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
Alternate
2
TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
LISTENING
L1.
The student:
Distinguishing
Sounds
may or may not
attend to a spoken
letter sound with
picture support
matches a spoken
letter sound with
picture support to an
identical picture
classifies two words
as the same or
different based on
initial or final word
sounds
identifies correct
initial and final
sounds in a
consonant-vowel-
consonant word
presented orally
identifies words that
are the same or
different after hearing
two spoken words in
the same word family
Elementary
Student does not
show a reaction
when teacher shows
a picture of a dog,
says the initial sound
for “d,” and then
“dog.”
Student matches the
picture of a dog to an
identical picture after
teacher shows the
dog picture and
makes the sound for
“d.”
Student reads the
word cards “dog” and
“duck.” Student
places the cards on a
graphic organizer
indicating they have
the same initial
sound.
Student identifies the
initial “d” sound and
the final “g” sound
after hearing the
word “dog.”
Student identifies
“cat/cat” as the
same, and “cat/cap”
as different after
hearing them spoken
aloud.
Secondary
Student does not
show a reaction
when the teacher
shows a picture of a
rat, says the initial
sound for “r,” then
“rat.”
Student matches the
picture of a rat to an
identical picture after
teacher shows the
rat picture and
makes the sound for
“r.”
Student reads the
word cards “bat” and
“rat.” Student places
the cards on a
graphic organizer
indicating they have
the same final sound.
Student identifies the
initial “r” sound and
the final “t” sound
after hearing the
word “rat.”
Student identifies
“rat/rat” as the same,
and “rat/mat” as
different after hearing
them spoken aloud.
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LISTENING
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
L2.
The student:
Understanding
Conjunctions
may or may not
attend to two orally
presented single-
word options with
picture support
joined by “or”
makes a selection
when given two
orally presented
single-word options
with picture support
joined by “or”
makes a selection
when given two
orally presented
single-word options
joined by “or”
makes a selection
between a few orally
presented options
joined by “or” or
“and”
responds
appropriately to
detailed requests or
questions that
contain different
conjunctions (e.g.,
“and,” “but,” “or”)
Elementary
Student does not
attend to the pictures
of milk and juice after
teacher shows the
pictures and asks,
“milk or juice?”
Student selects a
picture of “milk”
when given spoken
choices paired with
pictures of “milk” or
“juice.”
Student selects
“milk” when given
spoken choices of
“milk” or “juice.”
Student selects
“milk” when given
spoken choices of
“milk,” “juice,” or
“water.”
Student chooses
“white milk and juice”
when given spoken
choices of “white
milk and juice” or
“white milk and
water.”
Secondary
Student does not
attend to the pictures
of pizza and a
hamburger after
teacher shows
pictures and asks,
“pizza or
hamburger?”
Student selects a
picture of “pizza”
when given spoken
choices paired with
pictures of “pizza” or
“hamburger.”
Student selects
“pizza” when given
spoken choices of
“pizza” or
“hamburger.”
Student selects
“pizza” when given
spoken choices of
“pizza,” “hamburger,”
or “salad.”
Student selects
“cheese pizza and
water” when given
spoken choices of
“pepperoni pizza and
water” or “cheese
pizza and water.”
LISTENING
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
L3.
The student:
Using Vocabulary
may or may not
attend to a single
spoken social or
academic word with
picture support
matches a single
spoken social or
academic word with
picture support to an
identical picture
selects a picture
corresponding to a
spoken social or
academic word from
a group of pictures
selects a requested
word/picture
combination of a
recently learned
vocabulary word from
a group of word/
picture combinations
participates in a
short discussion that
includes recently
learned academic
vocabulary
Elementary
Student does not
react when teacher
says “schedule” and
shows a picture of a
schedule.
Student chooses an
identical picture of a
schedule after
teacher shows a
picture of a schedule
and says “schedule.”
Student points to a
picture of the next
task from a visual
schedule when given
the verbal request
“What is next?”
Student touches a
word/picture
combination for
“holiday” from a
visual schedule given
the verbal request
“What is next?”
Student verbally
responds with a
short discussion
when asked, “What
is on your schedule
this afternoon?”
Secondary
Student does not
react when teacher
says “vote” and
points to a picture of
a person voting.
Student chooses an
identical picture of a
person voting after
teacher shows a
picture of a person
voting and says
“voting.”
Student points to a
picture of someone
voting from a group
of pictures when
teacher says “voting.”
Student picks up a
word/picture
combination for
“voting” from a group
of word/picture
combinations when
teacher asks, “Which
picture shows
voting?”
Student verbally
responds with a
short discussion
when asked, “Why
do people vote?”
LISTENING
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
L4.
The student:
Understanding Media
(audio or video)
may or may not
attend to a media
presentation
selects a picture/
symbol that
represents the gist of
a media presentation
shared frequently in
class
selects a picture/
symbol that
represents the gist of
a media presentation
on a familiar social
topic
sequences a few
pictures to retell the
events of a media
presentation on a
familiar academic
topic
sequences multiple
pictures to retell the
events of a media
presentation on a
recently learned
academic topic
Elementary
Student turns toward
a short video about
magnets.
After watching a
video about hand
washing, teacher
asks, “What was the
video about?”
Student points to a
picture of hand soap
when given two
pictorial choices.
After viewing a
narrated PowerPoint
presentation about
classroom rules,
student circles a
picture that
represents students
following directions
in the classroom
setting when given
several choices.
After viewing a video,
student sequences a
few pictures retelling
the main points of
the media
presentation about
magnets.
After watching a
video, student
sequences multiple
pictures retelling the
steps to complete a
science experiment
when asked to retell
the events.
Secondary
Student does not
turn toward a video
clip of the life cycle of
a butterfly.
After watching a
video presentation
about the life cycle of
a butterfly, teacher
asks, “What was the
video about?”
Student points to a
picture representing
the life cycle of a
butterfly when given
two pictorial choices.
After watching a
video presentation,
student points to a
word/picture
combination
representing the life
cycle of a butterfly
from many choices of
different science
topics.
After watching a
video presentation,
student places a few
pictures in
chronological order
representing the
steps in the life cycle
of a butterfly when
asked to retell the
events.
After watching a
video presentation,
student places
multiple pictures in
chronological order
representing the
steps in the life cycle
of a butterfly when
asked to retell the
events.
LISTENING
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
L5.
The student:
Understanding the
General Meaning
may or may not
attend to spoken
English when paired
with concrete
symbols
matches a single
spoken content-
based word with
picture support to an
identical picture
selects a picture that
corresponds to the
general meaning of a
spoken content-
based word
selects a picture that
identifies the general
meaning (gist) of a
simple content-based
discussion on a
familiar topic
selects a picture that
identifies the general
meaning (gist) of a
detailed discussion
on an unfamiliar
content-based topic
Elementary
Student does not pay
attention to the
spoken word “earth”
when shown a model
of the earth.
Student grabs a
picture of the earth
from a group of
pictures when
presented with the
spoken word “earth”
and an identical
picture of the earth.
Student circles a
picture of the earth
from a group of
pictures when
presented with the
spoken word “earth.”
Student picks up a
picture of the earth
with its moon from a
group of pictures
after a simple
classroom
discussion about the
earth and moon.
Student points to a
diagram showing the
earth’s orbit from a
group of pictures
after hearing a
detailed classroom
discussion about the
earth’s orbit.
