Spanish Language Arts and Reading.1.2.A.vii

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;

producing a series of rhyming words;

recognizing spoken alliteration or groups of words that begin with the same simple syllable or initial sound;

recognizing the change in spoken word when a specified syllable is added, changed, or removed;

segmenting spoken words into individual syllables;

blending spoken complex syllables, including sílabas trabadas, to form multisyllabic words;

segmenting spoken words into syllables, including words with sílabas trabadas; and

identifying and matching sounds to individual letters;

decoding words with sílabas trabadas such as/bla/,/bra/, and/gla/; digraphs; and words with multiple sound spelling patterns such as c, k, and q and s, z, soft c, and x;

decoding words with silent h and words that use the syllables que-, qui-, gue-, gui-, güe-, and güi-;

decoding words with diphthongs such as/ai/,/au/, and/ei/;

decoding contractions such as al and del;

decoding three- to four-syllable words;

using knowledge of base words to decode common compound words; and

decoding words with common prefixes and suffixes;

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;

demonstrate print awareness by identifying the information that different parts of a book provide;

alphabetize a series of words to the first or second letter and use a dictionary to find words; and

use a resource such as a picture dictionary or digital resource to find words;

identify the meaning of words with affixes, including -s, -es, and -or; 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.

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 interact independently with text for increasing periods of time.

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

respond using newly acquired vocabulary as appropriate.

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

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;

producing a series of rhyming words;

recognizing spoken alliteration or groups of words that begin with the same simple syllable or initial sound;

recognizing the change in spoken word when a specified syllable is added, changed, or removed;

segmenting spoken words into individual syllables;

blending spoken complex syllables, including sílabas trabadas, to form multisyllabic words;

segmenting spoken words into syllables, including words with sílabas trabadas; and

use a resource such as a picture dictionary or digital resource to find words;

use illustrations and texts the student is able to read or hear to learn or clarify word meanings;

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.

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.

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 interact independently with text for increasing periods of time.

establish purpose for reading assigned and self-selected texts with adult assistance;

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

make and correct or confirm predictions using text features, characteristics of genre, and structures with adult assistance

create mental images to deepen understanding with adult assistance;

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

make inferences and use evidence to support understanding with adult assistance;

evaluate details to determine what is most important with adult assistance;

synthesize information to create new understanding with adult assistance; and

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

discuss topics and determine theme using text evidence with adult assistance;

describe the main character(s) and the reason(s) for their actions;

describe plot elements, including the main events, the problem, and the resolution, for texts read aloud and independently; and

describe the setting.

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.

generate questions for formal and informal inquiry with adult assistance;

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