TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 2
§110.11. English Language Arts and Reading, Kindergarten, Beginning with School Year 2009-2010 (b) knowledge and skills
(1) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:
(A) recognize that spoken words can be represented by print for communication;
ELPS: 1 A, H, 2 A, B, C, 4A
Levels 1-3 Units 1-8 Song & Conversation, Vocabulary Grammar [On-screen text is provided in many exercises.]
Level 1 Phonics: Alphabet & Initial Sounds
Unit 2 Game: Colors Level 2
Phonics: Word Families Level 3
Phonics: Initial Consonant Blends (The teacher can implement activities listed in the Teacher’s Guide (TG), p. 19 Song; p. 19 Conversation; p. 20 Vocabulary; p. 23 Phonics)
Levels 4-6; Units 1-8 Song & Conversation, Vocabulary, Grammar [On-screen text is provided in many exercises.]
Level 4 Phonics: Diphthongs and vowel digraphs
Level 5 Phonics: Initial Consonant blends, digraphs, and trigraphs
Level 6 Phonics: Ending blend, digraphs, & trigraphs The teacher can implement activities listed in the Teacher’s Guide (TG), p. 19 Song; p. 19 Conversation; p. 20 Vocabulary; p. 23 Phonics
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 3
(B) Identify upper- and lower-case ELPS: 1 A, C, H, 4 A
Levels 1-3; Units 1-8 Song: Lyrics in sentence form Vocabulary: Lower case Grammar: Making Sentences Phonics: Lower case
Unit 1: Alphabet a-z Unit 2: Alphabet a, b, c Unit 3: Alphabet d, e, f Unit 4: Alphabet g, h, i, j Unit 5: Alphabet k, l, m, n Unit 6: Alphabet o, p, q, r Unit 7: Alphabet s, t, u, v Unit 8: Alphabet w, x, y, z
Level 2 Units 1-8 Phonics: Lower case word families
Unit 1: -at, -an, -ap Unit 2: -ed, -en, -et Unit 3: -in, -it, -ig Unit 4: -og, -op, -un Unit 5: - ame, -ake, -ay Unit 6: -eet, -ee, -ear Unit 7: -ine, -ice, -ite Unit 8: -one, -o, -ue
Level 3 Units 1-8 Phonics: Complete sentences including words; lower case consonant blends/consonant digraphs Games:
Unit 3 Days of the week
Levels 4-6 Units 1-8 Song: Lyrics in sentence form Conversation: Sentences Vocabulary: Lower case Grammar: Making Sentences Phonics: Sentences & Lower case exercises
Level 4 Units 1-8 Phonics: Lower case diphthongs and vowel digraphs
Level 5 Units 1-8 Phonics: Lower case initial consonant blends, digraphs, and trigraphs
Level 6 Units 1-8 Phonics: Ending blend, digraphs, & trigraphs TG: p. 23 Phonics
[On-screen text is provided in many exercises.]
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 4
[On-screen text is provided in many exercises.]
(C) demonstrate the one-to-one correspondence between a spoken word and a printed word in text;
ELPS: 1 A, H, 2 A, B, 3A, 4 A
Level 1-6 Units 1-8 Song, Grammar, Phonics, Game
Level 1 Unit 2: Coloring Game
Level 3 Unit 3: Days of the Week Game
TG: p. 19 Song; p. 19 Conversation; p. 20 Vocabulary
Level 4-6 Units 1-8 Song, Grammar, Phonics, Game
Level 6 Unit 6 Names of language
TG: p. 19 Song; p. 19 Conversation; p. 20 Vocabulary
(D) recognize the difference between a letter and a printed word;
ELPS: 1 A, 4A
Level 1-3 Units 1-8 Phonics TG: pp. 22-23 Phonics
Level 4-6 Units 1-8 Phonics TG: pp. 22-23 Phonics
(E) recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping);
Level 1-3 Units 1-8 Song, Grammar TG: p. 21 Grammar
Level 4-6 Units 1-8 Song, Grammar TG: p. 21 Grammar
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 5
ELPS: 1 A, C, H, 4A, B
(F) hold a book right side up, pages turn its correctly, and know that reading moves from top to bottom and left to right; and
ELPS: 1, A, C, H, 4 B
All levels All units All multi-media activities [The representation of text on the multi-media device will always conform to the conventions of a paper-based text].
All levels All units All multi-media activities [The representation of text on the multi-media device will always conform to the conventions of a paper-based text.]
(G) identify different parts of a book (e.g., front and back covers, title page).
ELPS: 1 A, C, D, H, 2 A, B, C, 3 A, B
All levels All units All multi-media activities [The representation of text on the multi-media device will always conform to the conventions of a paper-based text.]
