker Response Triads (p. 41) · SQP2RS — Squeepers (p. 42)
W
Writing
Advanced
▼
EB
The student…
• Spells unfamiliar words through learned spelling patterns.
• Spells content-area vocabulary with increasing accuracy.
• Writes complete sentences that handle advanced grammar and content-area vocabulary correctly.
• Narrates, describes, explains, and justifies with specific, relevant detail.
• Revises and evaluates their own writing with minimal support.
• Spells unfamiliar words through learned spelling patterns.
• Spells content-area vocabulary with increasing accuracy.
• Writes complete sentences that handle advanced grammar and content-area vocabulary correctly.
• Narrates, describes, explains, and justifies with specific, relevant detail.
• Revises and evaluates their own writing with minimal support.
TCHR
The teacher…
• Raises expectations to abstract and technical writing, supported by teacher modeling and student interaction.
• Supplies mentor texts spotlighting sentence types and writing conventions for students to replicate.
• Raises expectations to abstract and technical writing, supported by teacher modeling and student interaction.
• Supplies mentor texts spotlighting sentence types and writing conventions for students to replicate.
TRY
Activities for this stage: Because-But-So (p. 44) · Graphic Organizers (p. 45) · Paragraph Frames (p. 46) · Talk, Read, Talk, Write (p. 47)