Spanish Language Arts and Reading.1.2.B.iv

listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;

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

producing a series of rhyming words;

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

recognizing the change in spoken word when a specified syllable is added, changed, or removed;

segmenting spoken words into individual syllables;

blending spoken complex syllables, including sílabas trabadas, to form multisyllabic words;

segmenting spoken words into syllables, including words with sílabas trabadas; and

manipulating syllables within words;

identifying and matching sounds to individual letters;

decoding words with sílabas trabadas such as/bla/,/bra/, and/gla/; digraphs; and words with multiple sound spelling patterns such as c, k, and q and s, z, soft c, and x;

decoding words with silent h and words that use the syllables que-, qui-, gue-, gui-, güe-, and güi-;

decoding contractions such as al and del;

decoding three- to four-syllable words;

using knowledge of base words to decode common compound words; and

decoding words with common prefixes and suffixes;

spelling common letter and sound correlations;

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

spelling words with silent h; consonant digraphs such as/ch/,/rr/, and/ll/; and sílabas trabadas such as/bla/,/bra/,/gla/, and/gra/;

spelling multisyllabic words, including words with que-, qui-, gue-, gui-, güe-, and güi-;

spelling contractions such as al and del;

spelling words with diphthongs such as/ai/,/au/, and/ie/ as in quie-ro, na-die, and ra-dio and hiatus such as le-er and rí-o; and

spelling words with common prefixes and suffixes;

demonstrate print awareness by identifying the information that different parts of a book provide;

alphabetize a series of words to the first or second letter and use a dictionary to find words; and

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

identify the meaning of words with affixes, including -s, -es, and -or; and

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 interact independently with text for increasing periods of time.

monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

respond using newly acquired vocabulary as appropriate.

complete sentences with subject-verb agreement;

past and present verb tense, including the difference between ser and estar;

singular, plural, common, and proper nouns, including gender-specific articles;

adjectives, including articles;

adverbs that convey time;

prepositions;

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

capitalization for the beginning of sentences;

punctuation marks at the end of declarative sentences and at the beginning and end of exclamatory and interrogative sentences; and

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