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.
use affixes, including re-, pre-, -ción, and ísimo/ísima, to determine the meaning of words and subsequently use the newly acquired words;
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.
identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context; 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.
establish purpose for reading assigned and self-selected texts;
generate questions about text before, during, and after reading to deepen understanding and gain information;
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.
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, checking for visual cues, and asking questions when understanding breaks down.
describe personal connections to a variety of sources;
write brief comments on literary or informational texts that demonstrate an understanding of the text;
use text evidence to support an appropriate response;
retell and paraphrase texts in ways that maintain meaning and logical order;
interact with sources in meaningful ways such as illustrating or writing; and
respond using newly acquired vocabulary as appropriate.
discuss topics and determine theme using text evidence with adult assistance;
describe the main character's (characters') internal and external traits;
describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently; and
describe the importance of the setting.
demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, and fairy tales;
explain visual patterns and structures in a variety of poems;
discuss elements of drama such as characters, dialogue, and setting;
recognize characteristics and structures of informational text, including:
the central idea and supporting evidence with adult assistance;
features and graphics to locate and gain information; and
organizational patterns such as chronological order and cause and effect stated explicitly;
recognize characteristics of persuasive text, including:
stating what the author is trying to persuade the reader to think or do; and