All levels All units All multi-media activities [The representation of text on the multi-media device will always conform to the conventions of a paper-based text.]
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 6
(2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:
(A) identify a sentence made up of a
group of words; ELPS: 1 A, C, D, H, 2 A, B, C, 3 A, B, 4 A
Levels 1-3 Units 1-8 Song, Grammar
Levels 4-6 Units 1-8 Song, Grammar
(B) identify syllables in spoken words; ELPS: 1 A, C, D, H, 2 A, B, C, 4 A
Levels 1-3 Units 1-8 Song
Levels 4-6 Units 1-8 Song
(C) orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?");
ELPS: 1 A, B, C, D, H, 2 A, B, 3 A, 4 A
--- ---
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 7
(D) distinguish orally presented rhyming pairs of words from non-rhyming pairs;
ELPS: 1 A, B, C, D, H, 2 A, B, 3 A, 4 A
Level 2 Unit 4 Game: Word Families
Level 3 Units 1-8 Song
Units 2-4, 7-8: rhyming Units 1, 5-6: non-rhyming
Levels 4-6 Units 1-8 Song
(E) recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e.g., "baby boy bounces the ball");
ELPS: 1 A, C, D, H, 2 A, B
Level 1 Units 1-8 Phonics: Introducing the alphabet
Unit 1: Alphabet a-z Unit 2: Alphabet a, b, c Unit 3: Alphabet d, e, f Unit 4: Alphabet g, h, i, j Unit 5: Alphabet k, l, m, n Unit 6: Alphabet o, p, q, r Unit 7: Alphabet s, t, u, v Unit 8 - Alphabet w, x, y, z
Level 3 Units 1-8 Phonics: Initial Consonant Blends and digraphs
Unit 1: cl, gl Unit 2: pl, bl Unit 3: pr, br Unit 4: tr, dr Unit 5: cr, gr Unit 6: fr, fl Unit 7: ch, sh Unit 8: t, th
Level 5 Units 1-8 Phonics: Initial consonant blends, digraphs, and trigraphs
Unit 1: sn, sm Unit 2: sw, tw Unit 3: sk, sch Unit 4: st, str Unit 5: squ, qu Unit 6: spr, spl Unit 7: ph, kn Unit 8: wh, wr
Level 6 Units 1-8 Phonics: Ending consonant blends, digraphs, and trigraphs
Unit 1: th, tch Unit 2: rm, rn Unit 3: rk, lk Unit 4: rt, lt Unit 5: rd, ld Unit 6: nt, nd Unit 7: nk, ng
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 8
TG: p. 23 Phonics Unit 8: mb, mp: TG: p. 23 Phonic
(F) blend spoken onsets and rhymes to form simple words (e.g., onset/c/ and rime/at/ make cat);
ELPS: 1 A, B, C, H, 2, A, B, 3 A
Level 3 Units 7-8 TG: p. 23 Phonics
---
(G) blend spoken phonemes to form one-syllable words (e.g.,/m/ …/a/ …/n/ says man);
ELPS: 1 A, B, C, H, 2 A, B, 3 A
--- ---
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 9
(H) isolate the initial sound in one-syllable spoken words; and
ELPS: 1 A, B, C, H, 2 A, B, 3 A
Level 1 Units 1-8 Phonics
Unit 1: Alphabet a-z Unit 2: Alphabet a, b, c Unit 3: Alphabet d, e, f Unit 4: Alphabet g, h, i, j Unit 5: Alphabet k, l, m, n Unit 6: Alphabet o, p, q, r Unit 7: Alphabet s, t, u, v Unit 8: Alphabet w, x, y, z
Level 3 Phonics
Unit 1: cl, gl Unit 2: pl, bl Unit 3: pr, br Unit 4: tr, dr Unit 5: cr, gr Unit 6: fr, fl Unit 7: ch, sh Unit 8: t, th
Level 5 Units 1-8 Phonics
Unit 1: sn, sm Unit 2: sw, tw Unit 3: sk, sch Unit 4: st, str Unit 5: squ, qu Unit 6: spr, spl Unit 7: ph, kn Unit 8: wh, wr
(I) segment spoken one-syllable words into two to three phonemes (e.g., dog:/d/ …/o/ …/g/).
