use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech;
use context such as definition, analogy, and examples to clarify the meaning of words;
determine the meaning and usage of grade-level academic Spanish words derived from Greek and Latin roots, including metro-, grafo-, scrib-, and port-; and
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.
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.
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.
establish purpose for reading assigned and self-selected text;
generate questions about text before, during, and after reading to deepen understanding and gain information;
make and correct or confirm predictions using text features, characteristics of genre, and structures;
create mental images to deepen understanding;
make connections to personal experiences, ideas in other texts, and society;
make inferences and use evidence to support understanding;
evaluate details read to determine key ideas;
synthesize information to create new understanding; and
monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
describe personal connections to a variety of sources, including self-selected texts;
write responses that demonstrate understanding of texts, including comparing sources within and across genres;
use text evidence to support an appropriate response;
paraphrase and summarize texts in ways that maintain meaning and logical order;
interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
respond using newly acquired vocabulary as appropriate;
discuss and write about the explicit or implicit meanings of text;
respond orally or in writing with appropriate register, vocabulary, tone, and voice; and
reflect on and adjust responses as new evidence is presented.
infer multiple themes within and across texts using text evidence;
analyze how the characters' internal and external responses develop the plot;
analyze plot elements, including rising action, climax, falling action, resolution, and non-linear elements such as flashback; and
analyze how the setting, including historical and cultural settings, influences character and plot development.
demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, and myths;
analyze the effect of meter and structural elements such as line breaks in poems across a variety of poetic forms;
analyze how playwrights develop characters through dialogue and staging;
analyze characteristics and structural elements of informational text, including:
the controlling idea or thesis with supporting evidence;
features such as introduction, foreword, preface, references, or acknowledgements to gain background information; and
organizational patterns such as definition, classification, advantage, and disadvantage;
analyze characteristics and structures of argumentative text by:
identifying the claim;
explaining how the author uses various types of evidence to support the argument; and
identifying the intended audience or reader; and
analyze characteristics of multimodal and digital texts.
explain the author's purpose and message within a text;
analyze how the use of text structure contributes to the author's purpose;
analyze the author's use of print and graphic features to achieve specific purposes;
describe how the author's use of figurative language such as metaphor and personification achieves specific purposes;
identify the use of literary devices, including omniscient and limited point of view, to achieve a specific purpose;
analyze how the author's use of language contributes to mood and voice; and
explain the differences between rhetorical devices and logical fallacies.
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;
develop drafts into a focused, structured, and coherent piece of writing by:
organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
developing an engaging idea reflecting depth of thought with specific facts and details;
revise drafts for clarity, development, organization, style, word choice, and sentence variety;
edit drafts using standard Spanish conventions, including:
complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
consistent, appropriate use of verb tenses;
conjunctive adverbs;
prepositions and prepositional phrases and their influence on subject-verb agreement;
pronouns, including personal, possessive, objective, reflexive, prepositional, indefinite, and relative;
subordinating conjunctions to form complex sentences and correlative conjunctions;
capitalization of proper nouns, including abbreviations, initials, acronyms, and organizations;