Secondary
Student touches
teacher after hearing
the spoken word
“tundra” and shown a
picture of the tundra.
Student grabs a
picture of the tundra
from a group of
pictures when
presented with the
spoken word “tundra”
and an identical
picture of the tundra.
Student circles a
picture of the tundra
from a group of
pictures when
presented with the
spoken word
“tundra.”
Student picks up a
picture of the tundra
from a group of
pictures after a
simple classroom
discussion about the
tundra ecosystem.
Student points to a
picture of permafrost
from a group of
pictures after hearing
a detailed classroom
discussion about
features of the tundra
ecosystem.
L6.
The student:
Understanding the
Main Points
may or may not
attend to a repeated
word in an orally
presented simple
story with picture
support
matches a picture of
a repeated word in
an orally presented
simple story to an
identical picture
selects a picture that
corresponds to a
repeated word in an
orally presented
simple story
answers questions
about the main
points of an orally
presented simple
story
answers questions
about the main
points of an orally
presented detailed
story
Elementary
Student does not
look at teacher
reading the book “If
You Take a Mouse to
School.”
Student places the
word “mouse” on the
picture of a mouse in
the book “If You Take
a Mouse to School”
when teacher reads
the story orally.
Student holds up a
picture of a mouse
every time he or she
hears the word
“mouse” while
teacher orally reads,
“If You Take a Mouse
to School.”
Student points to a
picture of a school
from three picture
choices, when asked
the question “Where
did the mouse go?”
Student answers the
question “What does
a plant need to
grow?” after an oral
presentation of
“Magic School Bus
Gets Planted.”
Secondary
During an oral
presentation of a
shortened version of
the novel “Holes,”
student gazes at
teacher reading the
word “dig“paired with
a picture (after
hearing the word
repeated several
times).
Student places a
picture of the word
“dig” next to a picture
of someone digging
a hole (after hearing
the word repeated
several times).
Student points to a
picture of someone
digging a hole from a
choice of three
pictures (after
hearing the word
repeated several
times)
Student points to a
picture of Stanley
teaching Zero to read
after being asked,
“How did Stanley
help Zero?”
After being asked
direct questions,
student discusses
why friendships are
important.
LISTENING
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
L 7.
The student:
Identifying
Important Details
may or may not
attend to information
about a character in
an orally presented
simple story with
picture support
matches a picture of
a character in an
orally presented
simple story to an
identical picture
identifies a character
from an orally
presented simple
story
identifies a detail
about a character
from an orally
presented simple
story
identifies details
about a character
from an orally
presented detailed
story
Elementary
Student does not
look at teacher when
teacher discusses
character traits from
“The Three Little
Pigs.”
Student matches a
picture of the Big
Bad Wolf from a
choice of pictures
after teacher orally
presents the story of
“The Three Little
Pigs.”
Student points to a
picture of the Big
Bad Wolf from a
choice of pictures
after teacher orally
presents the story of
“The Three Little
Pigs.”
Student holds up a
picture of the third
little pig once the
story has been orally
presented and when
prompted by the
teacher.
Student identifies
details by answering
questions after
listening to the story
“Ferdinand.”
Secondary
During a read-aloud
of a simplified
version of the myth
“King Midas,” student
may turn toward
teacher discussing
characteristics of
King Midas paired
with pictures
portraying King
Midas.
Student places a
picture of the
character King Midas
next to an identical
picture of King Midas
from the book.
Student points to the
picture of King Midas
when presented
three choices.
Student points to the
words “loved gold”
from three choices
(read aloud to the
student) when
prompted by the
teacher.
Student points to
details describing
King Midas (read by
the teacher) from
several choices.
L8.
The student:
Following
Directions
may or may not
attend to one-word
directions with
picture support
follows one-word
directions with
picture support
follows one-word
directions
follows familiar
multi-word single-
step directions
follows multi-step
directions
Elementary
Student does not
stand when given the
one-word direction
“stand.”
Student stands when
given the direction
“stand” with picture
support.
Student stands when
given the one-word
direction “stand.”
Student follows the
directions “stand up,”
sit down,” and “raise
your hand.”
Student follows the
directions “stand up,
walk to the door, and
wait quietly.”
Secondary
Student does not
walk when given the
one-word direction
“walk.”
Student walks when
given the direction
“walk” with picture
support.
Student walks when
given the one-word
direction “walk.”
Student follows the
directions “walk to
door,” “walk to the
restroom,” and “wash
your hands.”
Student follows the
directions “stand up,
walk to the restroom,
and wash your
hands.”
LISTENING
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
L9.
The student:
Retelling
may or may not
attend to a “first/
then” statement with
picture support
chooses the correct
picture when orally
presented with a
“first/then” statement
sequences pictures
of events of an orally
presented simple
story
sequences the
events of an orally
presented simple
story
identifies the main
points found in an
orally presented
detailed story
Elementary
During a read-aloud
of “The Very Hungry
Caterpillar,” student
gazes at the pictures
showing the
caterpillar first eating
the apple and then
the pears, as teacher
reads that the
caterpillar first ate an
apple and then ate
two pears.
Student reaches for
the picture of an
apple after hearing
teacher read aloud,
“First the caterpillar
ate an apple, then he
ate two pears,“ and
asks, “What did the
caterpillar eat first?”
Student puts pictures
in order from the
story “The Very
Hungry Caterpillar.”
Student sequences
word/picture cards
representing the
events from the story
“The Very Hungry
Caterpillar.”
Student identifies the
main points after
listening to the story
“The Cat in the Hat.”
Secondary
During a read-aloud
of a simplified
version of “The
Watsons Go to
Birmingham – 1963,”
student looks toward
teacher while teacher
reads that Byron
kisses a mirror and
then his lips get
stuck.
Student points to the
picture of Byron’s lips
sticking to the mirror
after teacher asks,
“First Byron kisses
the mirror, then what
happens?”
Student places
pictures of Byron
kissing the mirror,
Byron with his lips
stuck to the mirror,
and Dad pulling him
off the mirror in
sequential order.
Student places
teacher-made cards
with the phrases
“Byron kisses the
mirror,” “Byron gets
his lips stuck to the
mirror,” and “Dad
pulls him off the
mirror” in the correct
order.
Student identifies the
main points after
listening to the story
“The Watsons Go to
Birmingham – 1963.”
LISTENING
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
L10.
The student:
Responding to Questions
may or may not
attend to an orally
presented simple
question that is
paired with picture
support
attempts to respond
to an orally
presented simple
question that is
paired with picture
support
responds to an
orally presented
simple question that
includes only
familiar, high-
frequency
vocabulary and is
paired with picture
support
responds to an
orally presented
question that
includes only
high-frequency
vocabulary and is
on a familiar topic
responds to an
orally presented
detailed question
that includes
recently learned
vocabulary on a
familiar or unfamiliar
topic
Elementary
Student gazes at the
pencil when asked,
“Where is the
pencil?”
Student points to a
picture when asked,
“Which one is blue?”
Student grabs a
word/picture card of
a pencil when asked,
“What do you use to
write your name?”
Student selects the
correct mode of
transportation when
asked, “How do you
get to school?”
Student verbally
responds to the
questions, “What
time do you wake
up,” “What time do
you get to school,”
and “What time do
you eat lunch?”
