TELPAS Alternate Observable Behaviors Inventory and Classroom Examples - Listening, Speaking, Reading, and Writing
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TELPAS Alternate
Observable
Behaviors Inventory and
Classroom Examples
Listening, Speaking, Reading, and Writing
2020–2021
Elementary and Secondary
Examples
— ALTERNATE —
Texas English Language
Proficiency Assessment System
AlternateLISTENING
L1. The student:
may or may not matches a spoken classifies two words identifies correct identifies words that
Distinguishing
attend to a spoken letter sound with as the same or initial and final are the same or
Sounds
letter sound with picture support to an different based on sounds in a different after hearing
picture support identical picture initial or final word consonant-vowel- two spoken words in
sounds consonant word the same word family
presented orally
Student does not Student matches the Student reads the Student identifies the Student identifies
show a reaction picture of a dog to an word cards “dog” and initial “d” sound and “cat/cat” as the
Elementary
when teacher shows identical picture after “duck.” Student the final “g” sound same, and “cat/cap”
a picture of a dog, teacher shows the places the cards on a after hearing the as different after
says the initial sound dog picture and graphic organizer word “dog.” hearing them spoken
for “d,” and then makes the sound for indicating they have aloud.
“dog.” “d.” the same initial
sound.
Student does not Student matches the Student reads the Student identifies the Student identifies
show a reaction picture of a rat to an word cards “bat” and initial “r” sound and “rat/rat” as the same,
Secondary
when the teacher identical picture after “rat.” Student places the final “t” sound and “rat/mat” as
shows a picture of a teacher shows the the cards on a after hearing the different after hearing
rat, says the initial rat picture and graphic organizer word “rat.” them spoken aloud.
sound for “r,” then makes the sound for indicating they have
“rat.” “r.” the same final sound.
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2 TELPAS Alternate | Observable Behaviors Inventory with Classroom ExamplesLISTENING
L2. The student:
may or may not makes a selection makes a selection makes a selection responds
Understanding
attend to two orally when given two when given two between a few orally appropriately to
Conjunctions
presented single- orally presented orally presented presented options detailed requests or
word options with single-word options single-word options joined by “or” or questions that
picture support with picture support joined by “or” “and” contain different
joined by “or” joined by “or” conjunctions (e.g.,
“and,” “but,” “or”)
Student does not Student selects a Student selects Student selects Student chooses
attend to the pictures picture of “milk” “milk” when given “milk” when given “white milk and juice”
Elementary
of milk and juice after when given spoken spoken choices of spoken choices of when given spoken
teacher shows the choices paired with “milk” or “juice.” “milk,” “juice,” or choices of “white
pictures and asks, pictures of “milk” or “water.” milk and juice” or
“milk or juice?” “juice.” “white milk and
water.”
Student does not Student selects a Student selects Student selects Student selects
attend to the pictures picture of “pizza” “pizza” when given “pizza” when given “cheese pizza and
Secondary
of pizza and a when given spoken spoken choices of spoken choices of water” when given
hamburger after choices paired with “pizza” or “pizza,” “hamburger,” spoken choices of
teacher shows pictures of “pizza” or “hamburger.” or “salad.” “pepperoni pizza and
pictures and asks, “hamburger.” water” or “cheese
“pizza or pizza and water.”
hamburger?”
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples 3LISTENING
L3. The student:
may or may not matches a single selects a picture selects a requested participates in a
Using Vocabulary
attend to a single spoken social or corresponding to a word/picture short discussion that
spoken social or academic word with spoken social or combination of a includes recently
academic word with picture support to an academic word from recently learned learned academic
picture support identical picture a group of pictures vocabulary word from vocabulary
a group of word/
picture combinations
Student does not Student chooses an Student points to a Student touches a Student verbally
react when teacher identical picture of a picture of the next word/picture responds with a
Elementary
says “schedule” and schedule after task from a visual combination for short discussion
shows a picture of a teacher shows a schedule when given “holiday” from a when asked, “What
schedule. picture of a schedule the verbal request visual schedule given is on your schedule
and says “schedule.” “What is next?” the verbal request this afternoon?”
“What is next?”
Student does not Student chooses an Student points to a Student picks up a Student verbally
react when teacher identical picture of a picture of someone word/picture responds with a
says “vote” and person voting after voting from a group combination for short discussion
Secondary
points to a picture of teacher shows a of pictures when “voting” from a group when asked, “Why
a person voting. picture of a person teacher says “voting.” of word/picture do people vote?”
voting and says combinations when
“voting.” teacher asks, “Which
picture shows
voting?”
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4 TELPAS Alternate | Observable Behaviors Inventory with Classroom ExamplesLISTENING
L4.
