Spanish Language Arts and Reading.K.2.A.iii

listen actively and ask questions to understand information and answer questions using multi-word responses;

restate and follow oral directions that involve a short, related sequence of actions;

identifying and producing rhyming words;

recognizing spoken alliteration or groups of words that begin with the same simple syllable or initial sound;

identifying syllables in spoken words;

blending syllables to form multisyllabic words;

segmenting multisyllabic words into syllables;

identifying initial and final sounds in simple words;

blending spoken phonemes to form syllables; and

manipulating syllables within a multisyllabic word;

identifying and matching the common sounds that letters represent;

using letter-sound relationships to decode one- and two-syllable words and multisyllabic words, including CV, VC, CCV, CVC, VCV, CVCV, CCVCV, and CVCCV;

decoding words with silent h and consonant digraphs such as/ch/,/rr/, and/ll/; and

recognizing that new words are created when syllables are changed, added, or deleted;

spelling common letter and sound correlations; and

spelling words with common syllabic patterns such as CV, VC, CCV, CVC, VCV, CVCV, CCVCV, and CVCCV;

identifying the front cover, back cover, and title page of a book;

holding a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to right with return sweep;

recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries;

recognizing the difference between a letter and a printed word; and

identifying all uppercase and lowercase letters; and

use a resource such as a picture dictionary or digital resource to find words;

identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations.

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 interact independently with text for increasing periods of time.

respond using newly acquired vocabulary as appropriate.

complete sentences;

verbs, including the difference between ser and estar;

singular and plural nouns, including gender-specific articles;

adjectives, including articles;

prepositions;

pronouns, including personal, and the difference in the use of formal pronoun usted and informal pronoun tú;

capitalization of the first letter in a sentence and names;

punctuation marks at the end of declarative sentences; and

correct spelling of words with grade-appropriate orthographic patterns and rules; and

listen actively and ask questions to understand information and answer questions using multi-word responses;

restate and follow oral directions that involve a short, related sequence of actions;

identifying and producing rhyming words;

recognizing spoken alliteration or groups of words that begin with the same simple syllable or initial sound;

identifying syllables in spoken words;

blending syllables to form multisyllabic words;

segmenting multisyllabic words into syllables;

identifying initial and final sounds in simple words;

blending spoken phonemes to form syllables; and

manipulating syllables within a multisyllabic word;

spelling common letter and sound correlations; and

spelling words with common syllabic patterns such as CV, VC, CCV, CVC, VCV, CVCV, CCVCV, and CVCCV;

use a resource such as a picture dictionary or digital resource to find words;

use illustrations and texts the student is able to read or hear to learn or clarify word meanings; and

identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations.

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 interact independently with text for increasing periods of time.

establish purpose for reading assigned and self-selected texts with adult assistance;

generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance;

make and confirm predictions using text features and structures with adult assistance;

create mental images to deepen understanding with adult assistance;

make connections to personal experiences, ideas in other texts, and society with adult assistance;

make inferences and use evidence to support understanding with adult assistance;

evaluate details to determine what is most important with adult assistance;

synthesize information to create new understanding with adult assistance; and

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.

discuss topics and determine the basic theme using text evidence with adult assistance;

identify and describe the main character(s);

describe the elements of plot development, including the main events, the problem, and the resolution, for texts read aloud with adult assistance; and

describe the setting.

demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;

discuss rhyme and rhythm in nursery rhymes and a variety of poems;

discuss main characters in drama;

the central idea and supporting evidence with adult assistance;

titles and simple graphics to gain information; and

the steps in a sequence with adult assistance;

recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; and

recognize characteristics of multimodal and digital texts.

discuss with adult assistance the author's purpose for writing texts;

discuss with adult assistance how the use of text structure contributes to the author's purpose;

discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;

discuss with adult assistance how the author uses words that help the reader visualize; and

listen to and experience first- and third-person texts.

generate questions for formal and informal inquiry with adult assistance;

develop and follow a research plan with adult assistance;

gather information from a variety of sources with adult assistance;

demonstrate understanding of information gathered with adult assistance; and