ELPS: 1 A, B, C, H, 2 A, B, 3 A
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TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 10
(3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:
(A) identify the common sounds that
letters represent; ELPS: 1 A, B, C, H, 2 A, B, 3 A
Levels 1-4 Units 1-8 Phonics
Level 1: Initial sounds Level 2: Word families Level 3: Consonant Blends
TG: p. 23 Phonics
Levels 4-6 Units 1-8 Phonics
Level 4: Diphthongs & vowel digraphs Level 5: Initial Consonant blends,digraphs, and trigraphs Level 6: Ending consonant blends, digraphs, and trigraphs
TG: p. 23 Phonics
(B) use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words);
ELPS: 1 A, B, C, H, 2 A, B, 3 A, 4 A
Level 2 Phonics
Unit 1: -at, -an, -ap Unit 2: -ed, -en, -et Unit 3: -in, -it, -ig Unit 4: -og, -op, -un Unit 5: - ame, -ake, -ay Unit 6: -eet, -ee, -ear Unit 7: -ine, -ice, -ite Unit 8: -one, -o, -ue
Level 3 Phonics
Unit 1 - cl, gl Unit 2 - pl, bl Unit 3 - pr, br
Level 5 Phonics
Unit 1: sn, sm Unit 2: sw, tw Unit 3: s;k, sch Unit 4: st, str Unit 5: squ, qu Unit 6: spr, spl Unit 7: ph, kn Unit 8: wh, wr
Level 6 Phonics
Unit 1: th, tch Unit 2: rm, rn Unit 3: rk, lk
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 11
Unit 4 - tr, dr Unit 5 - cr, gr Unit 6 - fr, fl Unit 7 - ch, sh Unit 8 - t, th
TG: p. 23 Phonics
Unit 4: rt, lt Unit 5: rd, ld Unit 6: nt, nd Unit 7: nk, ng Unit 8: mb, mp
TG: p. 23 Phonics
(C) recognize that new words are created when letters are changed, added, or deleted; and
ELPS: 1 A, C, H, 2 A, B, 3 A, 4 A
Level 2 Units 1-8 Phonics: Word families TG: p. 23 Phonics
(D) identify and read at least 25 high-frequency words from a commonly used list.
ELPS: 1 A, B, C, H, 2 A, B, 3 A, B 4 A, C
Levels 1-2 [Based on Dolch pre-primer and primer lists]
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 12
(4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed.
Students are expected to:
(A) predict what might happen next in
text based on the cover, title, and illustrations; and
ELPS: 1 B, C, D, E, F, H, 2 A, B, D, E, 3 A, B, C, D, F, G, 4 D, F
All Levels Unit Indexes All Levels Unit Indexes
(B) ask and respond to questions about texts read aloud.
ELPS: 1 A, B, D, E, F, H, 2 A, B, C, D, E, 3 A, B, C, D, F, G, H
Level 1-3 Units 1-8 Song & Conversation, Grammar TG: pp. 21-22 Grammar
Level 4-6 Units 1-8 Song & Conversation, Grammar TG: pp. 21-22 Grammar
(5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing.
Students are expected to:
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 13
(A) identify and use words that name actions, directions, positions, sequences, and locations
ELPS: 1 A, B, C, D, E, H, 2 A, B, D, E, 3 A, B, C, D, 4 A, C
Level 1 Units 1-8 Vocabulary
Unit 6: Asking about location; Location Game
Level 2 Game
Unit 3: Giving location of household objects
Level 3 Units 1, 7-8 Unit 1: Grammar Unit 7: Grammar, Game Unit 8: Conversation
TG: pp. 20-21 Vocabulary
Level 4 Units 1-8 Vocabulary, Grammar
Unit 3: Outdoor activities Unit 4: Birthday activities Unit 5: Indoor activities Unit 6: Sports activities Unit 7: Hobbies & favorite activities Unit 8: Dreaming about future
Level 5 Vocabulary, Grammar
Unit 3: Outdoor activities Unit 5: Seasonal activities Unit 7: Childhood milestones Unit 8: New/prior experiences; travel
Level 6 Vocabulary, Grammar
Unit 1: Routine activities Unit 4: Farm activities Unit 6: Hypothetical situations Unit 8: New & prior experiences
TG: pp. 20-21 Vocabulary
(B) recognize that compound words are made up of shorter words;
ELPS: 1 A, C, H, 4 A, C
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TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 14
(C) identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures); and
ELPS: 1 A, C, E, F, H
Levels 1-3 Units 1-8 Vocabulary, Grammar
Level 1: Units 1-3: Classroom objects Unit 4: Family Unit 5: Toys Unit 6: Weather Unit 7: Food Unit 8: Animals
