alphabetize a series of words to the third letter; 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 a la tercera letra; y
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
alphabetize a series of words to the first or second letter and use a dictionary to find words; and
alphabetize a series of words and use a dictionary or glossary to find words; and
alphabetize a series of words to the third letter; and
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