Spanish Language Arts.5.1.A

follow, restate, and give oral instructions that include multiple action steps;

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 meaning of word based on the diacritical accent; and

decoding words with prefixes and suffixes;

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

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

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;

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 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

follow, restate, and give oral instructions that include multiple action steps;

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 meaning of word based on the diacritical accent; and

decoding words with prefixes and suffixes;

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

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 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.

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 multiple themes within a text using text evidence;

analyze the relationships of and conflicts among the characters;

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

analyze 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 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.

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;

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.