Level 2: Unit 1: Classroom objects; Toys; Animals Unit 2: Physical states; Professions Unit 3: Rooms and household objects Unit 4: Activities; Abilities Unit 5: Food items (Count/Non-count) Unit 6: Personal everyday objects Unit 7: Daily activities Unit 8: Activities
Level 3: Unit 1: Rooms in a school; Numbers 1-100 Unit 2: Classroom objects Unit 3: Days of the week Unit 4: Time, Frequency Unit 5: Clothes Unit 6: Places in a community;
Levels 4-6 Units 1-8 Vocabulary, Grammar
Level 4: Unit 2: Occupations; Places of work Unit 3: Outdoor activities Unit 4: Months, dates, birthdays Unit 5: Common illnesses Unit 6: Sports Unit 7: Hobbies & favorite activities
Level 5: Unit 1: Family; occupations, activities Unit 2: Family; Unit 3: Outdoor equipment; weather Unit 4: Animals Unit 5: Seasons Unit 6: Count/non-count food items Unit 7: Childhood milestones Unit 8: New/prior experiences; travel
Level 6: Unit 3: Clothing Unit 4: Farm animals Unit 6: Countries & cities
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 15
transportation Unit 7: Places to visit; Playground equipment Unit 8: Personal, everyday objects
(D) use a picture dictionary to find words. ELPS: 1 A, H, 4 A, C
--- ---
(6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about
theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) identify elements of a story including
setting, character, and key events; ELPS: 1 A, B, C, D, E, F, H, 2 A, B, C, D, E, G. H. I, 3 A, B, C, D, F, G, H
Levels 1-3 Units 1-8 Song & Conversation TG: p. 19 Song & Conversation
Levels 4-6 Units 1-8 Song & Conversation TG: p. 19 Song & Conversation
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 16
(B) discuss the big idea (theme) of a well-known folk tale or fable and connect it to personal experience;
ELPS: 1 A, B, C, D, E, F, H, 2 A, B, C, D, E, G. H. I, 3 A, B, C, D, F, G, H
---
---
(C) recognize sensory details; and ELPS: 1 A, B, C, D, E, F, H, 2 A, B, C, D, E, G. H. I, 3 A, B, C, D, F, G, H
Level 1 Unit 7 Song & Conversation
Level 2 Unit 4 Song & Conversation
Level 4 Unit 5 Song & Conversation
Level 5 Unit 2 Song & Conversation: Physical detail
Level 6 Unit 6 Song & Conversation: The five senses
(D) recognize recurring phrases and characters in traditional fairy tales, lullabies, and folktales from various cultures.
ELPS: 1 A, B, C, D, E, F, H, 2 A, B, C, D, E, G. H. I, 3 A, B, C, D, F, G, H
---
---
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 17
(7) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds.
ELPS: 1 A, B, C, D, E, F, H, 2 A, B, C, D, E, G. H. I, 3 A, B, C, D, F, G, H
Levels 1-3 Units 1-8 Song & Conversation
Levels 4-6 Units 1-8 Song & Conversation
(8) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the
structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 18
(A) retell a main event from a story read aloud; and
ELPS: 1 A, B, C, D, E, F, H, 2 A, B C, D, E, G. H. I, 3 A, B, C, D, F, G, H
Levels 1-3 All Units Song & Conversation TG: p. 19 Conversation
Levels 4-6 All Units Song & Conversation TG: p. 19 Conversation
(B) describe characters in a story and the reasons for their actions.
ELPS: 1 A, B, C, D, E, F, H, 2 A, B, C, D, E, G. H. I, 3 A, B, C, D, F, G, H
Levels 1-3 Song & Conversation, Vocabulary, Grammar:
Level 1 Unit 4: Describing people
Level 2 Unit 4: Asking about a problem
Level 3 Unit 5: Describing what someone is wearing
Levels 4-6 Song & Conversation, Vocabulary, Grammar
Level 4 Unit 5: Using “why” and “because” Unit 6: Asking about and stating what happened
Level 5 Unit 1: Self-identification; describing what someone likes to do; Unit 2: Describing eye and hair color; identifying people by their clothing and features Unit 3: Comparing sizes and speed
Level 6 Unit 4: Asking about and expressing cause and result
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 19
(9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic of an informational text heard.