Understanding Media The student:
may or may not selects a picture/ selects a picture/ sequences a few sequences multiple
(audio or video)
attend to a media symbol that symbol that pictures to retell the pictures to retell the
presentation represents the gist of represents the gist of events of a media events of a media
a media presentation a media presentation presentation on a presentation on a
shared frequently in on a familiar social familiar academic recently learned
class topic topic academic topic
Student turns toward After watching a After viewing a After viewing a video, After watching a
a short video about video about hand narrated PowerPoint student sequences a video, student
magnets. washing, teacher presentation about few pictures retelling sequences multiple
asks, “What was the classroom rules, the main points of pictures retelling the
Elementary
video about?” student circles a the media steps to complete a
Student points to a picture that presentation about science experiment
picture of hand soap represents students magnets. when asked to retell
when given two following directions the events.
pictorial choices. in the classroom
setting when given
several choices.
Student does not After watching a After watching a After watching a After watching a
turn toward a video video presentation video presentation, video presentation, video presentation,
clip of the life cycle of about the life cycle of student points to a student places a few student places
a butterfly. a butterfly, teacher word/picture pictures in multiple pictures in
Secondary
asks, “What was the combination chronological order chronological order
video about?” representing the life representing the representing the
Student points to a cycle of a butterfly steps in the life cycle steps in the life cycle
picture representing from many choices of of a butterfly when of a butterfly when
the life cycle of a different science asked to retell the asked to retell the
butterfly when given topics. events. events.
two pictorial choices.
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples 5LISTENING
L5. The student:
Understanding the
may or may not matches a single selects a picture that selects a picture that selects a picture that
General Meaning
attend to spoken spoken content- corresponds to the identifies the general identifies the general
English when paired based word with general meaning of a meaning (gist) of a meaning (gist) of a
with concrete picture support to an spoken content- simple content-based detailed discussion
symbols identical picture based word discussion on a on an unfamiliar
familiar topic content-based topic
Student does not pay Student grabs a Student circles a Student picks up a Student points to a
attention to the picture of the earth picture of the earth picture of the earth diagram showing the
Elementary
spoken word “earth” from a group of from a group of with its moon from a earth’s orbit from a
when shown a model pictures when pictures when group of pictures group of pictures
of the earth. presented with the presented with the after a simple after hearing a
spoken word “earth” spoken word “earth.” classroom detailed classroom
and an identical discussion about the discussion about the
picture of the earth. earth and moon. earth’s orbit.
Student touches Student grabs a Student circles a Student picks up a Student points to a
teacher after hearing picture of the tundra picture of the tundra picture of the tundra picture of permafrost
Secondary
the spoken word from a group of from a group of from a group of from a group of
“tundra” and shown a pictures when pictures when pictures after a pictures after hearing
picture of the tundra. presented with the presented with the simple classroom a detailed classroom
spoken word “tundra” spoken word discussion about the discussion about
and an identical “tundra.” tundra ecosystem. features of the tundra
picture of the tundra. ecosystem.
L6. The student:
Understanding the
may or may not matches a picture of selects a picture that answers questions answers questions
attend to a repeated a repeated word in corresponds to a about the main about the main
Main Points
word in an orally an orally presented repeated word in an points of an orally points of an orally
presented simple simple story to an orally presented presented simple presented detailed
story with picture identical picture simple story story story
support
Student does not Student places the Student holds up a Student points to a Student answers the
look at teacher word “mouse” on the picture of a mouse picture of a school question “What does
Elementary
reading the book “If picture of a mouse in every time he or she from three picture a plant need to
You Take a Mouse to the book “If You Take hears the word choices, when asked grow?” after an oral
School.” a Mouse to School” “mouse” while the question “Where presentation of
when teacher reads teacher orally reads, did the mouse go?” “Magic School Bus
the story orally. “If You Take a Mouse Gets Planted.”
to School.”
During an oral Student places a Student points to a Student points to a After being asked
presentation of a picture of the word picture of someone picture of Stanley direct questions,
shortened version of “dig” next to a picture digging a hole from a teaching Zero to read student discusses
the novel “Holes,” of someone digging choice of three after being asked, why friendships are
Secondary
student gazes at a hole (after hearing pictures (after “How did Stanley important.
teacher reading the the word repeated hearing the word help Zero?”
word “dig“paired with several times). repeated several
a picture (after times)
hearing the word
repeated several
times).
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6 TELPAS Alternate | Observable Behaviors Inventory with Classroom ExamplesLISTENING
L7. The student:
Important Details
may or may not matches a picture of identifies a character identifies a detail identifies details
attend to information a character in an from an orally about a character about a character
Identifying
about a character in orally presented presented simple from an orally from an orally
an orally presented simple story to an story presented simple presented detailed
simple story with identical picture story story
picture support
Student does not Student matches a Student points to a Student holds up a Student identifies
look at teacher when picture of the Big picture of the Big picture of the third details by answering
Elementary
teacher discusses Bad Wolf from a Bad Wolf from a little pig once the questions after
character traits from choice of pictures choice of pictures story has been orally listening to the story
“The Three Little after teacher orally after teacher orally presented and when “Ferdinand.”
