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  • Spanish Language Arts and Reading
  • Grade 2
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Spanish Language Arts.2.9.B

The student is expected to

explain visual patterns and structures in a variety of poems;

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.”

Artes del lenguaje y lectura en español.2.9.B

Se espera que el estudiante

explique patrones visuales y estructuras en una variedad de poemas;

  • Overview
  • Alignments
  • Resources
Detailed Alignment

SPANISH LANGUAGE ARTS.2.9.B — Vertical Alignment

Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.

SLA.K.8.B

discuss rhyme and rhythm in nursery rhymes and a variety of poems;

SLA.1.9.B

discuss rhyme, rhythm, repetition, and alliteration in a variety of poems;

SLA.2.9.B

explain visual patterns and structures in a variety of poems;

SLA.3.9.B

explain rhyme scheme, sound devices, and structural elements such as stanzas in a variety of poems;

SLA.4.9.B

explain figurative language such as simile, metaphor, and personification that the poet uses to create images;

SLA.5.9.B

explain the use of sound devices and figurative language and distinguish between the poet and the speaker in poems across a variety of poetic forms;

SLA.6.9.B

analyze the effect of meter and structural elements such as line breaks in poems across a variety of poetic forms;

SLAR.7.9.B
Based on the student's language proficiency level, the student is expected to analyze the effect of rhyme scheme, meter, and graphical elements such as punctuation and capitalization in poems across a variety of poetic forms;
SLAR.8.9.C
Based on the student's language proficiency level, the student is expected to analyze the effect of graphical elements such as punctuation and line length in poems across a variety of poetic forms such as epic, lyric, and humorous poetry;
SLAR.E1.9.B
Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to identify and analyze the structure, prosody, and graphic elements such as line length and word position in poems across a variety of poetic forms;
SLAR.E2.9.B
Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to analyze the effects of metrics; rhyme schemes; types of rhymes such as end, internal, slant, and eye; and other conventions in poems across a variety of poetic forms;
Next grade

SPANISH LANGUAGE ARTS.2.9.B — Breakout of skills

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.

The student is expected to
explain visual patterns in a variety of poems
explain structures in a variety of poems

SPANISH LANGUAGE ARTS.2.9.B — Focal Points

Oral and Written Comprehension

Students develop and sustain comprehension skills while listening and reading. Students use metacognitive skills to determine author’s purpose, analyze craft, and recognize genre characteristics and structures in increasingly complex texts.

SLA.2.1.A

listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;

SLA.2.1.B

follow, restate, and give oral instructions that involve a short, related sequence of actions;

SLA.2.2.A.i

decoding multisyllabic words;

SLA.2.2.A.ii

decoding words with multiple sound spelling patterns such as c, k, and q and s, z, soft c, and x;

SLA.2.2.A.iii

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

SLA.2.2.A.iv

decoding words with diphthongs and hiatus;

SLA.2.2.A.v

decoding common abbreviations; and

SLA.2.2.A.vi

decoding words with prefixes and suffixes;

SLA.2.3.A

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

SLA.2.3.B

use context within and beyond a sentence to determine the meaning of unfamiliar words;

SLA.2.3.C

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

SLA.2.3.D

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

SLA.2.3.E

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.

SLA.2.4

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.

SLA.2.5

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.

SLA.2.6.A

establish purpose for reading assigned and self-selected texts;

SLA.2.6.B

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

SLA.2.6.C

make and correct or confirm predictions using text features, characteristics of genre, and structures;

SLA.2.6.D

create mental images to deepen understanding;

SLA.2.6.E

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

SLA.2.6.F

make inferences and use evidence to support understanding;

SLA.2.6.G

evaluate details read to determine key ideas;

SLA.2.6.H

synthesize information to create new understanding; and

SLA.2.6.I

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

SLA.2.8.A

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

SLA.2.8.B

describe the main character's (characters') internal and external traits;

SLA.2.8.C

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

SLA.2.8.D

describe the importance of the setting.

SLA.2.9.A

demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, and fairy tales;

SLA.2.9.B

explain visual patterns and structures in a variety of poems;

SLA.2.9.C

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

SLA.2.9.D.i

the central idea and supporting evidence with adult assistance;

SLA.2.9.D.ii

features and graphics to locate and gain information; and

SLA.2.9.D.iii

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

SLA.2.9.E.i

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

SLA.2.9.E.ii

distinguishing facts from opinion; and

SLA.2.9.F

recognize characteristics of multimodal and digital texts.

