Spanish Language Arts.3.2.A.i

listen actively, ask relevant questions to clarify information, and make pertinent comments;

follow, restate, and give oral instructions that involve a series of related sequences of action;

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-;

becoming very familiar with the concept of hiatus and diphthongs and the implications for orthographic accents;

decoding and differentiating meaning of a word based on a diacritical accent; and

decoding words with prefixes and suffixes;

spelling palabras agudas and graves (words with an accent on the last and penultimate syllable);

spelling palabras esdrújulas (words with the stress on the antepenultimate syllable) that have an orthographic accent;

spelling words with the concept of diphthongs and hiatus and their implications for orthographic accents;

using accents on words commonly used in questions and exclamations;

spelling words based on the diacritical accent such as se/sé, el/él, and mas/más;

marking accents appropriately when conjugating verbs such as in simple and imperfect past, past participle, perfect, conditional, and future tenses;

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

spelling words that have the same sounds represented by different letters, including ll and y; c, k, and q; soft c, soft x, s, and z; and soft g, j, and x;

spelling words with hard and soft r;

spelling words using n before v; m before b; and m before p;

spelling words with sílabas trabadas; and

spelling the plural form of words ending in z by replacing the z with c before adding -es;

alphabetize a series of words to the third letter; and

use print or digital resources to determine meaning, syllabication, and pronunciation;

identify the meaning of and use words with affixes, including in-, des-, ex-, -mente, -dad, -oso, -eza, and -ura, and know how the affix changes the meaning of the word;

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, asking questions, and annotating when understanding breaks down.

respond using newly acquired vocabulary as appropriate; and

complete simple and compound sentences with subject-verb agreement;

verb tense such as simple past, present, and future and imperfect past, past participle, perfect, and conditional, including the difference between ser and estar;

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

adjectives, including their comparative and superlative forms;

adverbs that convey time and adverbs that convey manner;

prepositions and prepositional phrases;

pronouns, including personal, possessive, objective, and reflexive pronouns;

coordinating conjunctions to form compound subjects, predicates, and sentences;

capitalization of proper nouns, geographical names and places, historical periods, and official titles of people;

punctuation marks, including commas in a series and dates that include the day of the week and correct mechanics, including indentations; and

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

listen actively, ask relevant questions to clarify information, and make pertinent comments;

follow, restate, and give oral instructions that involve a series of related sequences of action;

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-;

becoming very familiar with the concept of hiatus and diphthongs and the implications for orthographic accents;

decoding and differentiating meaning of a word based on a diacritical accent; and

decoding words with prefixes and suffixes;

use print or digital resources to determine meaning, syllabication, and pronunciation;

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

identify the meaning of and use words with affixes, including in-, des-, ex-, -mente, -dad, -oso, -eza, and -ura, and know how the affix changes the meaning of the word;

identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text; and

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.

establish purpose for reading assigned and self-selected texts;

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

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

create mental images to deepen understanding;

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

make inferences and use evidence to support understanding;

evaluate details read to determine key ideas;

synthesize information to create new understanding; and

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

infer the theme of a work, distinguishing theme from topic;

explain the relationships among the major and minor characters;

analyze plot elements, including the sequence of events, the conflict, and the resolution; and

explain the influence of the setting on the plot.

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

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

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

the central idea with supporting evidence;

features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding; and

organizational patterns such as cause and effect and problem and solution;

identifying the claim;

distinguishing facts from opinion; and

identifying the intended audience or reader; and

recognize characteristics of multimodal and digital texts.

explain the author's purpose and message within a text;

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

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

describe how the author's use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes;

identify the use of literary devices, including first- or third-person point of view;

discuss how the author's use of language contributes to voice; and

identify and explain the use of hyperbole.

generate questions on a topic for formal and informal inquiry;

develop and follow a research plan with adult assistance;

identify and gather relevant information from a variety of sources;

identify primary and secondary sources;

demonstrate understanding of information gathered;