Pigs.” presents the story of presents the story of prompted by the
“The Three Little “The Three Little teacher.
Pigs.” Pigs.”
During a read-aloud Student places a Student points to the Student points to the Student points to
of a simplified picture of the picture of King Midas words “loved gold” details describing
version of the myth character King Midas when presented from three choices King Midas (read by
“King Midas,” student next to an identical three choices. (read aloud to the the teacher) from
Secondary
may turn toward picture of King Midas student) when several choices.
teacher discussing from the book. prompted by the
characteristics of teacher.
King Midas paired
with pictures
portraying King
Midas.
L8. The student:
may or may not follows one-word follows one-word follows familiar follows multi-step
Directions
Following
attend to one-word directions with directions multi-word single- directions
directions with picture support step directions
picture support
Student does not Student stands when Student stands when Student follows the Student follows the
stand when given the given the direction given the one-word directions “stand up,” directions “stand up,
Elementary
one-word direction “stand” with picture direction “stand.” sit down,” and “raise walk to the door, and
“stand.” support. your hand.” wait quietly.”
Student does not Student walks when Student walks when Student follows the Student follows the
walk when given the given the direction given the one-word directions “walk to directions “stand up,
Secondary
one-word direction “walk” with picture direction “walk.” door,” “walk to the walk to the restroom,
“walk.” support. restroom,” and “wash and wash your
your hands.” hands.”
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples 7LISTENING
L9. The student:
may or may not chooses the correct sequences pictures sequences the identifies the main
Retelling
attend to a “first/ picture when orally of events of an orally events of an orally points found in an
then” statement with presented with a presented simple presented simple orally presented
picture support “first/then” statement story story detailed story
During a read-aloud Student reaches for Student puts pictures Student sequences Student identifies the
of “The Very Hungry the picture of an in order from the word/picture cards main points after
Caterpillar,” student apple after hearing story “The Very representing the listening to the story
gazes at the pictures teacher read aloud, Hungry Caterpillar.” events from the story “The Cat in the Hat.”
Elementary
showing the “First the caterpillar “The Very Hungry
caterpillar first eating ate an apple, then he Caterpillar.”
the apple and then ate two pears,“ and
the pears, as teacher asks, “What did the
reads that the caterpillar eat first?”
caterpillar first ate an
apple and then ate
two pears.
During a read-aloud Student points to the Student places Student places Student identifies the
of a simplified picture of Byron’s lips pictures of Byron teacher-made cards main points after
version of “The sticking to the mirror kissing the mirror, with the phrases listening to the story
Watsons Go to after teacher asks, Byron with his lips “Byron kisses the “The Watsons Go to
Secondary
Birmingham – 1963,” “First Byron kisses stuck to the mirror, mirror,” “Byron gets Birmingham – 1963.”
student looks toward the mirror, then what and Dad pulling him his lips stuck to the
teacher while teacher happens?” off the mirror in mirror,” and “Dad
reads that Byron sequential order. pulls him off the
kisses a mirror and mirror” in the correct
then his lips get order.
stuck.
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8 TELPAS Alternate | Observable Behaviors Inventory with Classroom ExamplesLISTENING
L10. The student:
Responding to Questions
may or may not attempts to respond responds to an responds to an responds to an
attend to an orally to an orally orally presented orally presented orally presented
presented simple presented simple simple question that question that detailed question
question that is question that is includes only includes only that includes
paired with picture paired with picture familiar, high- high-frequency recently learned
support support frequency vocabulary and is vocabulary on a
vocabulary and is on a familiar topic familiar or unfamiliar
paired with picture topic
support
Student gazes at the Student points to a Student grabs a Student selects the Student verbally
pencil when asked, picture when asked, word/picture card of correct mode of responds to the
Elementary
“Where is the “Which one is blue?” a pencil when asked, transportation when questions, “What
pencil?” “What do you use to asked, “How do you time do you wake
write your name?” get to school?” up,” “What time do
you get to school,”
and “What time do
you eat lunch?”
Student looks at the When asked, “What When asked, “What When asked, “What Student verbally
speaker when asked, city do you live in?“ city do you live in?” state do you live in?” answers when
“What is your name?” and presented with a and presented with a student grabs a asked, “What city,
Secondary
picture representing picture representing representation of the state and country do
his/her city, student his/her city, student state of Texas when you live in?”
gives a partial verbalizes a correct given three choices.
answer. (Ex: response.
“Antonio” for “San
Antonio.”)
Information should be presented orally with the exception of students who receive their input through sign language.