ELPS: 1 A, B, C, D, E, F, H, 2 A, B, C, D, E, G. H. I, 3 A, B, C, D, F, G, H
--- ---
(10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions
about expository text, and provide evidence from text to support their understanding. Students are expected to:
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 20
(A) identify the topic and details in expository text heard or read, referring to the words and/or illustrations;
ELPS: 1 A, B, C, D, E, F, H, 2 A, B, C, D, E, G. H. I, 3 A, B, C, D, F, G, H, 4 A, B, C, D, E, F, F, G, I
Level 1 Units 2-8 Song & Conversation, Grammar
Level 2-3 Units 1-8 Song & Conversation, Grammar
Level 4-6 Units 1-8 Song & Conversation. Grammar
(B) retell important facts in a text, heard or read;
ELPS: 1 A, B, C, D, E, F, H, 2 A, B, C, D, E, G. H. I, 3 A, B, C,D, F, G, H, 4 A, B, C, D, E, F, F, G, I
Levels 1-3 Units 1-8 TG: p. 19 Song & Conversation
Levels 4-6 Units 1-8 TG: p. 19 Song & Conversation
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 21
(C) discuss the ways authors group information in text; and
ELPS: 1 A, B, C, D, E, F, H, 2 A, B, C, D, E, G. H. I, 3 A, B, C,D, F, G, H, 4 A, B, C, D, E, F, G, I
Level 1-3 All units divided: Song & Conversation, Vocabulary, Grammar, Phonics, Game Vocabulary [is divided]: Objects, Actions, Physical States, Animals, Professions, Rooms in a school; Numbers 1-100, Classroom objects, Days of the week, Daily Activities, Time, Frequency, Clothes; adjectives, Places in a community; transportation, Places to visit; Playground equipment, Personal, everyday objects. day trips, etc. Phonics [is divided]: Initial sounds, Word families, consonant blends and digraphs
Level 4-6 All units divided: Song & Conversation, Vocabulary, Grammar, Phonics, Game Vocabulary [is divided]: Occupations, Places of Work, Outdoor activities, Months, Dates, Birthday activities, Common illnesses, Indoor activities, Sports, Hobbies, Family, Outdoor activities & equipment, Animals, Seasons, Seasonal activities, Count/Non-count food items, Childhood milestones Phonics [is divided]: Diphthongs and vowel digraphs; initial consonant blends, digraphs, and trigraphs, final consonant blends, digraphs and trigraphs
(D) use titles and illustrations to make predictions about text.
ELPS: 1 A, B, C, D, E, F, H, 2 A, B, C, D, E, G. H. I, 3 A, B, C,D, F, G, H, 4 A, B, C, D, F
All levels All units: icons Song & Conversation: Illustrations
All levels All units: icons Song & Conversation: Illustrations
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 22
(11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:
(A) follow pictorial directions (e.g.,
recipes, science experiments); and ELPS: 1 A, B, C, D, E, H, 2 A, B, C, D, E, 3 A, B, C, D
All levels All units [Icons are used to prompt student interaction along with oral commands.]
All levels All units [Icons are used to prompt student interaction along with oral commands.]
(B) identify the meaning of specific signs (e.g., traffic signs, warning signs).
ELPS: 1 A, B, C, D, E, H, 2 A, B, C, D, E, 3 A, B, C, D
---
---
(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work
together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students (with adult assistance) are expected to:
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 23
(A) identify different forms of media (e.g., advertisements, newspapers, radio programs); and
ELPS: 1 A, B, C, D, E, H, 2 A, B, C, D, E, 3 A, B, C, D
---
---
(B) identify techniques used in media (e.g., sound, movement).
ELPS: 1 A, B, C, D, E, H, 2 A, B, C, D, E, 3 A, B, C, D
Levels 1-3 [All units introduced with video which includes a song and conversation. The vocabulary, grammar, phonics, and games are presented pictorially and are animated and interactive. The computer gives oral feedback depending on the response. Icons are used to give direction and guide students to appropriate responses when needed.]
Levels 4-6 [All units introduced with video which includes a song and conversation. The vocabulary, grammar, phonics, and games are presented pictorially and are animated and interactive. The computer gives oral feedback depending on the response. Icons are used to give direction and guide students to appropriate responses when needed.]
(13)Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students (with adult assistance) are expected to:
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 24
(A) plan a first draft by generating ideas for writing through class discussion;
ELPS: 1 A, B, C, D, E, F, H, 2 A, B C, D, E, G, H, I, 3 A, B, C, D, F, G, H
--- ---
(B) develop drafts by sequencing the action or details in the story;
ELPS: 5 A, B, C, D, E, F, G
--- ---
(C) revise drafts by adding details or sentences;
ELPS: 5 A, B, C, D, E, F, G
--- ---
(D) edit drafts by leaving spaces between letters and words; and
ELPS: 5 A, B, C
--- ---
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 25
(E) share writing with others. ELPS: 1 A, B, C, D, E, F, H, 2 A, B, C, D, E, G, H, I, 3 A, B, C, D, E, F, G, H, 4 A, B, C, E
--- ---
(14)Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:
(A) dictate or write sentences to tell a story and put the sentences in chronological sequence; and
ELPS: 1 A, B, C, D, E, F, H, 3 A, B, C, D, H, 5 A, B, C, D, E, F, G
All levels All units TG: p. 16 General Orientation [Beginning writers can transcribe or copy the words and sentences they hear in the program. In-class dictations and other writing exercises will help students...]
