compose correspondence such as thank you notes or letters.
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.”
redacte correspondencia, tal como notas de agradecimiento o cartas.
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
dictate or compose correspondence such as thank you notes or letters.
compose correspondence such as thank you notes or letters.
compose correspondence such as thank you notes or letters.
compose correspondence that requests information.
compose correspondence that requests information.
compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure.
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 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;
complete sentences with subject-verb agreement;
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.