Secondary
Student looks at the
speaker when asked,
“What is your name?”
When asked, “What
city do you live in?“
and presented with a
picture representing
his/her city, student
gives a partial
answer. (Ex:
“Antonio” for “San
Antonio.”)
When asked, “What
city do you live in?”
and presented with a
picture representing
his/her city, student
verbalizes a correct
response.
When asked, “What
state do you live in?”
student grabs a
representation of the
state of Texas when
given three choices.
Student verbally
answers when
asked, “What city,
state and country do
you live in?”
Information should be presented orally with the exception of students who receive their input through sign language.
10
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
SPEAKING
S1.
The student:
Retelling
Stories
may or may not
attend to a teacher
model retelling
simple picture stories
imitates the retelling
of simple picture
stories by repeating
words spoken by the
teacher or group
retells simple stories
with pictures using a
few concrete,
high-frequency
words
provides a basic
retelling of simple
stories with pictures
using a small number
of combined words
provides details (e.g.,
people, places,
actions) when
retelling simple
stories with or
without pictures
Elementary
Teacher retells “The
Three Little Pigs”
story. Student does
not turn his head
toward the teacher.
Teacher retells “The
Three Little Pigs”
story. Student
approximates the
words “pig” and
“wolf.”
Student uses
pictures from “The
Three Little Pigs” to
communicate “pigs,”
“houses,” “wolf,” and
“fall.”
Student
independently
produces “pigs build
house” using a
communication
device when retelling
the story “The Three
Little Pigs.”
Student
independently signs
“the wolf,” “huff,”
“puff,” “straw house,”
and “blow down”
when retelling the
story using pictures.
Secondary
Student keeps eye
gaze on “Life Cycle
of Butterfly” book.
Student uses
gestures for “egg”
and “butterfly” as the
teacher retells the life
cycle progression of
a butterfly.
Student
independently points
to the key words
“pupa,” “larvae,” and
“butterfly” to retell
the life cycle of a
butterfly.
Student
independently signs
“lay an egg,”
“caterpillar eats,” and
”turns into butterfly”
to retell the life cycle
of a butterfly.
Student uses a
graphic organizer
with transitional
words as prompts to
retell the life cycle of
a butterfly.
S2.
The student:
Classroom
Communication
may or may not
attend to a teacher
naming common
classroom items
imitates naming
common classroom
items
uses single words to
name common
classroom items
combines a small
number of words to
talk about classroom
items
uses details to talk
about items in the
classroom
Elementary
Student looks around
the classroom as the
teacher names
“desk” and “door.”
Teacher picks up and
names a pencil.
Student
approximates
“pencil.”
Student
independently names
“chair” and “desk”
when asked to name
items.
Student
independently signs
“my desk” during a
classroom
discussion.
Student
independently
produces “The round
teacher table” and
“little student desk”
using a
communication
device.
Secondary
Student remains
silent during an
introduction to lab
safety materials.
Student tries to
verbalize “goggles”
after the teacher
introduces and
names the safety
items.
Student
independently signs
“tray” and “gloves” to
name safety items.
Student
independently says
“use first-aid kit” to
communicate
knowledge of lab
safety.
Student
independently uses a
communication
device to produce
“Goggles protect
your eyes. Gloves
keep your hands
safe.”
SPEAKING
11
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
S3.
The student:
Discussing with
a Group
may or may not
attend to group
discussions
imitates or attempts
to imitate words
heard in group
discussions
shares information in
group discussions
using a few high-
frequency, high-need
vocabulary words
shares information in
group settings using
a small number of
combined words
shares detailed
information in group
settings
Elementary
Student changes
facial expression
during a group
weather activity.
Student uses
gestures for “hot”
and “cold” after
teacher initiates the
words during a group
weather activity.
Student
independently points
to the words “hot”
and “sun” to describe
the weather during a
group weather
activity.
Student
independently uses a
communication
device to produce
“hot day” to describe
the weather during a
group weather
activity.
Student
independently
speaks the words “It
is hot and sunny
outside today” during
a group weather
activity.
Secondary
Student remains
silent during a group
discussion about the
surface of Mars.
Student imitates the
word “red” after
another student says
“red” during a group
discussion about the
surface of Mars.
Student
independently says
“red” and “Mars”
during a group
discussion about the
surface of Mars.
Student
independently says
“red dust there” to
describe the surface
of Mars during a
group discussion.
Student
independently uses a
communication
device to produce
the words “Mars is
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
attend to a teacher
model asking
single-word
questions (e.g.,
What?, Where?)
imitates asking
single-word
questions after a
teacher model
asks simple social
questions using a
few high-frequency
words
asks original social
and academic
questions using a
small number of
combined words
asks original,
detailed academic
questions using
content-based
vocabulary
Elementary
Student
demonstrates little
facial expression
while teacher
introduces single-
word questions with
the answer, such as
“Where?”
Student tries to
imitate the word
“where” when the
teacher asks “Where
do you live?”
Student
independently
pushes the button to
activate “How are
you?” using a
communication
device during the
morning meeting.
Student
independently signs
“What are you
eating?” during
lunch.
Student
independently asks
for a friend’s opinion
of a book during
reading time.
Secondary
Student makes a
vocalization to the
teacher asking
“What?”
Teacher asks a
question during a
literacy lesson.
Student repeats the
question word.
Student
independently signs
“football game” to
indicate “Are you
going to the football
game after school?”
to a friend.
Student
independently signs
“Are you going?”
when talking about
the football game.
Student
independently
vocalizes “When was
the Declaration of
Independence
written?” during
American History
class.
SPEAKING
12
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
S5.
The student:
Giving
Information
may or may not
attend to a teacher
model sharing
personal experiences
imitates sharing
personal experiences
after a teacher model
shares personal
experiences using a
few high-frequency,
high-need
vocabulary words
shares personal
experiences using a
small number of
combined words
shares detailed
personal experiences
Elementary
Student
demonstrates no
change in facial
expression when
talking about
birthdays.
Teacher tells the
class about a special
birthday cake.
Student imitates
“cake” when asked to
share a birthday
experience.
Student
independently says
“cake,” “presents,”
and “balloons” when
asked to share a
birthday experience.
Student says
“birthday cake good”
when asked to share
a birthday
experience.
Student
independently says “I
got a new game for
my birthday.”
Secondary
Student does not eye
gaze when teacher
points to “Austin,
Texas” on a map
during a geography
lesson.
Student mimics the
sign for “Austin”
when the teacher
signs “We live in
Austin.”
Student
independently
presses buttons on a
communication
device to share the
street and town
where he lives.
Student
independently
verbalizes “live in
Lubbock” when
asked where he
lives.
Student signs “I live
in Austin, Texas, with
my family.”
S6.
The student:
Expressing
Opinions
may or may not
attend to a teacher
model expressing a
single-word opinion
(e.g., “good,” “fun”)
imitates expressing a
single-word opinion
after a teacher model
indicates an opinion
between two given
options using a few
words
conveys an original
opinion using a small
number of combined
words
provides a detailed
social or academic
opinion
Elementary
Student smiles when
teacher is discussing
a field trip to the zoo
“being fun.”
Student activates a
switch for “fun” after
the teacher
expresses that the
“field trip will be fun.”
Teacher asks the
student if the field trip
will be fun or not fun.
The student
responds “It’s fun.”
