| (iii) decoding words with silent h and words that use
the syllables que-, qui-, gue-, gui-, güe-, and güi-;
(iv) becoming very familiar with the concept of hiatus
and diphthongs and the implications for orthographic accents;
(v) decoding and differentiating meaning of a word
based on a diacritical accent; and
(vi) decoding words with prefixes and suffixes;
(B) demonstrate and apply spelling knowledge by:
(i) spelling palabras agudas and graves (words with
an accent on the last and penultimate syllable);
(ii) spelling palabras esdrújulas (words with
the stress on the antepenultimate syllable) that have an orthographic
accent;
(iii) spelling words with the concept of diphthongs
and hiatus and their implications for orthographic accents;
(iv) using accents on words commonly used in questions
and exclamations;
(v) spelling words based on the diacritical accent
such as se/sé, el/él, and mas/más;
(vi) marking accents appropriately when conjugating
verbs such as in simple and imperfect past, past participle, perfect,
conditional, and future tenses;
(vii) spelling words with silent h and words that use
the syllables que-, qui-, gue-, gui-, güe-, and güi-;
(viii) spelling words that have the same sounds represented
by different letters, including ll and y; c, k, and q; soft c, soft
x, s, and z; and soft g, j, and x;
(ix) spelling words with hard and soft r;
(x) spelling words using n before v; m before b; and
m before p;
(xi) spelling words with sílabas trabadas; and
(xii) spelling the plural form of words ending in z
by replacing the z with c before adding -es;
(C) alphabetize a series of words to the third letter;
and
(D) write complete words, thoughts, and answers legibly
in cursive leaving appropriate spaces between words.
(3) Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--vocabulary.
The student uses newly acquired vocabulary expressively. The student
is expected to:
(A) use print or digital resources to determine meaning,
syllabication, and pronunciation;
(B) use context within and beyond a sentence to determine
the meaning of unfamiliar words and multiple-meaning words;
(C) identify the meaning of and use words with affixes
such as in-, des-, ex-, -mente, -dad, -oso, -eza, and -ura, and know
how the affix changes the meaning of the word;
(D) identify, use, and explain the meaning of antonyms,
synonyms, idioms, homophones, and homographs in a text; and
(E) differentiate between and use homographs, homophones,
and commonly confused terms such as porque/porqué/por qué/por
que, sino/si no, and también/tan bien.
(4) Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--fluency.
The student reads grade-level text with fluency and comprehension.
The student is expected to use appropriate fluency (rate, accuracy,
and prosody) when reading grade-level text.
(5) Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--self-sustained
reading. The student reads grade-appropriate texts independently.
The student is expected to self-select text and read independently
for a sustained period of time.
(6) Comprehension skills: listening, speaking, reading,
writing, and thinking using multiple texts. The student uses metacognitive
skills to both develop and deepen comprehension of increasingly complex
texts. The student is expected to:
(A) establish purpose for reading assigned and self-selected
texts;
(B) generate questions about text before, during, and
after reading to deepen understanding and gain information;
(C) make and correct or confirm predictions using text
features, characteristics of genre, and structures;
(D) create mental images to deepen understanding;
(E) make connections to personal experiences, ideas
in other texts, and society;
(F) make inferences and use evidence to support understanding;
(G) evaluate details read to determine key ideas;
(H) synthesize information to create new understanding;
and
(I) monitor comprehension and make adjustments such
as re-reading, using background knowledge, asking questions, and annotating
when understanding breaks down.
(7) Response skills: listening, speaking, reading,
writing, and thinking using multiple texts. The student responds to
an increasingly challenging variety of sources that are read, heard,
or viewed. The student is expected to:
(A) describe personal connections to a variety of sources,
including self-selected texts;
(B) write a response to a literary or informational
text that demonstrates an understanding of a text;
(C) use text evidence to support an appropriate response;
(D) retell and paraphrase texts in ways that maintain
meaning and logical order;
(E) interact with sources in meaningful ways such as
notetaking, annotating, freewriting, or illustrating;
(F) respond using newly acquired vocabulary as appropriate;
and
(G) discuss specific ideas in the text that are important
to the meaning.
(8) Multiple genres: listening, speaking, reading,
writing, and thinking using multiple texts--literary elements. The
student recognizes and analyzes literary elements within and across
increasingly complex traditional, contemporary, classical, and diverse
literary texts. The student is expected to:
(A) infer the theme of a work, distinguishing theme
from topic;
(B) explain the relationships among the major and minor
characters;
(C) analyze plot elements, including the sequence of
events, the conflict, and the resolution; and
(D) explain the influence of the setting on the plot.
(9) Multiple genres: listening, speaking, reading,
writing, and thinking using multiple texts--genres. The student recognizes
and analyzes genre-specific characteristics, structures, and purposes
within and across increasingly complex traditional, contemporary,
classical, and diverse texts. The student is expected to:
(A) demonstrate knowledge of distinguishing characteristics
of well-known children's literature such as folktales, fables, fairy
tales, legends, and myths;
(B) explain rhyme scheme, sound devices, and structural
elements such as stanzas in a variety of poems;
(C) discuss elements of drama such as characters, dialogue,
setting, and acts;
(D) recognize characteristics and structures of informational
text, including:
(i) the central idea with supporting evidence;
(ii) features such as sections, tables, graphs, timelines,
bullets, numbers, and bold and italicized font to support understanding;
and
(iii) organizational patterns such as cause and effect
and problem and solution;
(E) recognize characteristics and structures of argumentative
text by:
(i) identifying the claim;
(ii) distinguishing facts from opinion; and
(iii) identifying the intended audience or reader;
and
(F) recognize characteristics of multimodal and digital
texts.
(10) Author's purpose and craft: listening, speaking,
reading, writing, and thinking using multiple texts. The student uses
critical inquiry to analyze the authors' choices and how they influence
and communicate meaning within a variety of texts. The student analyzes
and applies author's craft purposefully in order to develop his or
her own products and performances. The student is expected to:
(A) explain the author's purpose and message within
a text;
(B) explain how the use of text structure contributes
to the author's purpose;
(C) explain the author's use of print and graphic features
to achieve specific purposes;
(D) describe how the author's use of imagery, literal
and figurative language such as simile, and sound devices such as
onomatopoeia achieves specific purposes;
(E) identify the use of literary devices, including
first- or third-person point of view;
(F) discuss how the author's use of language contributes
to voice; and
Cont'd... |