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples 9SPEAKING
S1. The student:
may or may not imitates the retelling retells simple stories provides a basic provides details (e.g.,
attend to a teacher of simple picture with pictures using a retelling of simple people, places,
Retelling
Stories
model retelling stories by repeating few concrete, stories with pictures actions) when
simple picture stories words spoken by the high-frequency using a small number retelling simple
teacher or group words of combined words stories with or
without pictures
Teacher retells “The Teacher retells “The Student uses Student Student
Three Little Pigs” Three Little Pigs” pictures from “The independently independently signs
Elementary
story. Student does story. Student Three Little Pigs” to produces “pigs build “the wolf,” “huff,”
not turn his head approximates the communicate “pigs,” house” using a “puff,” “straw house,”
toward the teacher. words “pig” and “houses,” “wolf,” and communication and “blow down”
“wolf.” “fall.” device when retelling when retelling the
the story “The Three story using pictures.
Little Pigs.”
Student keeps eye Student uses Student Student Student uses a
gaze on “Life Cycle gestures for “egg” independently points independently signs graphic organizer
Secondary
of Butterfly” book. and “butterfly” as the to the key words “lay an egg,” with transitional
teacher retells the life “pupa,” “larvae,” and “caterpillar eats,” and words as prompts to
cycle progression of “butterfly” to retell ”turns into butterfly” retell the life cycle of
a butterfly. the life cycle of a to retell the life cycle a butterfly.
butterfly. of a butterfly.
S2. The student:
Communication
may or may not imitates naming uses single words to combines a small uses details to talk
Classroom
attend to a teacher common classroom name common number of words to about items in the
naming common items classroom items talk about classroom classroom
classroom items items
Student looks around Teacher picks up and Student Student Student
the classroom as the names a pencil. independently names independently signs independently
Elementary
teacher names Student “chair” and “desk” “my desk” during a produces “The round
“desk” and “door.” approximates when asked to name classroom teacher table” and
“pencil.” items. discussion. “little student desk”
using a
communication
device.
Student remains Student tries to Student Student Student
silent during an verbalize “goggles” independently signs independently says independently uses a
Secondary
introduction to lab after the teacher “tray” and “gloves” to “use first-aid kit” to communication
safety materials. introduces and name safety items. communicate device to produce
names the safety knowledge of lab “Goggles protect
items. safety. your eyes. Gloves
keep your hands
safe.”
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10 TELPAS Alternate | Observable Behaviors Inventory with Classroom ExamplesSPEAKING
S3.
Discussing with The student:
may or may not imitates or attempts shares information in shares information in shares detailed
attend to group to imitate words group discussions group settings using information in group
a Group
discussions heard in group using a few high- a small number of settings
discussions frequency, high-need combined words
vocabulary words
Student changes Student uses Student Student Student
facial expression gestures for “hot” independently points independently uses a independently
Elementary
during a group and “cold” after to the words “hot” communication speaks the words “It
weather activity. teacher initiates the and “sun” to describe device to produce is hot and sunny
words during a group the weather during a “hot day” to describe outside today” during
weather activity. group weather the weather during a a group weather
activity. group weather activity.
activity.
Student remains Student imitates the Student Student Student
silent during a group word “red” after independently says independently says independently uses a
discussion about the another student says “red” and “Mars” “red dust there” to communication
Secondary
surface of Mars. “red” during a group during a group describe the surface device to produce
discussion about the discussion about the of Mars during a the words “Mars is
surface of Mars. surface of Mars. group discussion. covered with red dust
and old volcanoes”
during a group
discussion about the
surface of Mars.
S4. The student:
Asking Questions
may or may not imitates asking asks simple social asks original social asks original,
attend to a teacher single-word questions using a and academic detailed academic
model asking questions after a few high-frequency questions using a questions using
single-word teacher model words small number of content-based
questions (e.g., combined words vocabulary
What?, Where?)
Student Student tries to Student Student Student
demonstrates little imitate the word independently independently signs independently asks
Elementary
facial expression “where” when the pushes the button to “What are you for a friend’s opinion
while teacher teacher asks “Where activate “How are eating?” during of a book during
introduces single- do you live?” you?” using a lunch. reading time.
word questions with communication
the answer, such as device during the
“Where?” morning meeting.
Student makes a Teacher asks a Student Student Student
vocalization to the question during a independently signs independently signs independently
Secondary
teacher asking literacy lesson. “football game” to “Are you going?” vocalizes “When was
“What?” Student repeats the indicate “Are you when talking about the Declaration of
question word. going to the football the football game. Independence
game after school?” written?” during
to a friend. American History
class.
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples 11SPEAKING
S5. The student:
may or may not imitates sharing shares personal shares personal shares detailed
Information
attend to a teacher personal experiences experiences using a experiences using a personal experiences
Giving
model sharing after a teacher model few high-frequency, small number of
personal experiences high-need combined words
vocabulary words
Student Teacher tells the Student Student says Student
demonstrates no class about a special independently says “birthday cake good” independently says “I
Elementary
change in facial birthday cake. “cake,” “presents,” when asked to share got a new game for
expression when Student imitates and “balloons” when a birthday my birthday.”
talking about “cake” when asked to asked to share a experience.
birthdays. share a birthday birthday experience.
experience.