Student
independently signs
“bus will be fun” in
response to a
question about
whether the field trip
will be fun.
Student
independently
vocalizes “I think that
the field trip will be
fun.”
Secondary
Student makes a
vocalization when
the teacher says
“Good citizens vote.”
Student repeats
“good” when the
teacher says “Voting
is a civic
responsibility. It is
good to vote.”
Student
independently signs
that he will vote for a
particular candidate
for student council
when given the two
choices.
Student
independently uses a
communication
device to produce
“good citizen votes.”
Student
independently says “I
voted. I am a good
citizen.”
SPEAKING
13
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S 7.
The student:
Expressing
Feelings
may or may not
attend to a teacher
model expressing
feelings
imitates expressing
single-word feelings
after a teacher model
expresses feelings
using high-frequency
words (e.g., “sad,”
“mad”)
expresses feelings
using a small number
of combined words
(e.g., “feel happy
now”)
expresses feelings in
detailed phrases or
sentences
Elementary
Student smiles when
teacher says “I feel
happy today.”
Student
approximates
“happy” after teacher
says “I feel happy
today.”
Student makes a
gesture for “happy”
when the teacher
asks “How do you
feel?”
Student
independently
produces “feel sad
now” on his
communication
device after his friend
moved.
Student
independently
verbalizes “I feel sad
because my fish
died” in response to
a moment of silence.
Secondary
Student turns his
head when teacher
says “I am afraid of
storms.”
Student makes a
gesture for “afraid”
when teacher signs “I
am afraid of storms.”
Student
independently
produces “afraid”
using his
communication
device when
participating in a
classroom
discussion about
storms.
Student
independently signs
“feel angry.”
Student
independently says “I
am angry because I
cannot go outside.”
S8.
The student:
Describing
Objects
may or may not
attend to a teacher
describing familiar
objects
imitates using single
words when
describing familiar
objects
uses a few high-
frequency words to
describe familiar
objects
combines a small
number of words to
describe familiar
objects
produces a detailed
description of familiar
objects
Elementary
Student does not
look at the model of
the circle during a
lesson on shapes.
Student
approximates “circle”
when the teacher
holds up a model of
a circle.
Student
independently signs
“round” and “circle”
to describe a clock
face.
Student
independently says
“like a circle” to
describe a clock
face.
Student
independently
produces “The clock
is round. It is a
circle.”
Secondary
Student vocalizes
when the teacher
holds up a box of
crackers and
describes the box.
Student repeats the
word “corner” when
the teacher says that
the box has 8
corners.
Student makes a
sign for “box” and
“open” to describe
the box of crackers.
Student
independently
generates “open box
of crackers.”
Student
independently says
“That box of crackers
has 8 corners. One
side can open.”
SPEAKING
14
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S9.
The student:
Explaining
Tasks
may or may not
attend to a teacher
model explaining
routine tasks
imitates explaining
routine tasks after a
teacher model
explains routine
tasks using high-
frequency words
explains routine
tasks using a small
number of newly
learned vocabulary
words
gives detailed
explanations of
routine tasks
Elementary
Student looks at the
teacher, who is
explaining how to
sharpen a pencil.
Student
approximates “sharp”
as the teacher is
modeling how to
sharpen a pencil.
Student
independently
produces the words
“pencil” and
“sharpen” when the
teacher asks what to
do when the pencil
lead breaks.
Student
independently says
“make pencil point.”
Student
independently says
“First I put my pencil
in the pencil
sharpener. It makes
a noise. I pull the
pencil out to check
it.”
Secondary
Student eye gazes at
the teacher as she
explains how to
transition to
breakfast.
Student tries to say
“note” as the teacher
checks his backpack
asking for notes from
home.
Student
independently
produces “money”
and “buy” when
entering the
classroom, indicating
that he wants to buy
a school T-shirt.
Student
independently says
“time lunch” after
morning work.
Student
independently says
“It’s time to go home
on the bus. I need
my backpack” at the
end of the day.
SPEAKING
15
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
S10.
The student:
Reacting to Media (print,
electronic, audio, visual)
may or may not
attend to media
presentations
imitates single words
heard in media
presentations
responds to media
presentations using a
few high-frequency
words
provides a simple
original response to
media presentations
provides a detailed
response to media
presentations
Elementary
Student looks at the
screen when
morning
announcements
begin.
Student repeats
“good morning” after
hearing the greeting
while watching the
morning
announcements.
Student
independently says
“pledge” when the
morning
announcements
start.
Student
independently signs
“do the pledge” while
watching the morning
announcements.
Student
independently
produces “I say the
pledge. I listen to the
announcements.”
Secondary
Student stares at the
monitor during a
virtual field trip to the
art museum.
Student imitates a
greeting from the
presenter to the
class during a virtual
field trip.
Student
independently
produces “pretty” in
response to seeing a
painting during the
virtual field trip.
Student
independently signs
“go there” during a
virtual field trip.
Student
independently says “I
like looking at
paintings. My favorite
was the one of the
flowers” after going
on a virtual field trip.
16
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
READING
R1.
The student:
Understanding Letter-
Sound Relationships
may or may not
attend to a teacher
modeling matching
letter/sound
combinations to the
same letter/sound
combinations
matches familiar
letter/sound
combinations to the
same letter/sound
combinations
pairs the initial sound
of words with
pictures of objects
that have the same
initial sound
pairs the sound
made by consonant
blends (e.g., bl, br,
sm) with pictures of
words containing that
blend
pairs the sound
made by digraphs
(e.g., wh, sh, ch) with
pictures of words
containing that
digraph
Elementary
Student shows no
response when
teacher matches the
letter “C” to the word/
picture card “cat.”
After teacher
modeling, student
selects two cards
that begin with the
same letter.
Teacher shows
student a ball and
asks, “What sound
does this start with?”
Student indicates the
sound for “b.”
Teacher shows
student word/picture
cards for “green” and
“grape.” Teacher
asks what sound the
words on the card
make. Student
indicates “gr.”
Teacher shows
student word/picture
cards for” “shop” and
“shoe.” Teacher asks
what sound the
words on the card
make. Student
indicates “sh.”
Secondary
Student attends to
the teacher matching
the letter “B” to the
word “broccoli” on a
shopping list.
Given an item on the
shopping list, student
locates other items
on the list beginning
with the same sound.
Provided with a
picture or object from
a shopping list,
student produces the
initial letter sound.
Provided with a
shopping list picture
or object beginning
with a consonant
blend, student
produces the initial
consonant blend
sound.
Provided with a
shopping list picture
or object beginning
with a digraph,
student produces the
initial digraph sound.
R2.
The student:
Decoding
may or may not
attend to familiar
word/picture
combinations
matches familiar
word/picture
combinations to
identical word/picture
combinations
selects requested
high-frequency
words from a group
of words
decodes words or
phrases consisting of
a few simple high-
frequency words
decodes longer
phrases or
sentences with some
unfamiliar words
Elementary
Teacher reads a
familiar story to
student and points to
the word and picture
of “cat” and says
“cat.” Student then
touches teacher and
smiles.
Student matches a
word/picture
combination of “cat”
to an identical word/
picture combination
of “cat.”
Teacher asks student
to find the word “cat.”
Student locates the
word “cat” from a
group of words.
Student reads the
phrase “fast black
cat” independently.
