Spanish Language Arts.3.2.C

listen actively, ask relevant questions to clarify information, and make pertinent comments;

follow, restate, and give oral instructions that involve a series of related sequences of action;

decoding words with a prosodic or orthographic accent;

decoding 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-;

becoming very familiar with the concept of hiatus and diphthongs and the implications for orthographic accents;

decoding and differentiating meaning of a word based on a diacritical accent; and

decoding words with prefixes and suffixes;

spelling palabras agudas and graves (words with an accent on the last and penultimate syllable);

spelling palabras esdrújulas (words with the stress on the antepenultimate syllable) that have an orthographic accent;

spelling words with the concept of diphthongs and hiatus and their implications for orthographic accents;

using accents on words commonly used in questions and exclamations;

spelling words based on the diacritical accent such as se/sé, el/él, and mas/más;

marking accents appropriately when conjugating verbs such as in simple and imperfect past, past participle, perfect, conditional, and future tenses;

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

spelling words that have the same sounds represented by different letters, including ll and y; c, k, and q; soft c, soft x, s, and z; and soft g, j, and x;

spelling words with hard and soft r;

spelling words using n before v; m before b; and m before p;

spelling words with sílabas trabadas; and

spelling the plural form of words ending in z by replacing the z with c before adding -es;

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

identify the meaning of and use words with affixes, including in-, des-, ex-, -mente, -dad, -oso, -eza, and -ura, and know how the affix changes the meaning of the word;

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.

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;

verb tense such as simple past, present, and future and imperfect past, past participle, perfect, and conditional, including the difference between ser and estar;

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

adjectives, including their comparative and superlative forms;

adverbs that convey time and adverbs that convey manner;

prepositions and prepositional phrases;

pronouns, including personal, possessive, objective, and reflexive pronouns;

coordinating conjunctions to form compound subjects, predicates, and sentences;

capitalization of proper nouns, geographical names and places, historical periods, and official titles of people;

punctuation marks, including commas in a series and dates that include the day of the week and correct mechanics, including indentations; and

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