| (ii) using orthographic rules to segment and combine
syllables, including diphthongs and formal and accented hiatus;
(iii) decoding and differentiating meaning of word
based on the diacritical accent; and
(iv) decoding words with prefixes and suffixes;
(B) demonstrate and apply spelling knowledge by:
(i) spelling words with more advanced orthographic
patterns and rules;
(ii) spelling palabras agudas, graves, and esdrújulas
(words with the stress on the antepenultimate, penultimate, and last
syllable) with a prosodic or orthographic accent;
(iii) spelling palabras sobresdrújulas (words
with the stress on the syllable before the antepenultimate syllable)
with a prosodic or orthographic accent;
(iv) spelling words with diphthongs and hiatus; and
(v) marking accents appropriately when conjugating
verbs such as in simple and imperfect past, past participle, perfect,
conditional, and future tenses; and
(C) write legibly in cursive.
(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, pronunciation, and word origin;
(B) use context within and beyond a sentence to determine
the relevant meaning of unfamiliar words or multiple-meaning words;
(C) identify the meaning of and use words with affixes
such as trans-, super-, anti-, semi-, -logía, -ificar, -ismo,
and -ista and roots, including audi, crono, foto, geo, and terr;
(D) identify, use, and explain the meaning of idioms,
adages, and puns; 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 responses that demonstrate understanding
of texts, including comparing and contrasting ideas across a variety
of sources;
(C) use text evidence to support an appropriate response;
(D) retell, paraphrase, or summarize 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 multiple themes within a text using text
evidence;
(B) analyze the relationships of and conflicts among
the characters;
(C) analyze plot elements, including rising action,
climax, falling action, and resolution; and
(D) analyze the influence of the setting, including
historical and cultural settings, 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, legends,
myths, and tall tales;
(B) explain the use of sound devices and figurative
language and distinguish between the poet and the speaker in poems
across a variety of poetic forms;
(C) explain structure in drama such as character tags,
acts, scenes, and stage directions;
(D) recognize characteristics and structures of informational
text, including:
(i) the central idea with supporting evidence;
(ii) features such as insets, timelines, and sidebars
to support understanding; and
(iii) organizational patterns such as logical order
and order of importance;
(E) recognize characteristics and structures of argumentative
text by:
(i) identifying the claim;
(ii) explaining how the author has used facts for or
against an argument; 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) analyze how the use of text structure contributes
to the author's purpose;
(C) analyze 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 metaphor, and sound devices
achieves specific purposes;
(E) identify and understand the use of literary devices,
including first- or third-person point of view;
(F) examine how the author's use of language contributes
to voice; and
(G) explain the purpose of hyperbole, stereotyping,
and anecdote.
(11) Composition: listening, speaking, reading, writing,
and thinking using multiple texts--writing process. The student uses
the writing process recursively to compose multiple texts that are
legible and uses appropriate conventions. The student is expected
to:
(A) plan a first draft by selecting a genre for a particular
topic, purpose, and audience using a range of strategies such as brainstorming,
freewriting, and mapping;
(B) develop drafts into a focused, structured, and
coherent piece of writing by:
(i) organizing with purposeful structure, including
an introduction, transitions, and a conclusion; and
Cont'd... |