Student reads the
sentence, “The cat
jumps on the sofa.”
Secondary
Teacher reads a
word/ picture
combination of a
familiar staff member
“Mr. Smith” and says
“Mr. Smith.” The
student touches the
picture.
Student matches a
word/picture
combination of “Mr.
Smith” to an identical
word/picture
combination of “Mr.
Smith.”
Teacher asks student
to find the words “Mr.
Smith.” Student
locates the words
“Mr. Smith” from a
group of other
familiar staff
members’ names.
Student reads the
words “Mr. Smith”
and “bus” from the
sentence “Mr. Smith
drives the bus.”
Student reads the
sentence, “Mr. Smith
drives the bus for our
field trip.”
READING
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R3.
The student:
Developing Sight
Vocabulary
may or may not
attend to sight word/
picture combinations
matches sight word/
picture combinations
with identical sight
word/picture
combinations
selects sight words
from a group of
words
reads short phrases
that include simple
sight vocabulary
reads longer phrases
or sentences that
include more
content-specific sight
vocabulary
Elementary
Teacher presents a
word/picture
combination of
“tiger.” Student walks
away.
Teacher reads a
book to student with
the word “tiger” in it.
Teacher then
presents a word/
picture combination
of “tiger” to student.
Student matches the
word/ picture
combination of “tiger”
to an identical word/
picture combination
of “tiger.”
Teacher presents the
word cards “tiger,”
“dog,” and “bird” and
asks student to find
the “tiger.” Student
locates “tiger.”
Student reads the
phrase, “big orange
tiger” from the
sentence “The big
orange tiger has
black stripes.”
Student reads the
sentence, “Tigers
hunt for food at
night.”
Secondary
Teacher presents a
word/picture
combination of
“water.” Student
walks away.
Teacher reads a
book about animals
that live in the water.
Teacher then
presents a word/
picture combination
of “water” to student.
Student matches the
word/picture
combination of
“water” to an
identical word/picture
combination of
“water.”
Students play
vocabulary bingo
about animals that
live in the water.
Teacher displays the
vocabulary card
“shark” and students
locate and mark the
appropriate words
found on their cards.
Student reads the
phrase, “sharks eat
“and “fish” from the
sentence “Sharks eat
many different kinds
of fish.”
Student reads the
phrase “water moves
over the gills” from
the sentence “Sharks
breathe when oxygen
is absorbed as water
moves over the gills.”
READING
18
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
R4.
The student:
Understanding
Environmental Print
may or may not
attend to printed
word/picture
combinations
frequently found in
the environment
matches printed
word/picture
combinations
frequently found in
the environment to
identical word/picture
combinations
selects requested
printed words that
pair with pictures
frequently found in
the environment
reads a word or
words frequently
found in the
environment
reads academic
words frequently
found in the
instructional
environment
Elementary
Student turns away
when presented with
a picture of food
items labeled “fruit”
on a classroom
poster about healthy
food.
Student selects a
word/picture
combination titled
“fruit” from a group of
word/picture
combinations when
presented with an
identical titled picture
of “fruit.”
Teacher presents
student with a picture
of fruit. Student
selects the printed
word “fruit” from a
group of other simple
printed words.
Student reads the
printed words “fruits”
and “vegetables” on
a classroom poster
about healthy food.
Student selects the
printed word for
“healthy” and
“balanced diet” from
a classroom poster
about healthy food.
Secondary
Student looks at the
printed word for
“computer” when
shown a picture of a
computer.
Student selects the
picture titled
“computer” from a
group of word/picture
combinations when
presented with an
identical titled picture
of a computer.
Student selects the
printed word
“computer” from a
group of other simple
printed words when
presented with a
picture of a
computer.
Student reads the
words “computer,”
“mouse,” and
“keyboard” from
labels around the
computer lab.
Student reads the
printed words
“technology” and
“software” from the
word wall in the
classroom.
READING
19
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
R5.
The student:
Using Visual and
Textual Supports
may or may not
attend to word/
picture combinations
of content-based
vocabulary words in
texts
matches word/picture
combinations that
represent content-
based vocabulary
words to similar
pictures found in
texts read aloud
selects content-
based vocabulary
words found in
related visuals in
texts read aloud
(e.g., plant diagram
with parts labeled)
identifies missing
words from groups of
content-based
vocabulary words to
complete cloze
sentences
completes cloze
sentences with
recently learned
content-based
vocabulary words
Elementary
Teacher reads a text
about nutrition to
student and points to
a labeled picture of
vegetables. Student
smiles.
Teacher reads a text
about nutrition to the
student. Teacher
points to a labeled
picture of a carrot.
Student matches the
labeled picture with a
similar word/picture
combination of a
carrot.
Teacher shows a
visual representing a
carrot growing in the
ground with the
stem, soil, and
leaves labeled and
reads the labels.
Teacher says “point
to the word leaves.”
Student points to the
word “leaves” in the
diagram.
Student is given the
printed sentence
“Carrots have __,
stems, and __.”
Student selects
“leaves” and “roots”
from a word bank to
complete the
sentence.
Student is given the
printed sentence,
“Carrots are __ that
are good for your
__.” Student
independently
completes the
sentence using
recently learned
content-based
vocabulary by adding
“vegetables” and
“eyes.”
Secondary
Teacher reads a text
about going to the
bank and points to a
labeled picture of
coins. Student looks
away.
Teacher reads a text
about going to the
bank. Teacher points
to a labeled picture
of a penny. Student
matches the labeled
picture of a penny to
a similar word/picture
combination of a
penny.
Teacher shows a
visual representing
different labeled
coins and reads the
labels. Teacher says
“point to the word
penny.” Student
points to the word
“penny” in the visual.
Student fills in
sentences like: a __
is worth one cent, a
__ is worth five
cents, a __ is worth
ten cents, and a __
is worth twenty-five
cents from a word
bank to complete the
sentence.
Student is given the
printed sentence,
“You should __ your
money in a __ and
not spend it all.”
Student
independently
completes the
sentence using
recently learned
content-based
vocabulary by adding
“save” and “bank.”
READING
20
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
R6.
The student:
Participating in
Shared Reading
may or may not
attend to a teacher
reading predictable
texts
participates with the
teacher reading
predictable texts
supplies missing
single words in
predictable texts
supplies missing
phrases in
predictable texts
reads predictable
texts with a peer
Elementary
Teacher reads “The
Very Hungry
Caterpillar” to the
student. Student
looks at his hand and
smiles.
Student echo words
from a predictable
text in multiple choral
reads of the text.
Teacher pauses
during read aloud
and student supplies
the name of the food
on each page.
Teacher rereads
“The Very Hungry
Caterpillar” to
student and pauses
throughout the book
allowing student to
say the repeated
predictable missing
phrases.
Teacher provides
students with book
“The Very Hungry
Caterpillar” and
allows student to
partner read each
page individually with
teacher support
when needed.
Secondary
Student listens to a
story about football
that frequently
repeats words and
phrases. Student
reaches for the book.
Student follows with
his finger a story
about football that
frequently repeats
words and phrases
during multiple choral
reads of the text.
Teacher pauses
during read aloud of
a story about football
that frequently
repeats words and
phrases. Student
says “football” and
“touchdown” as
appropriate for the
story.
Teacher rereads a
story about football
that frequently
repeats words and
phrase and pauses
throughout the book
allowing student to
say the repeated
predictable missing
phrases.
