| (iii) identifying the individual words in a spoken
sentence;
(iv) identifying syllables in spoken words;
(v) blending syllables to form multisyllabic words;
(vi) segmenting multisyllabic words into syllables;
(vii) identifying initial and final sounds in simple
words;
(viii) blending spoken phonemes to form syllables;
and
(ix) manipulating syllables within a multisyllabic
word;
(B) demonstrate and apply phonetic knowledge by:
(i) identifying and matching the common sounds that
letters represent;
(ii) using letter-sound relationships to decode one-
and two-syllable words and multisyllabic words, including CV, VC,
CCV, CVC, VCV, CVCV, CCVCV, and CVCCV;
(iii) decoding words with silent h and consonant digraphs
such as /ch/, /rr/, and /ll/; and
(iv) recognizing that new words are created when syllables
are changed, added, or deleted;
(C) demonstrate and apply spelling knowledge by:
(i) spelling common letter and sound correlations;
and
(ii) spelling words with common syllabic patterns such
as CV, VC, CCV, CVC, VCV, CVCV, CCVCV, and CVCCV;
(D) demonstrate print awareness by:
(i) identifying the front cover, back cover, and title
page of a book;
(ii) holding a book right side up, turning pages correctly,
and knowing that reading moves from top to bottom and left to right
with return sweep;
(iii) recognizing that sentences are comprised of words
separated by spaces and recognizing word boundaries;
(iv) recognizing the difference between a letter and
a printed word; and
(v) identifying all uppercase and lowercase letters;
and
(E) develop handwriting by accurately forming all uppercase
and lowercase letters using appropriate directionality.
(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 a resource such as a picture dictionary or
digital resource to find words;
(B) use illustrations and texts the student is able
to read or hear to learn or clarify word meanings; and
(C) identify and use words that name actions; directions;
positions; sequences; categories such as colors, shapes, and textures;
and locations.
(4) 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 interact independently
with text for increasing periods of time.
(5) 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 with adult assistance;
(B) generate questions about text before, during, and
after reading to deepen understanding and gain information with adult
assistance;
(C) make and confirm predictions using text features
and structures with adult assistance;
(D) create mental images to deepen understanding with
adult assistance;
(E) make connections to personal experiences, ideas
in other texts, and society with adult assistance;
(F) make inferences and use evidence to support understanding
with adult assistance;
(G) evaluate details to determine what is most important
with adult assistance;
(H) synthesize information to create new understanding
with adult assistance; and
(I) monitor comprehension and make adjustments such
as re-reading, using background knowledge, checking for visual cues,
and asking questions when understanding breaks down with adult assistance.
(6) 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;
(B) provide an oral, pictorial, or written response
to a text;
(C) use text evidence to support an appropriate response;
(D) retell texts in ways that maintain meaning;
(E) interact with sources in meaningful ways such as
illustrating or writing; and
(F) respond using newly acquired vocabulary as appropriate.
(7) 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) discuss topics and determine the basic theme using
text evidence with adult assistance;
(B) identify and describe the main character(s);
(C) describe the elements of plot development, including
the main events, the problem, and the resolution, for texts read aloud
with adult assistance; and
(D) describe the setting.
(8) 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, and nursery rhymes;
(B) discuss rhyme and rhythm in nursery rhymes and
a variety of poems;
(C) discuss main characters in drama;
(D) recognize characteristics and structures of informational
text, including:
(i) the central idea and supporting evidence with adult
assistance;
(ii) titles and simple graphics to gain information;
and
(iii) the steps in a sequence with adult assistance;
(E) recognize characteristics of persuasive text with
adult assistance and state what the author is trying to persuade the
reader to think or do; and
(F) recognize characteristics of multimodal and digital
texts.
(9) 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) discuss with adult assistance the author's purpose
for writing texts;
(B) discuss with adult assistance how the use of text
structure contributes to the author's purpose;
(C) discuss with adult assistance the author's use
of print and graphic features to achieve specific purposes;
(D) discuss with adult assistance how the author uses
words that help the reader visualize; and
(E) listen to and experience first- and third-person
texts.
(10) 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 by generating ideas for writing through class
discussions and drawings;
(B) develop drafts in oral, pictorial, or written form
by organizing ideas;
(C) revise drafts by adding details in pictures or
words;
(D) edit drafts with adult assistance using standard
Spanish conventions, including:
(i) complete sentences;
(ii) verbs, including the difference between ser and
estar;
(iii) singular and plural nouns, including gender-specific
articles;
(iv) adjectives, including articles;
(v) prepositions;
(vi) pronouns, including personal, and the difference
in the use of formal pronoun usted and informal pronoun tú;
(vii) capitalization of the first letter in a sentence
and names;
Cont'd... |