Student does not eye Student mimics the Student Student Student signs “I live
gaze when teacher sign for “Austin” independently independently in Austin, Texas, with
Secondary
points to “Austin, when the teacher presses buttons on a verbalizes “live in my family.”
Texas” on a map signs “We live in communication Lubbock” when
during a geography Austin.” device to share the asked where he
lesson. street and town lives.
where he lives.
S6. The student:
may or may not imitates expressing a indicates an opinion conveys an original provides a detailed
Expressing
attend to a teacher single-word opinion between two given opinion using a small social or academic
Opinions
model expressing a after a teacher model options using a few number of combined opinion
single-word opinion words words
(e.g., “good,” “fun”)
Student smiles when Student activates a Teacher asks the Student Student
teacher is discussing switch for “fun” after student if the field trip independently signs independently
Elementary
a field trip to the zoo the teacher will be fun or not fun. “bus will be fun” in vocalizes “I think that
“being fun.” expresses that the The student response to a the field trip will be
“field trip will be fun.” responds “It’s fun.” question about fun.”
whether the field trip
will be fun.
Student makes a Student repeats Student Student Student
vocalization when “good” when the independently signs independently uses a independently says “I
Secondary
the teacher says teacher says “Voting that he will vote for a communication voted. I am a good
“Good citizens vote.” is a civic particular candidate device to produce citizen.”
responsibility. It is for student council “good citizen votes.”
good to vote.” when given the two
choices.
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12 TELPAS Alternate | Observable Behaviors Inventory with Classroom ExamplesSPEAKING
S7. The student:
may or may not imitates expressing expresses feelings expresses feelings expresses feelings in
Expressing
attend to a teacher single-word feelings using high-frequency using a small number detailed phrases or
Feelings
model expressing after a teacher model words (e.g., “sad,” of combined words sentences
feelings “mad”) (e.g., “feel happy
now”)
Student smiles when Student Student makes a Student Student
teacher says “I feel approximates gesture for “happy” independently independently
Elementary
happy today.” “happy” after teacher when the teacher produces “feel sad verbalizes “I feel sad
says “I feel happy asks “How do you now” on his because my fish
today.” feel?” communication died” in response to
device after his friend a moment of silence.
moved.
Student turns his Student makes a Student Student Student
head when teacher gesture for “afraid” independently independently signs independently says “I
says “I am afraid of when teacher signs “I produces “afraid” “feel angry.” am angry because I
Secondary
storms.” am afraid of storms.” using his cannot go outside.”
communication
device when
participating in a
classroom
discussion about
storms.
S8. The student:
may or may not imitates using single uses a few high- combines a small produces a detailed
Describing
Objects
attend to a teacher words when frequency words to number of words to description of familiar
describing familiar describing familiar describe familiar describe familiar objects
objects objects objects objects
Student does not Student Student Student Student
look at the model of approximates “circle” independently signs independently says independently
Elementary
the circle during a when the teacher “round” and “circle” “like a circle” to produces “The clock
lesson on shapes. holds up a model of to describe a clock describe a clock is round. It is a
a circle. face. face. circle.”
Student vocalizes Student repeats the Student makes a Student Student
when the teacher word “corner” when sign for “box” and independently independently says
Secondary
holds up a box of the teacher says that “open” to describe generates “open box “That box of crackers
crackers and the box has 8 the box of crackers. of crackers.” has 8 corners. One
describes the box. corners. side can open.”
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples 13SPEAKING
S9. The student:
may or may not imitates explaining explains routine explains routine gives detailed
Explaining
attend to a teacher routine tasks after a tasks using high- tasks using a small explanations of
Tasks
model explaining teacher model frequency words number of newly routine tasks
routine tasks learned vocabulary
words
Student looks at the Student Student Student Student
teacher, who is approximates “sharp” independently independently says independently says
Elementary
explaining how to as the teacher is produces the words “make pencil point.” “First I put my pencil
sharpen a pencil. modeling how to “pencil” and in the pencil
sharpen a pencil. “sharpen” when the sharpener. It makes
teacher asks what to a noise. I pull the
do when the pencil pencil out to check
lead breaks. it.”
Student eye gazes at Student tries to say Student Student Student
the teacher as she “note” as the teacher independently independently says independently says
Secondary
explains how to checks his backpack produces “money” “time lunch” after “It’s time to go home
transition to asking for notes from and “buy” when morning work. on the bus. I need
breakfast. home. entering the my backpack” at the
classroom, indicating end of the day.
that he wants to buy
a school T-shirt.
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14 TELPAS Alternate | Observable Behaviors Inventory with Classroom ExamplesSPEAKING
S10. The student:
may or may not imitates single words responds to media provides a simple provides a detailed
electronic, audio, visual)
Reacting to Media (print,
attend to media heard in media presentations using a original response to response to media
presentations presentations few high-frequency media presentations presentations
words
Student looks at the Student repeats Student Student Student
screen when “good morning” after independently says independently signs independently
Elementary
morning hearing the greeting “pledge” when the “do the pledge” while produces “I say the
announcements while watching the morning watching the morning pledge. I listen to the
begin. morning announcements announcements. announcements.”
announcements. start.