All levels All units TG: p. 16 General Orientation [Beginning writers can transcribe or copy the words and sentences they hear in the program. In-class dictations and other writing exercises will help students...]
(B) write short poems. --- ---
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 26
(15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to dictate or write information for lists, captions, or invitations.
ELPS: 1 A, B, C, D, E, F, F, G, H, 3 A, B, C, D, E, F, 5 A, B, C, D, E, F, G
Levels 1-3 TG: P. 16 General Orientation: In-class dictations
Levels 4-6 TG: P. 16 General Orientation: In-class dictations
(16) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A) understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance):
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 27
(i) past and future tenses when speaking;
ELPS: 1 A, B, H, 3 A, B, C
Level 3 Song & Conversation, Grammar
Units 7-8: Simple past
Levels 4-6 Song & Conversation, Grammar
Level 4 Unit 3: Simple past & Past continuous Units 4-6: Simple past
Level 5 Unit 3: Future using going to+infinitive and will Unit 5: Simple past Unit 7: Simple past
Level 6 Unit 1: Present perfect & simple past Unit 4: Simple past
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 28
(ii) nouns (singular/plural);
ELPS: 1 A, B, H, 3 A, B, C, 5 D
All Levels Vocabulary, Grammar, Phonics, Game
Level 1 Units 1-3: Classroom objects Unit 4: Family Members Unit 5: Toys Unit 7: Food (Also Song & Conversation) Unit 8: Animals
Level 2 Unit 1: Classroom objects, toys, animals Unit 2: Professions Unit 3: Addresses, telephone numbers, rooms in a house, household objects Unit 5: Food items Unit 6: Personal, everyday objects Unit 8: Parts of the body
Level 3 Unit 1: Rooms in a school Unit 2: Classroom objects Unit 3: Days of the week Unit 5: Clothes Unit 6: Places in a community, transportation Unit 7: Places to visit,
All Levels Vocabulary, Grammar, Phonics, Game
Level 4 Unit 2: Occupations, places of work Unit 4: Months, dates Unit 5: Common illnesses
Level 5 Units 1-2: Family, occupations Unit 3: Outdoor equipment Unit 4: Animals Unit 5: Seasons Unit 6: Food items
Level 6 Unit 3: Clothing Unit 4: Farm Animals Unit 6: Countries & Cities
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 29
playground equipment Unit 8: Personal, everyday objects, day trips
(iii) descriptive words;
ELPS: 1 A, B, H, 3 A, B, C, 5 D
Level 1 Units 1-8 Song & Conversation, Vocabulary, Grammar
Unit 1: Asking about objects (singular & plural) Unit 2: Asking about colors Units 2 & 5: Describing objects Unit 4: Describing people Unit 5: Guessing Unit 6: Asking about and describing the weather Unit 7: Expressing hunger & thirst Unit 8: Asking about favorites
Level 2 Song & Conversation, Grammar
Unit 2: Expressing physical states Unit 6: Asking about possession
Level 3 Song & Conversation, Grammar
Unit 5: Describing what someone is wearing; asking for clarification
Level 4 Song & Conversation, Vocabulary, Grammar, Game
Unit 1: Comparisons Unit 3: Ordinal numbers
Level 5 Unit 1: Expressing one’s age Unit 2: Describing people’s hair, eye color, and clothing Unit 4: Comparatives & superlatives Unit 7: Stating how old someone was when he/she learned to do something
Level 6 Unit 2: Comparing tastes, aromas, sounds, textures, and appearances, making comparisons. Unit 3: Stating possession Unit 7: Describing emotional reactions
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 30
(iv) prepositions and simple prepositional phrases appropriately when speaking or writing (e.g., in, on, under, over); and
ELPS: 1 A, B, H, 3 A, B, C, 5 D
Level 1 Grammar, Game
Unit 6: Asking about and specifying location (on, by, under, in), Location Game
Level 2 Song & Conversation, Grammar, Game
Unit 3: behind, on, next to, in, under, giving location of household objects
Level 3 Song & Conversation, Grammar Units 1, 7 & 8: Asking about location
Level 4 Vocabulary, Grammar
Unit 2: Places of work (in a garage Unit 4: on your birthday Unit 8: under a tree
Level 5 Song & Conversation, Grammar
Unit 4: Birthday activities (on his birthday)
Level 6 Song & Conversation, Grammar