Teacher provides
students with a story
about football that
frequently repeats
words and phrases
and allows student to
partner read each
page individually with
teacher support
when needed.
READING
21
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
R 7.
The student:
Understanding Ideas/Details
in Graphic Sources
may or may not
attend to graphic
sources (pictures,
maps, charts,
diagrams, etc.)
matches graphic
sources with
identical graphic
sources
selects high-
frequency printed
words that provide
ideas or details from
graphic sources
when asked
identifies short
phrases that provide
ideas or details from
graphic sources
identifies a few
sentences that
describe ideas or
details from graphic
sources used during
content-based
instruction
Elementary
Student is presented
with a recipe with
icons for each step in
the cooking activity.
Student visually
explores the recipe
when directed.
After viewing a step
in the recipe, the
student matches a
photograph of eggs
to an icon of eggs in
the recipe.
Student selects from
the printed words
“add,” “bake,” or
“mix” to indicate the
next action needed
to complete the
recipe.
Student reads the
verb phrase from the
recipe for the next
action needed to
complete the recipe.
(Example: pour the
milk, stir the mix, roll
the dough.)
Student identifies the
sentences in the
recipe that tell about
units of
measurement.
Secondary
Teacher presents a
map of Texas with
landforms. Student
continues to look at
other students and
smiles.
Teacher presents
picture cards of
different landforms.
Teacher shows a
mountain to the
student and ask the
student to find
another mountain.
Student finds another
mountain from a
group of picture
cards.
During group
discussion, teacher
asks student to
describe the
mountain. Student
selects the words
“tall” and “pointy.”
Student reads the
phrases “Hill
Country” and “Gulf
Coast” from a map of
Texas.
Teacher presents
student with a short
text and a map about
the landforms in
Texas. Student uses
the map and
sentences from the
text in order to
describe Coastal
Plains.
READING
22
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
R8.
The student:
Identifying the Main
Idea/Details
may or may not
attend to word/
picture combinations
that represent the
main idea of texts
matches word/picture
combinations that
represent the main
idea of texts with
identical word/picture
combinations
selects word/picture
combinations that
represent details
(e.g., who, what,
when, where) from
texts
identifies the details
of simple short texts
identifies the main
idea of texts that
consist of longer and
less familiar words,
phrases, or
sentences
Elementary
Teacher presents an
adapted version of
the book “Cloudy
with a Chance of
Meatballs.” Teacher
shows pre-made
word/picture cards of
the important
illustrations from the
book. Student pays
close attention to
teacher.
Teacher presents a
labeled picture of the
main character.
Teacher asks student
to find the same
character from a
group of characters.
Student points to a
matching labeled
picture card.
Teacher asks, “Who
is the main character
in the story?”
Teacher shows
student three labeled
picture cards to
student. Student
chooses the main
character.
Student reads a
short section of the
book. Teacher asks,
“What color was the
tomato tornado?”
Student says “red.”
Student reads
several pages of the
book. Teacher asks,
“Why did Flint
Lockwood make his
invention?” Student
responds with
reasons found within
the story.
Secondary
Teacher presents an
adapted graphic
novel about a super
hero. Teacher shows
pre-made word/
picture cards of the
important illustrations
from the novel.
Student pays close
attention to teacher.
Teacher presents a
labeled picture of the
main character.
Teacher asks student
to find the same
character from a
group of characters.
Student points to a
matching labeled
picture card.
Teacher asks,
“Where did the story
mostly take place?”
Teacher shows
student three labeled
picture cards.
Student chooses
“city.”
Student reads a
short section of the
graphic novel.
Teacher asks “What
are the hero’s
superpowers?”
Student says “fly”
and “x-ray vision.”
Student reads
several pages of the
graphic novel.
Teacher asks, “How
did the super hero
save the city?”
Student responds
with ideas found
within the story.
READING
23
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
R9.
The student:
Making Predictions
may or may not
attend to word/
picture combinations
that predict the next
event in a series of
pictures
matches word/picture
combinations to
identical word/
picture combinations
that represent
predictions in short
texts read aloud
selects single words
to predict the next
event in short texts
read aloud
identifies simple
phrases that predict
the next event in a
series of pictures
with short captions
identifies sentences
that predict the next
event in short texts
read aloud
Elementary
Teacher presents “If
you Give a Mouse a
Cookie” to student.
Teacher shows
pre-made word/
picture cards with the
sequence of events
from the story.
Student claps and
pays close attention
to teacher.
Teacher pauses
while reading and
models making a
prediction by
choosing a word/
picture card
representing what
will happen. Student
chooses the word/
picture combination
that matches the
prediction.
Teacher pauses
while reading and
asks, “What do you
think the mouse will
ask for next?”
Student selects the
word “milk” from a
group of words.
Student reads an
adapted text of “If
You Give a Mouse a
Cookie.” Teacher
presents word/
picture cards with
short phrases such
as, “ask for cookie,”
“ask for milk,” and
“ask for straw.”
Student chooses the
phrase that predicts
the next event.
Student reads
adapted text.
Teacher presents
three sentences
describing what the
mouse might request
next. Student
chooses the
sentence that
predicts what will
happen next in the
story.
Secondary
Teacher reads a
simple social story
about making a new
friend. Student
follows along by
viewing the word/
picture cards
associated with the
story.
Teacher pauses
while reading and
models making a
prediction by
choosing a word/
picture card
representing what
will happen. Student
chooses the word/
picture combination
that matches the
prediction.
Teacher pauses
while reading and
asks, “What do you
think should happen
next?” The student
selects the word
“handshake” from a
group of words.
Student reads a
section of a simple
social story. Teacher
presents word/
picture cards with
short phrases such
as, “take turns
talking,” “ask
questions,” and “face
the person.” Student
chooses the phrase
that predicts the next
event.
Student reads a
section of a simple
social story about
friends being
together. Teacher
presents three
sentences describing
what could happen
next. Student
chooses the
sentence to predict
what will happen
next in the story.
READING
24
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
R10.
The student:
Making Connections
between Ideas
may or may not
attend to a teacher
sharing personal
connections to word/
picture combinations
matches pictures to
similar pictures
representing ideas
shared from texts
read aloud
indicates which
pictures identify
shared ideas
between two texts
read aloud
identifies shared
ideas after reading
two simple short
texts
identifies shared
ideas after reading
two more detailed
texts
Elementary
Teacher reads aloud
an excerpt of “First
Day Jitters.” Teacher
shares that he/she
sometimes gets
nervous on the first
day of school.
Student looks at and
plays with a marker.
Teacher shows
picture of the book
character being
nervous for school
and points to several
emotion cards on the
table. Teacher asks,
“What other
character looks
nervous?” Student
points to emotion
card for nervous.
Teacher reads and
presents illustrations
from “First Day of
Kindergarten” and
“First Day Jitters,”
along with emotion
picture cards.
Teacher asks student
to select the emotion
shown in both books.
Student picks the
“nervous” card.
After student reads
short adapted
versions of “First
Day of Kindergarten”
and “First Day
Jitters,” teacher asks,
“How did the
characters feel at the
end?” Student
responds with
“happy.”
After student reads
short adapted
versions of “First day
of Kindergarten” and
“First Day Jitters,”
two students discuss
through “think-pair-
share” how they
might feel on the first
day of school.
