- Spanish Language Arts and Reading
- Grade 5
- Composition
plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
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.”
planifique un primer borrador seleccionando el género para un tópico, propósito y público específicos utilizando una variedad de estrategias, tales como la lluvia de ideas, la escritura libre y la elaboración de esquemas;
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
plan by generating ideas for writing through class discussions and drawings;
plan a first draft by generating ideas for writing such as by drawing and brainstorming;
plan a first draft by generating ideas for writing such as drawing and brainstorming;
plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
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 oral and written language skills to communicate their ideas effectively using appropriate language conventions. Students consider audience and purpose while applying appropriate genre characteristics and craft and determining the appropriate mode of delivery.
listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments;
follow, restate, and give oral instructions that include multiple action steps;
give an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively; and
spelling words with more advanced orthographic patterns and rules;
spelling palabras agudas, graves, and esdrújulas (words with the stress on the antepenultimate, penultimate, and last syllable) with a prosodic or orthographic accent;
spelling palabras sobresdrújulas (words with the stress on the syllable before the antepenultimate syllable) with a prosodic or 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
identify the meaning of and use words with affixes such as trans-, super-, anti-, semi-, -logía, -ificar, -ismo, and -ista and roots, including audi, crono, foto, geo, and terr;
identify, use, and explain the meaning of idioms, adages, and puns; 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.
describe personal connections to a variety of sources, including self-selected texts;
write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;
use text evidence to support an appropriate response;
retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;
interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
respond using newly acquired vocabulary as appropriate; and
discuss specific ideas in the text that are important to the meaning.
demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, legends, myths, and tall tales;
explain the use of sound devices and figurative language and distinguish between the poet and the speaker in poems across a variety of poetic forms;
explain structure in drama such as character tags, acts, scenes, and stage directions;
the central idea with supporting evidence;
features such as insets, timelines, and sidebars to support understanding; and
organizational patterns such as logical order and order of importance;
identifying the claim;
explaining how the author has used facts for or against 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;
analyze 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 achieves specific purposes;
identify and understand the use of literary devices, including first- or third-person point of view;
examine how the author's use of language contributes to voice; and
explain the purpose of hyperbole, stereotyping, and anecdote.
plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
organizing with purposeful structure, including an introduction, transitions, and a conclusion; and
developing an engaging idea reflecting depth of thought with specific facts and details;
revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;
complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
irregular verbs;
collective nouns;
adjectives, including those indicating origin, and their comparative and superlative forms;
conjunctive adverbs;
prepositions and prepositional phrases and their influence on subject-verb agreement;
pronouns, including personal, possessive, objective, reflexive, prepositional, and indefinite;
subordinating conjunctions to form complex sentences;
capitalization of initials, acronyms, and organizations;
italics and underlining for titles and emphasis and punctuation marks, including commas in compound and complex sentences, em dash for dialogue, and quotation marks for titles; and
correct spelling of words with grade-appropriate orthographic patterns and rules; and
publish written work for appropriate audiences.
compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;
compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
compose argumentative texts, including opinion essays, using genre characteristics and craft; and
compose correspondence that requests information.
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;
understand credibility of primary and secondary sources;
demonstrate understanding of information gathered;
differentiate between paraphrasing and plagiarism when using source materials;
develop a bibliography; and
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.