Unit 1: for, since Unit 5: for Unit 6: on, off
(v) pronouns (e.g., I, me);
ELPS: 1 A, B, H, 3 A, B, C, 5 D
Level 1 Units 1-8 Songs & Conversation
Units 1 & 2: Greetings (I, you) Unit 4: Introducing family members (you) Unit 5: Birthday Greetings (you) Unit 6: How’s the weather?(It) Unit 7: Expressing hunger & thirst (I/you) Unit 8: Expressing favorites (I/you like)
Grammar Units 1 & 2: Asking about and describing objects (It’s)
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 31
(v) pronouns (e.g., I, me); (continued)
ELPS: 1 A, B, H, 3 A, B, C, 5 D
Unit 3: Asking about objects (They’re) Unit 4: Asking about people (She’s/He’s) Unit 5: What is it? (It’s) Unit 6: Asking about and specifying location (It/They) Describing ability (She/He Unit 7: Expressing wants (I/you) Unit 8: Expressing likes and agreeing (I, you)
Level 2 Units 1-8 Song & Conversation, Grammar
Unit 1: I, you, this, that, these, those Unit 2: he, she, they Unit 3: I, you, it Unit 4: I, you, he, she Unit 5: you, he, she Unit 6: I, he, she, this, those Unit 7: I, you, he, she Unit 8: I, you, he, she
Level 3 Units 1-8 Unit 1: I, you, he, it, they Unit 2: I, you, he, she, they Unit 3: I, you, he, she, they Unit 4: I, me, you, he, she, they Unit 5: I, me, you, she, he, one, they
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 32
Unit 6: I, me, you, he, she, they Unit 7: I, me, you, he, she, we, they Unit 8: I, you, it, he, she, they
(B) speak in complete sentences to communicate; and
ELPS: 1 A, B, H, 3 A, B, C
All levels All Units Song & Conversation, Grammar [Additionally, directions are communicated in complete sentences. Students are asked to repeat complete model sentences.] TG: p. 18-19 Song; p. 19 Conversation; p. 20 Vocabulary; p. 21-22 Grammar
All levels All Units Song & Conversation, Grammar [Additionally, directions are communicated in complete sentences. Students are asked to repeat complete model sentences.] TG: p. 18-19 Song; p. 19 Conversation; p. 20 Vocabulary; p. 21-22 Grammar
(C) use complete simple sentences. ELPS: 1 A, B, H, 3 A, B, C, 5 D, F
All levels All Units Song & Conversation, Grammar [Additionally, directions are communicated in complete sentences. Students are asked to repeat complete model sentences.] TG: p. 18-19 Song; p. 19 Conversation; p. 20 Vocabulary; p. 21-22 Grammar
All levels All Units Song & Conversation, Grammar [Additionally, directions are communicated in complete sentences. Students are asked to repeat complete model sentences.] TG: p. 18-19 Song; p. 19 Conversation; p. 20 Vocabulary; p. 21-22 Grammar
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 33
(17) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
(A) form upper- and lower-case letters
legibly using the basic conventions of print (left-to-right and top-to-bottom progression);
ELPS: 1 A, H, 4 A, B, 5 A
Levels 1-3 Units 1-8 Song, Grammar TG: p. 23 Phonics
Levels 4-6 Units 1-8 Song, Grammar TG: p. 23 Phonics
(B) capitalize the first letter in a sentence; and
ELPS: 1 A, H, 4 A, 5 D
Levels 1-3 Units 1-8 Song, Grammar TG: p. 23 Phonics
Levels 4-6 Units 1-8 Song, Grammar TG: p. 23 Phonics
(C) use punctuation at the end of a sentence.
ELPS: 1 A, H, 5 D, F
Levels 1-3 Units 1-8 Song, Grammar TG: p. 23 Phonics
Levels 4-6 Units 1-8 Song, Grammar TG: p. 23 Phonics
(18) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 34
(A) use phonological knowledge to match sounds to letters;
ELPS: 1 A, H, 4 A
Level 1 Units 1-8 Phonics: Initial sounds
Level 2 Units 1-8 Phonics Word families
Level 3 Units 1-8 Phonics: Blended sounds TG: p. 16 General Orientation
Level 4 Units 1-8 Phonics: diphthongs & vowel digraphs
Level 5 Units 1-8 Phonics: Consonant blends, digraphs & trigraphs
Level 6 Units 1-8 Phonics: Ending blends, consonant digraphs & trigraphs TG: p. 16 General Orientation
(B) use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g., "cut"); and
ELPS: 1 A, H, 4 A, 5 A, B, C
Level 2 Units 1-4 Phonics: Word Families
Unit 1: -at, -an, -am Unit 2: -ed, -en, -et Unit 3: -in, -it, -ig Unit 4: -og, -op, -un
---
(C) Write one's own name. ELPS: 1 A, H, 5 A, B, C
[Students log in to the program electronically with their names.]
