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spelling words using knowledge of prefixes; and

spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and

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);

write legibly in cursive.

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

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

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

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;

identify the meaning of and use words with affixes such as trans-, super-, -ive, and -logy and roots such as geo and photo; and

spelling words with more advanced orthographic patterns and rules;

identify, use, and explain the meaning of adages and puns.

spelling palabras agudas, graves, and esdrújulas (words with the stress on the antepenultimate, penultimate, and last syllable) with a prosodic or 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 palabras sobresdrújulas (words with the stress on the syllable before the antepenultimate syllable) with a prosodic or orthographic accent;

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 words with diphthongs and hiatus; and

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

establish purpose for reading assigned and self-selected texts;

write legibly in cursive.

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, pronunciation, and word origin;

create mental images to deepen understanding;

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

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

identify the meaning of and use words with affixes such as trans-, super-, anti-, semi-, -logía, -ificar, -ismo, and -ista and roots, including audi, crono, foto, geo, and terr;

make inferences and use evidence to support understanding;

identify, use, and explain the meaning of idioms, adages, and puns; 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 responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;

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, paraphrase, or summarize 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 multiple themes within a text using text evidence;

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

analyze the relationships of and conflicts among the characters;

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

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

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

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

use text evidence to support an appropriate response;