Secondary
During a reading of
an informational text
about chores,
teacher presents a
picture card of a
messy room.
Teacher shares that
a messy room makes
it difficult to find
things. Student nods.
Student is presented
with a set of picture
cards representing
chores. Student
locates picture card
of the chore being
read about in the
text.
After the teacher
reads a pair of texts
about chores,
student selects cards
representing chores
presented in both
texts.
After the student
reads two short texts
about chores, the
student tells which
chores appeared in
both texts.
After the student
reads two texts about
chores, student
describes which of
the chores from the
two texts he/she
does at home.
25
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
WRITING
W1.
The student:
Representing Sounds
with Letters
may or may not
attend to routine
writing activities that
involve letter/sound
relationships
attempts to write the
initial letter sound for
pictures
writes initial and final
letters for one-
syllable words with
picture prompts
writes a few familiar,
one-syllable words
with correct letter/
sound
correspondence (i.e.,
initial, medial, final)
writes simple,
familiar phrases with
correct letter/sound
correspondence
Elementary
Student does not
attend to teacher
writing the letter of
the day.
Teacher holds up a
card with a picture of
a cat. Student
attempts to write the
letter “c.”
Student writes the
letters “c” and “t”
when shown a
picture of a cat and
asked to write the
word.
Student writes the
words “hat,” “can,”
and “dog” during a
spelling activity.
Student writes the
phrase “Dog and
cat.”
Secondary
Student watches
teacher writing first
letter of the word
“den.”
Student writes the
letter “b” in an
attempt to write the
first letter of the word
“den.”
Teacher says “den”
and shows student a
picture of a fox’s den.
Student inserts
letters “d” and “n” on
white board with
“__e__.”
Student writes “fox,”
“den,” “eat,” and
“food” after a science
unit about animals
and their habitats.
Student writes the
phrase “Lives in den
and eat bird” after a
science unit about
animals and their
habitats.
W2.
The student:
Using New
Vocabulary
may or may not
attend to writing
activities that use
new vocabulary from
content-based
instruction
attempts to write
letters that represent
recently learned
vocabulary from
content-based
instruction
writes letters or
single words that
represent recently
learned vocabulary
from content-based
instruction
writes original
messages that
incorporate a few
recently learned
vocabulary words
from content-based
instruction
writes original
detailed sentences
using recently
learned vocabulary
from content-based
instruction
Elementary
Student vocalizes
while teacher writes
the word “energy” on
the board.
Student tries to write
the letter “e” to
represent the word
“energy.”
Student writes
“enrgy” to represent
the word “energy.”
Student writes “Sun
givs enrgy.” to
describe a source of
energy.
Student writes “The
sun gives lite energy
to peple.” to describe
a source of energy
on which people rely.
Secondary
Student watches
other students writing
the word
“government” in their
notebooks.
Student writes “g” to
represent the word
“government.”
Student writes
“gvnmtt” to represent
the word
“government.”
Student writes
“goverenmet help us”
to describe a function
of government.
Student writes “The
goverenmet help
people falo rules.” to
describe a function
of government.
WRITING
26
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
W3.
The student:
Spelling
may or may not
attend to writing
activities that involve
the spelling of
familiar words
attempts to copy
familiar English
words using symbols
or letters
attempts to
independently spell
highly familiar words
spells a small
number of familiar
words with some
accuracy
spells a large
number of familiar
and unfamiliar words
with consistent
accuracy
Elementary
Student will eye gaze
at teacher writing his/
her name below a
picture of the
student.
Student attempts to
arrange the magnetic
letters of his/her
name in order, when
looking at a card with
his/her name printed
on it.
Student writes “Lesa
Mare” when
attempting to spell
her name “Lisa-
Marie”
Student labels one of
his drawings about
what he likes to do
after school with the
words “frend,”
“hows,” “play,” and
“ball.”
Student writes in her
journal in response
to a prompt about
what she did that
weekend by writing,
“I went to store with
my family.”
Secondary
Student will attend to
teacher writing the
word “art” on the
daily schedule.
Student attempts to
copy the printed
word “art” on the
schedule by typing
“tar.”
Student types “pensl”
when attempting to
type the word
“pencil.”
Student lists her
favorite activities in
art class by writing
“draw,” “pant,” “color,”
and “glu.”
Student describes an
activity in art class by
writing “I make a
model of my dog with
clay.”
W4.
The student:
Spelling Patterns
and Rules
may or may not
attend to word/
picture combinations
in word families
matches word/picture
combinations from
word families with
other word/picture
combinations from
the same word
families
sorts words into
common word
families
generates the onset
(initial sound) when
given the rime (word
chunk) of words that
belong in a word
family (e.g.,
_
at,
_
an)
consistently applies
the spelling rule for
a word family (e.g.,
replaces ch with tr to
change “chain” to
“train”)
Elementary
Student vocalizes
while teacher shows
and reads the word/
picture combinations
for “cat,” “rat,” and
“hat.”
Student matches the
word/picture
combination of “cat”
to “mat.”
Using a pocket chart,
student sorts word/
picture cards (bat,
pat, sat, pig, fig, dig)
into the correct word
families of “at” and
“ig.”
Student creates
words in the “ig”
word family by
adding a letter card
as the beginning
sound to the ending
“ig” (big, rig, and
wig).
Student identifies
that the words “feat,”
“beat,” “meat,” and
“heat” all end in “eat.”
Secondary
Student looks at the
floor while teacher
shows and reads the
word/picture
combinations for
“light,” “fight,” and
“night.”
Student matches the
word/picture
combination of “light”
to “right.”
Using a T-chart
student sorts word/
picture cards (tight,
sight, bright, snake,
brake, lake) into the
correct word families
of “ight” and “ake.”
Student creates
words in the “ight”
word family by
adding a letter card
as the beginning
sound to the ending
“ight” (fright, height,
might).
Student identifies
that the words “store,
“chore,” “tore,” and
“more” all end in
“ore.”
WRITING
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
W5.
The student:
Writing with Subject-
Verb Agreement
may or may not
attend to writing
activities that include
subject-verb
agreement
matches simple
sentences to the
same simple
sentences with
correct subject-verb
agreement
completes simple
sentences with verbs
so that the sentences
have subject-verb
agreement
identifies subject-
verb agreement
errors in his or her
own writing, but is
unable to edit
correctly
edits his or her own
writing for subject-
verb agreement
Elementary
Student does not pay
attention to a writing
activity where
teacher
demonstrates an
example of subject-
verb agreement.
Student matches the
sentence strip with
the text “The dog
runs.” to an identical
sentence strip with
the text “The dog
runs.”
Student completes a
cloze sentence by
providing the correct
verb tense.
(Example: The boy
are/is playing ball.)
When teacher reads
aloud a student’s
writing, student
indicates that there is
an error in subject-
verb agreement.
Student is unable to
correct the error.
When teacher reads
aloud a student’s
writing, student will
stop teacher when
there is an error in
subject-verb
agreement. Student
will correct the error.
(Example: It should
be “I run at recess.”
not “I runs at
recess.”)
Secondary
Student watches
teacher demonstrate
an example of
subject-verb
agreement on the
board.
Student matches the
sentence “I am
hungry.” to an
identical sentence “I
am hungry.” on a
worksheet.”
Student completes a
cloze sentence by
providing the correct
verb tense.
