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spelling words that have the same sounds represented by different letters, including ll and y; c, k, and q; soft c, soft x, s, and z; and soft g, j, and x;

identify the meaning of and use words with affixes such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and -ful; and

spelling words with hard and soft r;

identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text.

spelling words using n before v; m before b; and m before p;

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.

spelling words with sílabas trabadas; and

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.

spelling the plural form of words ending in z by replacing the z with c before adding -es;

alphabetize a series of words to the third letter; and

establish purpose for reading assigned and self-selected texts;

write complete words, thoughts, and answers legibly in cursive leaving appropriate spaces between words.

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;

use print or digital resources to determine meaning, syllabication, and pronunciation;

create mental images to deepen understanding;

use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words;

make connections to personal experiences, ideas in other texts, and society;

identify the meaning of and use words with affixes, including in-, des-, ex-, -mente, -dad, -oso, -eza, and -ura, and know how the affix changes the meaning of the word;

make inferences and use evidence to support understanding;

identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text; and

evaluate details read to determine key ideas;

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.

synthesize information to create new understanding; and

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.

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

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.

describe personal connections to a variety of sources, including self-selected texts;

establish purpose for reading assigned and self-selected texts;

write a response to a literary or informational text that demonstrates an understanding of a text;

generate questions about text before, during, and after reading to deepen understanding and gain information;

use text evidence to support an appropriate response;

make and correct or confirm predictions using text features, characteristics of genre, and structures;

retell and paraphrase texts in ways that maintain meaning and logical order;

create mental images to deepen understanding;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

make connections to personal experiences, ideas in other texts, and society;

respond using newly acquired vocabulary as appropriate; and

make inferences and use evidence to support understanding;

discuss specific ideas in the text that are important to the meaning.

evaluate details read to determine key ideas;

synthesize information to create new understanding; and

infer the theme of a work, distinguishing theme from topic;

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

explain the relationships among the major and minor characters;

analyze plot elements, including the sequence of events, the conflict, and the resolution; and

describe personal connections to a variety of sources, including self-selected texts;

explain the influence of the setting on the plot.

write a response to a literary or informational text that demonstrates an understanding of a text;

use text evidence to support an appropriate response;

demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, legends, and myths;

retell and paraphrase texts in ways that maintain meaning and logical order;

explain rhyme scheme, sound devices, and structural elements such as stanzas in a variety of poems;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

discuss elements of drama such as characters, dialogue, setting, and acts;

respond using newly acquired vocabulary as appropriate; and

discuss specific ideas in the text that are important to the meaning.

the central idea with supporting evidence;

features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding; and