Spanish Language Arts and Reading.1.11.B.ii

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

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.