- Spanish Language Arts and Reading
- Grade 3
- Developing and sustaining foundational language skills
demonstrate and apply spelling knowledge by:
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.”
demuestre y aplique el conocimiento ortográfico al:
escribir palabras con el sonido fuerte y suave de la letra “r”;
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 make pertinent comments;
follow, restate, and give oral instructions that involve a series of related sequences of action;
decoding words with a prosodic or orthographic accent;
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
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 make pertinent comments;
follow, restate, and give oral instructions that involve a series of related sequences of action;
speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively;
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;
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
describe personal connections to a variety of sources, including self-selected texts;
write a response to a literary or informational text that demonstrates an understanding of a 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 notetaking, annotating, freewriting, or illustrating;
respond using newly acquired vocabulary as appropriate; and
discuss specific ideas in the text that are important to the meaning.
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.
plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
organizing with purposeful structure, including an introduction and a conclusion; and
developing an engaging idea with relevant details;
revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;
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
publish written work for appropriate audiences.
compose literary texts, including personal narratives and poetry, using genre characteristics and craft;
compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
compose argumentative texts, including opinion essays, using genre characteristics and craft; and
compose correspondence such as thank you notes or letters.
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;
recognize the difference between paraphrasing and plagiarism when using source materials;
create a works cited page; and
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.