plan a first draft by generating ideas for writing such as by drawing and brainstorming;
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
planifique un primer borrador generando ideas para escribir, tales como dibujar y hacer una lluvia de ideas;
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
plan by generating ideas for writing through class discussions and drawings;
plan a first draft by generating ideas for writing such as by drawing and brainstorming;
plan a first draft by generating ideas for writing such as drawing and brainstorming;
plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
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;
Breakouts are the component parts that make up a student expectation. A breakout shows a distinct concept a student should know or a distinct skill that a student should be able to demonstrate.
Students develop and sustain oral and written language skills to communicate their ideas effectively using appropriate language conventions. Students consider audience and purpose while applying appropriate genre characteristics and craft and determining the appropriate mode of delivery.
listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
follow, restate, and give oral instructions that involve a short, related sequence of actions;
share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
spelling common letter and sound correlations;
spelling words with common patterns such as CV, VC, CCV, CVC, VCV, CVCV, CCVCV, and CVCCV;
spelling words with silent h; consonant digraphs such as/ch/,/rr/, and/ll/; and sílabas trabadas such as/bla/,/bra/,/gla/, and/gra/;
spelling multisyllabic words, including words with que-, qui-, gue-, gui-, güe-, and güi-;
spelling contractions such as al and del;
spelling words with diphthongs such as/ai/,/au/, and/ie/ as in quie-ro, na-die, and ra-dio and hiatus such as le-er and rí-o; and
spelling words with common prefixes and suffixes;
identify the meaning of words with affixes, including -s, -es, and -or; and
identify and use words that name actions, directions, positions, sequences, categories, and locations.
describe personal connections to a variety of sources;
write brief comments on literary or informational texts;
use text evidence to support an appropriate response;
retell texts in ways that maintain meaning;
interact with sources in meaningful ways such as illustrating or writing; and
respond using newly acquired vocabulary as appropriate.
demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;
discuss rhyme, rhythm, repetition, and alliteration in a variety of poems;
discuss elements of drama such as characters and setting;
the central idea and supporting evidence with adult assistance;
features and simple graphics to locate or gain information; and
organizational patterns such as chronological order and description with adult assistance;
recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; and
recognize characteristics of multimodal and digital texts.
discuss the author's purpose for writing text;
discuss how the use of text structure contributes to the author's purpose;
discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;
discuss how the author uses words that help the reader visualize; and
listen to and experience first- and third-person texts.
plan a first draft by generating ideas for writing such as by drawing and brainstorming;
organizing with structure; and
developing an idea with specific and relevant details;
revise drafts by adding details in pictures or words;
complete sentences with subject-verb agreement;
past and present verb tense, including the difference between ser and estar;
singular, plural, common, and proper nouns, including gender-specific articles;
adjectives, including articles;
adverbs that convey time;
prepositions;
pronouns, including the use of personal and possessive pronouns, and the difference in the use of formal pronoun usted and informal pronoun tú;
capitalization for the beginning of sentences;
punctuation marks at the end of declarative sentences and at the beginning and end of exclamatory and interrogative sentences; and
correct spelling of words with grade-appropriate orthographic patterns and rules with adult assistance; and
publish and share writing.
dictate or compose literary texts, including personal narratives and poetry;
dictate or compose informational texts, including procedural texts; and
dictate or compose correspondence such as thank you notes or letters.
develop and follow a research plan with adult assistance;
identify and gather relevant sources and information to answer the questions with adult assistance;
demonstrate understanding of information gathered with adult assistance; and
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.