Spanish Language Arts and Reading.3.5

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The student is expected to self-select text and read independently for a sustained period of time.

Artes del lenguaje y lectura en español.3.5

Se espera que el estudiante autoseleccione el texto y lea independientemente por un periodo de tiempo prolongado.

SPANISH LANGUAGE ARTS AND READING.3.5 — 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.

self-select text and interact independently with text for increasing periods of time.

self-select text and interact independently with text for increasing periods of time.

self-select text and read independently for a sustained period of time.

SLA.3.5

self-select text and read independently for a sustained period of time.

self-select text and read independently for a sustained period of time.

self-select text and read independently for a sustained period of time.

self-select text and read independently for a sustained period of time.

SLAR.7.5

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. Based on the student's language proficiency level, the student is expected to self-select text and read independently for a sustained period of time.

SLAR.8.5

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. Based on the student's language proficiency level, the student is expected to self-select text and read independently for a sustained period of time.

SLAR.E1.5

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade- and language proficiency-appropriate texts with increasing independence. self-select text and read independently for a sustained period of time.

SLAR.E2.5

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. self-select text and read independently for a sustained period of time.

SPANISH LANGUAGE ARTS AND READING.3.5 — Focal Points

Foundational Skills

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;

SLA.3.11.D.viii

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

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.

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;

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;