The student is expected to self-select text and interact independently with text for increasing periods of time.
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.”
Se espera que el estudiante autoseleccione el texto e interactúe independientemente con el texto por períodos de tiempo cada vez mayores.
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
self-select text and interact independently with text for increasing periods of time.
self-select text and interact independently with text for increasing periods of time.
self-select text and read independently for a sustained period of time.
self-select text and read independently for a sustained period of time.
self-select text and read independently for a sustained period of time.
self-select text and read independently for a sustained period of time.
self-select text and read independently for a sustained period of time.
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 basic skills related to the four domains of language. Students apply foundational knowledge to improve listening, speaking (oral language), reading (beginning reading, self-sustained reading, vocabulary, and fluency), and writing (beginning writing) skills.
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 the individual words in a spoken sentence;
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
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 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 the individual words in a spoken sentence;
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