Spanish Language Arts.2.11.D.i

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;

decoding multisyllabic words;

decoding 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 and hiatus;

decoding common abbreviations; and

decoding words with prefixes and suffixes;

spelling multisyllabic words;

spelling words with diphthongs and hiatus;

spelling common abbreviations;

spelling words with prefixes and suffixes; and

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

alphabetize a series of words and use a dictionary or glossary to find words; and

use print or digital resources to determine meaning and pronunciation of unknown words;

use affixes, including re-, pre-, -ción, and ísimo/ísima, to determine the meaning of words and subsequently use the newly acquired words;

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.

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 read independently for a sustained period 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.

past, present, and future 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 and adverbs that convey place;

prepositions and prepositional phrases;

pronouns, including personal, possessive, and objective, and the difference in the use of formal pronoun usted and informal pronoun tú;

coordinating conjunctions to form compound subjects and predicates;

capitalization of proper nouns and the salutation and closing of a letter;

punctuation marks at the end of declarative sentences and the beginning and end of exclamatory and interrogative sentences; and

correct spelling of words with grade-appropriate orthographic patterns and rules; 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;

share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;

spelling multisyllabic words;

spelling words with diphthongs and hiatus;

spelling common abbreviations;

spelling words with prefixes and suffixes; and

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

use affixes, including re-, pre-, -ción, and ísimo/ísima, to determine the meaning of words and subsequently use the newly acquired words;

identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context; and

describe personal connections to a variety of sources;

write brief comments on literary or informational texts that demonstrate an understanding of the text;

use text evidence to support an appropriate response;

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

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, and fairy tales;

explain visual patterns and structures in a variety of poems;

discuss elements of drama such as characters, dialogue, and setting;

the central idea and supporting evidence with adult assistance;

features and graphics to locate and gain information; and

organizational patterns such as chronological order and cause and effect stated explicitly;

stating what the author is trying to persuade the reader to think or do; and

distinguishing facts from opinion; 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 the author's use of print and graphic features to achieve specific purposes;

discuss the use of descriptive, literal, and figurative language;

identify the use of first or third person in a text; and

identify and explain the use of repetition.

plan a first draft by generating ideas for writing such as drawing and brainstorming;

organizing with structure; and

developing an idea with specific and relevant details;

revise drafts by adding, deleting, or rearranging words, phrases, or sentences;

past, present, and future 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 and adverbs that convey place;

prepositions and prepositional phrases;

pronouns, including personal, possessive, and objective, and the difference in the use of formal pronoun usted and informal pronoun tú;

coordinating conjunctions to form compound subjects and predicates;

capitalization of proper nouns and the salutation and closing of a letter;

punctuation marks at the end of declarative sentences and the beginning and end of exclamatory and interrogative sentences; and

correct spelling of words with grade-appropriate orthographic patterns and rules; and

publish and share writing.

compose literary texts, including personal narratives and poetry;

compose informational texts, including procedural texts and reports; and

compose correspondence such as thank you notes or letters.

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;

identify primary and secondary sources;

demonstrate understanding of information gathered;

cite sources appropriately; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.