Student stares at the Student imitates a Student Student Student
monitor during a greeting from the independently independently signs independently says “I
Secondary
virtual field trip to the presenter to the produces “pretty” in “go there” during a like looking at
art museum. class during a virtual response to seeing a virtual field trip. paintings. My favorite
field trip. painting during the was the one of the
virtual field trip. flowers” after going
on a virtual field trip.
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples 15READING
R1. The student:
Understanding Letter-
may or may not matches familiar pairs the initial sound pairs the sound pairs the sound
Sound Relationships
attend to a teacher letter/sound of words with made by consonant made by digraphs
modeling matching combinations to the pictures of objects blends (e.g., bl, br, (e.g., wh, sh, ch) with
letter/sound same letter/sound that have the same sm) with pictures of pictures of words
combinations to the combinations initial sound words containing that containing that
same letter/sound blend digraph
combinations
Student shows no After teacher Teacher shows Teacher shows Teacher shows
response when modeling, student student a ball and student word/picture student word/picture
Elementary
teacher matches the selects two cards asks, “What sound cards for “green” and cards for” “shop” and
letter “C” to the word/ that begin with the does this start with?” “grape.” Teacher “shoe.” Teacher asks
picture card “cat.” same letter. Student indicates the asks what sound the what sound the
sound for “b.” words on the card words on the card
make. Student make. Student
indicates “gr.” indicates “sh.”
Student attends to Given an item on the Provided with a Provided with a Provided with a
the teacher matching shopping list, student picture or object from shopping list picture shopping list picture
Secondary
the letter “B” to the locates other items a shopping list, or object beginning or object beginning
word “broccoli” on a on the list beginning student produces the with a consonant with a digraph,
shopping list. with the same sound. initial letter sound. blend, student student produces the
produces the initial initial digraph sound.
consonant blend
sound.
R2. The student:
may or may not matches familiar selects requested decodes words or decodes longer
Decoding
attend to familiar word/picture high-frequency phrases consisting of phrases or
word/picture combinations to words from a group a few simple high- sentences with some
combinations identical word/picture of words frequency words unfamiliar words
combinations
Teacher reads a Student matches a Teacher asks student Student reads the Student reads the
familiar story to word/picture to find the word “cat.” phrase “fast black sentence, “The cat
Elementary
student and points to combination of “cat” Student locates the cat” independently. jumps on the sofa.”
the word and picture to an identical word/ word “cat” from a
of “cat” and says picture combination group of words.
“cat.” Student then of “cat.”
touches teacher and
smiles.
Teacher reads a Student matches a Teacher asks student Student reads the Student reads the
word/ picture word/picture to find the words “Mr. words “Mr. Smith” sentence, “Mr. Smith
Secondary
combination of a combination of “Mr. Smith.” Student and “bus” from the drives the bus for our
familiar staff member Smith” to an identical locates the words sentence “Mr. Smith field trip.”
“Mr. Smith” and says word/picture “Mr. Smith” from a drives the bus.”
“Mr. Smith.” The combination of “Mr. group of other
student touches the Smith.” familiar staff
picture. members’ names.
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R3.
Developing Sight The student:
may or may not matches sight word/ selects sight words reads short phrases reads longer phrases
Vocabulary
attend to sight word/ picture combinations from a group of that include simple or sentences that
picture combinations with identical sight words sight vocabulary include more
word/picture content-specific sight
combinations vocabulary
Teacher presents a Teacher reads a Teacher presents the Student reads the Student reads the
word/picture book to student with word cards “tiger,” phrase, “big orange sentence, “Tigers
combination of the word “tiger” in it. “dog,” and “bird” and tiger” from the hunt for food at
“tiger.” Student walks Teacher then asks student to find sentence “The big night.”
away. presents a word/ the “tiger.” Student orange tiger has
Elementary
picture combination locates “tiger.” black stripes.”
of “tiger” to student.
Student matches the
word/ picture
combination of “tiger”
to an identical word/
picture combination
of “tiger.”
Teacher presents a Teacher reads a Students play Student reads the Student reads the
word/picture book about animals vocabulary bingo phrase, “sharks eat phrase “water moves
combination of that live in the water. about animals that “and “fish” from the over the gills” from
“water.” Student Teacher then live in the water. sentence “Sharks eat the sentence “Sharks
walks away. presents a word/ Teacher displays the many different kinds breathe when oxygen
Secondary
picture combination vocabulary card of fish.” is absorbed as water
of “water” to student. “shark” and students moves over the gills.”
Student matches the locate and mark the
word/picture appropriate words
combination of found on their cards.
“water” to an
identical word/picture
combination of
“water.”
