| (ii) decoding words with multiple sound spelling patterns
such as c, k, and q and s, z, soft c, and x;
(iii) decoding words with silent h and words that use
the syllables que-, qui-, gue-, gui-, güe-, and güi-;
(iv) decoding words with diphthongs and hiatus;
(v) decoding common abbreviations; and
(vi) decoding words with prefixes and suffixes;
(B) demonstrate and apply spelling knowledge by:
(i) spelling multisyllabic words;
(ii) spelling words with diphthongs and hiatus;
(iii) spelling common abbreviations;
(iv) spelling words with prefixes and suffixes; and
(v) spelling words with silent h and words that use
the syllables que-, qui-, gue-, gui-, güe-, and güi-;
(C) alphabetize a series of words and use a dictionary
or glossary to find words; and
(D) develop handwriting by accurately forming all cursive
letters using appropriate strokes when connecting letters.
(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
and pronunciation of unknown words;
(B) use context within and beyond a sentence to determine
the meaning of unfamiliar words;
(C) use affixes, including re-, pre-, -ción,
and ísimo/ísima, to determine the meaning of words and
subsequently use the newly acquired words;
(D) identify, use, and explain the meaning of antonyms,
synonyms, idioms, and homographs in context; 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, checking for visual cues,
and asking questions 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;
(B) write brief comments on literary or informational
texts that demonstrate an understanding of the 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
illustrating or writing; and
(F) respond using newly acquired vocabulary as appropriate.
(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) discuss topics and determine theme using text evidence
with adult assistance;
(B) describe the main character's (characters') internal
and external traits;
(C) describe and understand plot elements, including
the main events, the conflict, and the resolution, for texts read
aloud and independently; and
(D) describe the importance of the setting.
(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, and
fairy tales;
(B) explain visual patterns and structures in a variety
of poems;
(C) discuss elements of drama such as characters, dialogue,
and setting;
(D) recognize characteristics and structures of informational
text, including:
(i) the central idea and supporting evidence with adult
assistance;
(ii) features and graphics to locate and gain information;
and
(iii) organizational patterns such as chronological
order and cause and effect stated explicitly;
(E) recognize characteristics of persuasive text, including:
(i) stating what the author is trying to persuade the
reader to think or do; and
(ii) distinguishing facts from opinion; 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) discuss the author's purpose for writing text;
(B) discuss how the use of text structure contributes
to the author's purpose;
(C) discuss the author's use of print and graphic features
to achieve specific purposes;
(D) discuss the use of descriptive, literal, and figurative
language;
(E) identify the use of first or third person in a
text; and
(F) identify and explain the use of repetition.
(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 generating ideas for writing
such as drawing and brainstorming;
(B) develop drafts into a focused piece of writing
by:
(i) organizing with structure; and
(ii) developing an idea with specific and relevant
details;
(C) revise drafts by adding, deleting, or rearranging
words, phrases, or sentences;
(D) edit drafts using standard Spanish conventions,
including:
(i) complete sentences with subject-verb agreement;
(ii) past, present, and future verb tense, including
the difference between ser and estar;
(iii) singular, plural, common, and proper nouns, including
gender-specific articles;
(iv) adjectives, including articles;
(v) adverbs that convey time and adverbs that convey
place;
(vi) prepositions and prepositional phrases;
(vii) pronouns, including personal, possessive, and
objective, and the difference in the use of formal pronoun usted and
informal pronoun tú;
Cont'd... |
