SPANISH LANGUAGE ARTS.3.2.C — 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.
SPANISH LANGUAGE ARTS.3.2.C — 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.
SPANISH LANGUAGE ARTS.3.2.C — Focal Points
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