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples 17READING
R4. The student:
may or may not matches printed selects requested reads a word or reads academic
Environmental Print
Understanding
attend to printed word/picture printed words that words frequently words frequently
word/picture combinations pair with pictures found in the found in the
combinations frequently found in frequently found in environment instructional
frequently found in the environment to the environment environment
the environment identical word/picture
combinations
Student turns away Student selects a Teacher presents Student reads the Student selects the
when presented with word/picture student with a picture printed words “fruits” printed word for
a picture of food combination titled of fruit. Student and “vegetables” on “healthy” and
Elementary
items labeled “fruit” “fruit” from a group of selects the printed a classroom poster “balanced diet” from
on a classroom word/picture word “fruit” from a about healthy food. a classroom poster
poster about healthy combinations when group of other simple about healthy food.
food. presented with an printed words.
identical titled picture
of “fruit.”
Student looks at the Student selects the Student selects the Student reads the Student reads the
printed word for picture titled printed word words “computer,” printed words
Secondary
“computer” when “computer” from a “computer” from a “mouse,” and “technology” and
shown a picture of a group of word/picture group of other simple “keyboard” from “software” from the
computer. combinations when printed words when labels around the word wall in the
presented with an presented with a computer lab. classroom.
identical titled picture picture of a
of a computer. computer.
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R5. The student:
may or may not matches word/picture selects content- identifies missing completes cloze
Textual Supports
Using Visual and
attend to word/ combinations that based vocabulary words from groups of sentences with
picture combinations represent content- words found in content-based recently learned
of content-based based vocabulary related visuals in vocabulary words to content-based
vocabulary words in words to similar texts read aloud complete cloze vocabulary words
texts pictures found in (e.g., plant diagram sentences
texts read aloud with parts labeled)
Teacher reads a text Teacher reads a text Teacher shows a Student is given the Student is given the
about nutrition to about nutrition to the visual representing a printed sentence printed sentence,
student and points to student. Teacher carrot growing in the “Carrots have __, “Carrots are __ that
a labeled picture of points to a labeled ground with the stems, and __.” are good for your
vegetables. Student picture of a carrot. stem, soil, and Student selects __.” Student
Elementary
smiles. Student matches the leaves labeled and “leaves” and “roots” independently
labeled picture with a reads the labels. from a word bank to completes the
similar word/picture Teacher says “point complete the sentence using
combination of a to the word leaves.” sentence. recently learned
carrot. Student points to the content-based
word “leaves” in the vocabulary by adding
diagram. “vegetables” and
“eyes.”
Teacher reads a text Teacher reads a text Teacher shows a Student fills in Student is given the
about going to the about going to the visual representing sentences like: a __ printed sentence,
bank and points to a bank. Teacher points different labeled is worth one cent, a “You should __ your
labeled picture of to a labeled picture coins and reads the __ is worth five money in a __ and
coins. Student looks of a penny. Student labels. Teacher says cents, a __ is worth not spend it all.”
Secondary
away. matches the labeled “point to the word ten cents, and a __ Student
picture of a penny to penny.” Student is worth twenty-five independently
a similar word/picture points to the word cents from a word completes the
combination of a “penny” in the visual. bank to complete the sentence using
penny. sentence. recently learned
content-based
vocabulary by adding
“save” and “bank.”
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples 19READING
R6.
Shared Reading The student:
may or may not participates with the supplies missing supplies missing reads predictable
Participating in
attend to a teacher teacher reading single words in phrases in texts with a peer
reading predictable predictable texts predictable texts predictable texts
texts
Teacher reads “The Student echo words Teacher pauses Teacher rereads Teacher provides
Very Hungry from a predictable during read aloud “The Very Hungry students with book
Caterpillar” to the text in multiple choral and student supplies Caterpillar” to “The Very Hungry
Elementary
student. Student reads of the text. the name of the food student and pauses Caterpillar” and
looks at his hand and on each page. throughout the book allows student to
smiles. allowing student to partner read each
say the repeated page individually with
predictable missing teacher support
phrases. when needed.
Student listens to a Student follows with Teacher pauses Teacher rereads a Teacher provides
story about football his finger a story during read aloud of story about football students with a story
that frequently about football that a story about football that frequently about football that
Secondary
repeats words and frequently repeats that frequently repeats words and frequently repeats
phrases. Student words and phrases repeats words and phrase and pauses words and phrases
reaches for the book. during multiple choral phrases. Student throughout the book and allows student to
reads of the text. says “football” and allowing student to partner read each
“touchdown” as say the repeated page individually with
appropriate for the predictable missing teacher support
story. phrases. when needed.
