monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
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.”
revise la comprensión y haga ajustes, tales como releer, usar conocimiento previo, formular preguntas y hacer anotaciones cuando la comprensión se pierde.
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down with adult assistance.
monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
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 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 palabras agudas, graves, esdrújulas, and sobresdrújulas (words with the stress on the last, penultimate, and antepenultimate syllable and words with the stress on the syllable before the antepenultimate);
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;