(Example: The sky
look/looks cloudy
today.)
When student
re-reads her writing,
she will indicate
when there is an
error in subject-verb
agreement. Student
will ask teacher how
to revise it.
When student
re-reads her writing,
she will
independently revise
errors with subject-
verb agreement.
WRITING
28
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
W6.
The student:
Verb Tenses
may or may not
attend to a teacher
using past tense to
talk about events
matches simple
past-tense verbs to
identical simple
past-tense verbs
attempts to write a
few simple, regular
past-tense verbs
after a teacher model
identifies some
simple, regular
past-tense verbs
combined with a few
other words to
communicate past
events
writes simple
past-tense verbs in
phrases or
sentences to
communicate past
events
Elementary
Student tries to get
his friend’s attention
while teacher writes
a sentence using
past tense during the
morning message.
(Example: Yesterday
we baked a cake.)
Student will find the
card with the same
past-tense verb as
the verb in teacher’s
sentence.
(Example: Student
puts the card “baked”
on top of the word
“baked” from
teachers’ sentence.)
After teacher writes
the words “mixed,”
“covered,” and
“baked” on the
board, student
arranges letter cards
to write “mixd,”
“cover,” and “baked.”
Student matches a
picture of each event
to the following
phrases: “mixed the
cake,” “covered the
cake,” and “baked
the cake.”
Student writes “I
liked the cake.” on
the board.
Secondary
Student vocalizes
while teacher writes
a sentence using
past tense during a
science lesson.
(Example: We
planted seeds in a
pot yesterday.)
Student will find the
card with the word
“planted” and place it
on top of the word
“planted” in teacher’s
sentence.
After teacher writes
the words “planted,”
“used,” and
“watered” on the
board, student writes
“plant,” “uze,” and
“waterd” on white
board.
Student matches a
picture of each event
to the following
phrases: “planted the
seeds,” “used the
hose,” and “watered
the dirt.”
Student writes “This
morning I pulled
weeds.” in his
science journal.
WRITING
29
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
W 7.
The student:
Using Negatives
may or may not
attend to writing
activities that include
a sentence with a
negative
sorts sentences with
and without
negatives that have
picture support
completes a familiar
sentence stem that
includes a negative
(e.g., “I do not like”)
writes simple
messages using a
negative
writes original
detailed sentences
that involve a
negative
Elementary
Student vocalizes or
eye gazes when
teacher writes “I do
not like rain.”
Student sorts picture/
sentence cards into
groups of “I like” or “I
do not like” on a
pocket chart.
(Example: Picture/
sentence card with “I
do not like bugs.”
goes under the “I do
not like” part of the
pocket chart.)
Student completes
the sentence stem “I
do not like ___ .” by
writing the word
“snakes.”
Student writes “not
like nap” in his
journal.
Student writes “I do
not like gym class. I
do not like to jump
rope.”
Secondary
Student nods and
gazes when teacher
writes “We don’t run
in the hall.” during a
lesson about class
rules.
Student sorts picture/
sentence cards into
groups of “Do” and
“Don’t” on a graphic
organizer. (Example:
Picture/sentence
cards with “We do
listen.” and “We
don’t yell.”)
Student completes
the sentence stem
“We don’t __ .” by
writing the word “hit.”
Student writes “don’t
lie” on the board
during a lesson
about class rules.
Student writes “In our
class we don’t hurt
others. We are
friends that help
each other.”
WRITING
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
W8.
The student:
Connecting Words
may or may not
attend to a teacher
connecting two ideas
with a conjunction
matches pictures of
two ideas that are
combined with a
conjunction with
identical pictures that
are combined with a
conjunction
uses conjunctions in
writing to combine
two words
uses conjunctions in
writing to combine
two phrases
uses conjunctions in
writing to combine
ideas from two
sentences
Elementary
Student listens as
teacher describes
the lunch menu:
“Today, we are eating
chicken nuggets and
mashed potatoes.”
Student matches a
word/picture card for
“milk” and a word/
picture card for
“cookies” with a
single word/picture
card of “milk and
cookies.”
After being asked
about two things she
likes to eat, student
writes “grapes and
chips.”
After being asked
what he ate for
breakfast, student
writes “ate eggs and
drank milk.”
Student combines
the two sentences: “I
like to eat pizza.” and
“I like to eat chicken
nuggets.” by writing
“I like to eat pizza
and chicken
nuggets.”
Secondary
Student puts head on
desk as teacher
writes about the
weather: ”This
morning, the weather
is sunny but cold.”
Student places a
word/picture card for
“sunny” and a word/
picture card for “cold”
on either side of “but”
in the teacher’s
sentence.
Student writes two
different words to
describe the weather
and connects them
with “but.”
Student describes
the weather by
writing “cold outside
but warm inside.”
Student writes “The
weather is cold
outside but warm
inside.”
W9.
The student:
Narrating
may or may not
attend to writing
activities that narrate
events
attempts to label a
series of pictures that
depict the order of
events
labels a series of
pictures that depict
the order of events
using a few letters or
single words
writes simple original
narratives on
self-chosen topics
consisting of a few
words or phrases
writes original
narratives on
self-chosen topics
with increased length
and detail
Elementary
Student watches
teacher write about a
trip to the beach.
Student incorrectly
labels pictures that
show the steps a girl
took to build a sand
castle.
Student labels three
pictures that show
the steps a girl took
to build a sand castle
(Example: “dg” for
“dig,” “water” for “add
water,” and “pet” for
“pat the sand.”)
Student writes about
a day at the beach
with the phrase “fun
with sand.”
Student writes about
a day at the beach: “I
go to beach with
mom. It is fun and
sunny.”
Secondary
Student ignores the
teacher as the
teacher writes about
his weekend.
Student incorrectly
labels pictures that
show activities that
she did over the
weekend.
Student labels three
pictures that show
activities he did over
the weekend
(Example: “TV,” “cuk”
for “cook,” and “plae”
for “play.”)
Student writes about
his weekend with the
phrase “watch TV
show with mom.”
Student writes about
his weekend: “I
watch TV with mom.
I cooked with mom
and played outside.”
WRITING
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TELPAS Alternate | Observable Behaviors Inventory with Classroom Examples
W10.
The student:
Descriptive
Language
may or may not
attend to writing
activities that use
descriptive language
attempts to write
symbols or letters
that represent
descriptive language
writes single
descriptive words or
letters that represent
descriptive language
writes original
messages
incorporating a few
simple descriptive
vocabulary words
writes original
detailed sentences
incorporating
descriptive
vocabulary
Elementary
Student watches
other students write
descriptions of their
favorite animals.
Student scribbles on
paper in an attempt
to describe a dog.
Student writes “nic”
(nice) to describe a
dog.
Student writes “nic
an bown” (nice and
brown) to describe a
dog.
Student writes “A dog
is happy and fun. A
dog runs fast.”
Secondary
Student watches
other students write
descriptions of
Martin Luther King,
Jr.
Student scribbles on
paper in an attempt
to describe Martin
Luther King, Jr.
Student writes “bav”
(brave) to describe
Martin Luther King,
Jr.
Student writes “was
smart an nic” (was
smart and nice) to
describe Martin
Luther King, Jr.
Student writes “He
was a brave and
smart man. He said
the rite thing even if it
was hard.” to
describe Martin
Luther King, Jr.