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R7. The student:
may or may not matches graphic selects high- identifies short identifies a few
Understanding Ideas/Details
attend to graphic sources with frequency printed phrases that provide sentences that
in Graphic Sources
sources (pictures, identical graphic words that provide ideas or details from describe ideas or
maps, charts, sources ideas or details from graphic sources details from graphic
diagrams, etc.) graphic sources sources used during
when asked content-based
instruction
Student is presented After viewing a step Student selects from Student reads the Student identifies the
with a recipe with in the recipe, the the printed words verb phrase from the sentences in the
Elementary
icons for each step in student matches a “add,” “bake,” or recipe for the next recipe that tell about
the cooking activity. photograph of eggs “mix” to indicate the action needed to units of
to an icon of eggs in next action needed complete the recipe. measurement.
Student visually the recipe. to complete the (Example: pour the
explores the recipe recipe. milk, stir the mix, roll
when directed. the dough.)
Teacher presents a Teacher presents During group Student reads the Teacher presents
map of Texas with picture cards of discussion, teacher phrases “Hill student with a short
landforms. Student different landforms. asks student to Country” and “Gulf text and a map about
continues to look at Teacher shows a describe the Coast” from a map of the landforms in
Secondary
other students and mountain to the mountain. Student Texas. Texas. Student uses
smiles. student and ask the selects the words the map and
student to find “tall” and “pointy.” sentences from the
another mountain. text in order to
Student finds another describe Coastal
mountain from a Plains.
group of picture
cards.
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples 21READING
R8. The student:
Identifying the Main
may or may not matches word/picture selects word/picture identifies the details identifies the main
attend to word/ combinations that combinations that of simple short texts idea of texts that
Idea/Details
picture combinations represent the main represent details consist of longer and
that represent the idea of texts with (e.g., who, what, less familiar words,
main idea of texts identical word/picture when, where) from phrases, or
combinations texts sentences
Teacher presents an Teacher presents a Teacher asks, “Who Student reads a Student reads
adapted version of labeled picture of the is the main character short section of the several pages of the
the book “Cloudy main character. in the story?” book. Teacher asks, book. Teacher asks,
with a Chance of Teacher asks student Teacher shows “What color was the “Why did Flint
Elementary
Meatballs.” Teacher to find the same student three labeled tomato tornado?” Lockwood make his
shows pre-made character from a picture cards to Student says “red.” invention?” Student
word/picture cards of group of characters. student. Student responds with
the important Student points to a chooses the main reasons found within
illustrations from the matching labeled character. the story.
book. Student pays picture card.
close attention to
teacher.
Teacher presents an Teacher presents a Teacher asks, Student reads a Student reads
adapted graphic labeled picture of the “Where did the story short section of the several pages of the
novel about a super main character. mostly take place?” graphic novel. graphic novel.
Secondary
hero. Teacher shows Teacher asks student Teacher shows Teacher asks “What Teacher asks, “How
pre-made word/ to find the same student three labeled are the hero’s did the super hero
picture cards of the character from a picture cards. superpowers?” save the city?”
important illustrations group of characters. Student chooses Student says “fly” Student responds
from the novel. Student points to a “city.” and “x-ray vision.” with ideas found
Student pays close matching labeled within the story.
attention to teacher. picture card.
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R9. The student:
Making Predictions
may or may not matches word/picture selects single words identifies simple identifies sentences
attend to word/ combinations to to predict the next phrases that predict that predict the next
picture combinations identical word/ event in short texts the next event in a event in short texts
that predict the next picture combinations read aloud series of pictures read aloud
event in a series of that represent with short captions
pictures predictions in short
texts read aloud
Teacher presents “If Teacher pauses Teacher pauses Student reads an Student reads
you Give a Mouse a while reading and while reading and adapted text of “If adapted text.
Cookie” to student. models making a asks, “What do you You Give a Mouse a Teacher presents
Teacher shows prediction by think the mouse will Cookie.” Teacher three sentences
pre-made word/ choosing a word/ ask for next?” presents word/ describing what the
Elementary
picture cards with the picture card Student selects the picture cards with mouse might request
sequence of events representing what word “milk” from a short phrases such next. Student
from the story. will happen. Student group of words. as, “ask for cookie,” chooses the
Student claps and chooses the word/ “ask for milk,” and sentence that
pays close attention picture combination “ask for straw.” predicts what will
to teacher. that matches the Student chooses the happen next in the
prediction. phrase that predicts story.
the next event.
Teacher reads a Teacher pauses Teacher pauses Student reads a Student reads a
simple social story while reading and while reading and section of a simple section of a simple
about making a new models making a asks, “What do you social story. Teacher social story about
friend. Student prediction by think should happen presents word/ friends being
follows along by choosing a word/ next?” The student picture cards with together. Teacher
Secondary
viewing the word/ picture card selects the word short phrases such presents three
picture cards representing what “handshake” from a as, “take turns sentences describing
associated with the will happen. Student group of words. talking,” “ask what could happen
story. chooses the word/ questions,” and “face next. Student
picture combination the person.” Student chooses the
that matches the chooses the phrase sentence to predict
prediction. that predicts the next what will happen
event. next in the story.
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