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using orthographic rules to segment and combine syllables, including diphthongs and formal and accented hiatus;

decoding and differentiating the meaning of a word based on the diacritical accent; and

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

decoding words with prefixes and suffixes;

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

determine the meaning of and use words with affixes such as mis-, sub-, -ment, and -ity/ty and roots such as auto, graph, and meter; and

spelling palabras agudas and graves (words with the stress on the last and penultimate syllable) with an orthographic accent;

identify, use, and explain the meaning of homophones such as reign/rain.

spelling palabras esdrújulas (words with the stress on the antepenultimate syllable) that have an orthographic accent;

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 diphthongs and hiatus; 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.

marking accents appropriately when conjugating verbs such as in simple and imperfect past, past participle, perfect, conditional, and future tenses; and

write legibly in cursive to complete assignments.

establish purpose for reading assigned and self-selected texts;

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

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

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

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

create mental images to deepen understanding;

identify the meaning of and use words with affixes such as mono-, sobre-, sub-, inter-, poli-, -able, -ante, -eza, -ancia, and -ura, and roots, including auto, bio, grafía, metro, fono, and tele;

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

identify, use, and explain the meaning of idioms, homographs, and homophones such as abrasar/abrazar; and

make inferences and use evidence to support understanding;

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.

evaluate details read to determine key ideas;

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.

synthesize information to create new understanding; 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.

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

establish purpose for reading assigned and self-selected texts;

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

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

write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;

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

use text evidence to support an appropriate response;

create mental images to deepen understanding;

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

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

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

make inferences and use evidence to support understanding;

respond using newly acquired vocabulary as appropriate; and

evaluate details read to determine key ideas;

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

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.

infer basic themes supported by text evidence;

explain the interactions of the characters and the changes they undergo;

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

analyze plot elements, including the rising action, climax, falling action, and resolution; and

write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;

explain the influence of the setting, including historical and cultural settings, on the plot.

use text evidence to support an appropriate response;

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

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

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

explain figurative language such as simile, metaphor, and personification that the poet uses to create images;

respond using newly acquired vocabulary as appropriate; and