alphabetize a series of words and use a dictionary or glossary to find words; and
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.”
ordene alfabéticamente una serie de palabras y use un diccionario o glosario para buscar palabras; y
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
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 basic skills related to the four domains of language. Students apply foundational knowledge to improve listening, speaking (oral language), reading (beginning reading, self-sustained reading, vocabulary, and fluency), and writing (beginning writing) skills.
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.
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