| (i) differentiating between commonly confused terms
such as porque/porqué/por qué/por que, asimismo (adverbio)/así
mismo (de la misma manera), sino/si no, and también/tan bien;
(ii) decoding palabras agudas, graves, esdrújulas,
and sobresdrújulas (words with the stress on the last, penultimate,
and antepenultimate syllable and words with the stress on the syllable
before the antepenultimate);
(iii) decoding words with hiatus and diphthongs; and
(iv) using knowledge of syllable division patterns
and morphemes to decode multisyllabic words;
(B) demonstrate and apply spelling knowledge by:
(i) spelling palabras agudas, graves, esdrújulas,
and sobresdrújulas (words with the stress on the antepenultimate,
penultimate, and ultimate/last syllable and words with the stress
on the syllable before the antepenultimate);
(ii) marking accents appropriately when conjugating
verbs in simple and imperfect past, perfect conditional, and future
tenses; and
(iii) spelling words with diphthongs and hiatus; 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 the
meaning, syllabication, pronunciation, word origin, and part of speech;
(B) use context such as definition, analogy, and examples
to clarify the meaning of words;
(C) determine the meaning and usage of grade-level
academic Spanish words derived from Greek and Latin roots, including
metro-, grafo-, scrib-, and port-; and
(D) 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 adjust fluency when reading grade-level
text based on the reading purpose.
(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
text;
(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 sources within and across genres;
(C) use text evidence to support an appropriate response;
(D) paraphrase and 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;
(G) discuss and write about the explicit or implicit
meanings of text;
(H) respond orally or in writing with appropriate register,
vocabulary, tone, and voice; and
(I) reflect on and adjust responses as new evidence
is presented.
(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 and across texts using
text evidence;
(B) analyze how the characters' internal and external
responses develop the plot;
(C) analyze plot elements, including rising action,
climax, falling action, resolution, and non-linear elements such as
flashback; and
(D) analyze how the setting, including historical and
cultural settings, influences character and plot development.
(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 literary genres such as
realistic fiction, adventure stories, historical fiction, mysteries,
humor, and myths;
(B) analyze the effect of meter and structural elements
such as line breaks in poems across a variety of poetic forms;
(C) analyze how playwrights develop characters through
dialogue and staging;
(D) analyze characteristics and structural elements
of informational text, including:
(i) the controlling idea or thesis with supporting
evidence;
(ii) features such as introduction, foreword, preface,
references, or acknowledgements to gain background information; and
(iii) organizational patterns such as definition, classification,
advantage, and disadvantage;
(E) analyze characteristics and structures of argumentative
text by:
(i) identifying the claim;
(ii) explaining how the author uses various types of
evidence to support the argument; and
(iii) identifying the intended audience or reader;
and
(F) analyze 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 figurative language
such as metaphor and personification achieves specific purposes;
(E) identify the use of literary devices, including
omniscient and limited point of view, to achieve a specific purpose;
(F) analyze how the author's use of language contributes
to mood and voice; and
(G) explain the differences between rhetorical devices
and logical fallacies.
(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 appropriate
for a particular topic, purpose, and audience using a range of strategies
such as discussion, background reading, and personal interests;
(B) develop drafts into a focused, structured, and
coherent piece of writing by:
Cont'd... |