[Students log in to the program electronically with their names.]
19) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students
(with adult assistance) are expected to:
(A) ask questions about topics of class- Level 1 Level 4
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 35
wide interest; and ELPS: 1 A, B, D, E, F, 2 A, B, D, G, 3 A, B, C, D, E, F, G
Grammar Unit 6: Asking about the weather; Unit 8: Asking about favorites
Level 2 Grammar
Unit 5: Asking about food likes and wants
Level 3 Grammar
Unit 1: Asking about the location of something or someone Unit 4: Asking about daily routine Unit 5: Asking about preferences
Grammar Unit 2: Asking about and identifying jobs, occupations, and places of work Unit 4: Asking about birthdays and birthday activities Unit 7: Asking about what someone likes to do Unit 8: Asking about and describing what someone wants to be
Level 5 Grammar
Unit 1: Talking about what someone wants to be Unit 4: Comparing sizes and speeds Unit 5: Personal preferences about seasons and seasonal activities Unit 7-8: Asking about past experiences and when someone learned to do something
Level 6 Grammar
Units 5-6: Asking about conditional situations
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 36
(B) decide what sources or people in the classroom, school, library, or home can answer these questions.
ELPS: 1 A, B, D, E, F, 2 A, B, D, G, 3 A, B, C, D, E, F, G
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---
(20) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a
research question and systematically record the information they gather. Students (with adult assistance) are expected to:
(A) gather evidence from provided text
sources; and ELPS: 4 A, B, C, E
Level 3 Units 1-8 Vocabulary, Grammar
Level 4-6 Units 1-8 Vocabulary, Grammar
(B) use pictures in conjunction with writing when documenting research. ELPS: 4, A, B, C, D, E, F
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---
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 37
(21) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A) listen attentively by facing speakers
and asking questions to clarify information; and
ELPS: 1 A, B, D, E, F, H, 2 A, B, C, D, E, F, G, H, I, 3 A, B, C, D, E, F, G
All levels All units TG: p. 19 Conversation
All levels All units TG: p. 19 Conversation
(B) follow oral directions that involve a short related sequence of actions.
ELPS: 1 A, B, D, E, F, H, 2 A, B, C, D, E, F, G, H, I
Levels 1-3 Units 1-8 Grammar, Phonics, Games [Oral directions for working on activities] TG: p. 19 Conversation; pp. 20-21 Vocabulary; pp. 21-22 Grammar; p. 23 Phonics; pp. 23-35 Games
Levels 4-6 Units 1-8 Grammar, Phonics, Games [Oral directions for working on activities] TG: p. 19 Conversation; pp. 20-21 Vocabulary; pp. 21-22 Grammar; p. 23 Phonics; pp. 23-35 Games
TEKS/ELPS Correlations for DynEd’s “Let’s Go!”
TEKS and ELPS Let’s Go! Levels 1-3
Let’s Go! Levels 4-6
© Copyright 2014 DynEd International, Inc. All Rights Reserved
TEKS/ELPS Correlations-Kindergarten-LG! Page 38
(22) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas by speaking audibly and clearly using the conventions of language.
ELPS: 1 A, B, D, E, F, H, 2 A, B, C, D, E, F, G, H, I
All levels All units [Students repeat after the model to develop correct grammar, pronunciation, intonation, and fluidity.] TG: p. 19 Conversation; pp. 20-21 Vocabulary; pp. 21-22 Grammar; p. 23 Phonics
All levels All units [Students repeat after the model to develop correct grammar, pronunciation, intonation, and fluidity.] TG: p. 19 Conversation; pp. 20-21 Vocabulary; pp. 21-22 Grammar; p. 23 Phonics
(23) Listening and Speaking/Teamwork.
Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including taking turns and speaking one at a time.
ELPS: 1 A, B, D, E, F, H, 2 A, B, C, D, E, G, H, I, 3 A, B, C, D, E, F, G, H, I, J
All levels All units TG: p. 19 Conversation; pp. 20-21 Vocabulary; pp. 21-22 Grammar p. 23 Phonics pp. 23-35 Games
All levels All units TG: p. 19 Conversation; pp. 20-21 Vocabulary; pp. 21-22 Grammar p. 23 Phonics pp. 23-35 Games