Spanish Language Arts.4.2.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;

using orthographic rules to segment and combine syllables, including diphthongs and formal and accented hiatus;

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

decoding words with prefixes and suffixes;

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

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

spelling words with diphthongs and hiatus; and

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

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

identify the meaning of and use words with affixes such as mono-, sobre-, sub-, inter-, poli-, -able, -ante, -eza, -ancia, and -ura, and roots, including auto, bio, grafía, metro, fono, and tele;

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.

respond using newly acquired vocabulary as appropriate; and

complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;

verb tense such as simple past, present, and future and imperfect past, past participle, and conditional;

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

adjectives, including their comparative and superlative forms;

adverbs that convey frequency and adverbs that convey degree;

prepositions and prepositional phrases;

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

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

capitalization of historical events and documents, titles of books, stories, and essays;

punctuation marks, including commas in compound and complex sentences and em dash for dialogue; 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;

using orthographic rules to segment and combine syllables, including diphthongs and formal and accented hiatus;

decoding and differentiating the meaning of a word based on the 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 relevant meaning of unfamiliar words or multiple-meaning words;

identify the meaning of and use words with affixes such as mono-, sobre-, sub-, inter-, poli-, -able, -ante, -eza, -ancia, and -ura, and roots, including auto, bio, grafía, metro, fono, and tele;

identify, use, and explain the meaning of idioms, homographs, and homophones such as abrasar/abrazar; 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 basic themes supported by text evidence;

explain the interactions of the characters and the changes they undergo;

analyze plot elements, including the rising action, climax, falling action, and resolution; and

explain the influence of the setting, including historical and cultural settings, on the plot.

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

explain figurative language such as simile, metaphor, and personification that the poet uses to create images;

explain structure in drama such as character tags, acts, scenes, and stage directions;

the central idea with supporting evidence;

features such as pronunciation guides and diagrams to support understanding; and

organizational patterns such as compare and contrast;

identifying the claim;

explaining how the author has used facts for an argument; 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;

analyze 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 metaphor, and sound devices such as alliteration and assonance achieves specific purposes;

identify and understand 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 anecdote.

generate and clarify 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;