SLA.2.10.A

discuss the author's purpose for writing text;

SLA.2.10.B

discuss how the use of text structure contributes to the author's purpose;

SLA.2.10.C

discuss the author's use of print and graphic features to achieve specific purposes;

SLA.2.10.D

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

SLA.2.10.E

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

SLA.2.10.F

identify and explain the use of repetition.

SLA.2.13.A

generate questions for formal and informal inquiry with adult assistance;

SLA.2.13.B

develop and follow a research plan with adult assistance;

SLA.2.13.C

identify and gather relevant sources and information to answer the questions;

SLA.2.13.D

identify primary and secondary sources;

SLA.2.13.E

demonstrate understanding of information gathered;

Oral and Written Expression

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.

SLA.2.1.A

listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;

SLA.2.1.B

follow, restate, and give oral instructions that involve a short, related sequence of actions;

SLA.2.1.C

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

SLA.2.2.B.i

spelling multisyllabic words;

SLA.2.2.B.ii

spelling words with diphthongs and hiatus;

SLA.2.2.B.iii

spelling common abbreviations;

SLA.2.2.B.iv

spelling words with prefixes and suffixes; and

SLA.2.2.B.v

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

SLA.2.3.C

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

SLA.2.3.D

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

SLA.2.7.A

describe personal connections to a variety of sources;

SLA.2.7.B

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

SLA.2.7.C

use text evidence to support an appropriate response;

SLA.2.7.D

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

SLA.2.7.E

interact with sources in meaningful ways such as illustrating or writing; and

SLA.2.7.F

respond using newly acquired vocabulary as appropriate.

SLA.2.9.A

demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, and fairy tales;

SLA.2.9.B

explain visual patterns and structures in a variety of poems;

SLA.2.9.C

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

SLA.2.9.D.i

the central idea and supporting evidence with adult assistance;

SLA.2.9.D.ii

features and graphics to locate and gain information; and

SLA.2.9.D.iii

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

SLA.2.9.E.i

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

SLA.2.9.E.ii

distinguishing facts from opinion; and

SLA.2.9.F

recognize characteristics of multimodal and digital texts.

SLA.2.10.A

discuss the author's purpose for writing text;

SLA.2.10.B

discuss how the use of text structure contributes to the author's purpose;

SLA.2.10.C

discuss the author's use of print and graphic features to achieve specific purposes;

SLA.2.10.D

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

SLA.2.10.E

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

SLA.2.10.F

identify and explain the use of repetition.

SLA.2.11.A

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

SLA.2.11.B.i

organizing with structure; and

SLA.2.11.B.ii

developing an idea with specific and relevant details;

SLA.2.11.C

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

SLA.2.11.D.i

complete sentences with subject-verb agreement;

SLA.2.11.D.ii

past, present, and future verb tense, including the difference between ser and estar;

SLA.2.11.D.iii

singular, plural, common, and proper nouns, including gender-specific articles;

SLA.2.11.D.iv

adjectives, including articles;

SLA.2.11.D.v

adverbs that convey time and adverbs that convey place;

SLA.2.11.D.vi

prepositions and prepositional phrases;

SLA.2.11.D.vii

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

SLA.2.11.D.viii

coordinating conjunctions to form compound subjects and predicates;

SLA.2.11.D.ix

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

SLA.2.11.D.x

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

SLA.2.11.D.xi

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

SLA.2.11.E

publish and share writing.

SLA.2.12.A

compose literary texts, including personal narratives and poetry;

SLA.2.12.B

compose informational texts, including procedural texts and reports; and

SLA.2.12.C

compose correspondence such as thank you notes or letters.

SLA.2.13.A

generate questions for formal and informal inquiry with adult assistance;

SLA.2.13.B

develop and follow a research plan with adult assistance;

SLA.2.13.C

identify and gather relevant sources and information to answer the questions;

SLA.2.13.D

identify primary and secondary sources;

SLA.2.13.E

demonstrate understanding of information gathered;

SLA.2.13.F

cite sources appropriately; and

SLA.2.13.G

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

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