Spanish Language Arts and Reading.6.2.A.iv

listen actively to interpret a message, ask clarifying questions, and respond appropriately;

follow and give oral instructions that include multiple action steps;

differentiating between commonly confused terms such as porque/porqué/por qué/por que, asimismo (adverbio)/así mismo (de la misma manera), sino/si no, and también/tan bien;

decoding palabras agudas, graves, esdrújulas, and sobresdrújulas (words with the stress on the last, penultimate, and antepenultimat syllable and words with the stress on the syllable before the antepenultimate);

decoding words with hiatus and diphthongs; and

spelling palabras agudas, graves, esdrújulas, and sobresdrújulas (words with the stress on the antepenultimate, penultimate, and ultimate/last syllable and words with the stress on the syllable before the antepenultimate);

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

spelling words with diphthongs and hiatus; and

use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech;

determine the meaning and usage of grade-level academic Spanish words derived from Greek and Latin roots, including metro-, grafo-, scrib-, and port-; 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 adjust fluency when reading grade-level text based on the reading purpose.

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;

complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;

consistent, appropriate use of verb tenses;

conjunctive adverbs;

prepositions and prepositional phrases and their influence on subject-verb agreement;

pronouns, including personal, possessive, objective, reflexive, prepositional, indefinite, and relative;

subordinating conjunctions to form complex sentences and correlative conjunctions;

capitalization of proper nouns, including abbreviations, initials, acronyms, and organizations;

punctuation marks, including commas in complex sentences, transitions, and introductory elements; and

correct spelling, including commonly confused terms; and

listen actively to interpret a message, ask clarifying questions, and respond appropriately;

follow and give oral instructions that include multiple action steps;

differentiating between commonly confused terms such as porque/porqué/por qué/por que, asimismo (adverbio)/así mismo (de la misma manera), sino/si no, and también/tan bien;

decoding palabras agudas, graves, esdrújulas, and sobresdrújulas (words with the stress on the last, penultimate, and antepenultimat syllable and words with the stress on the syllable before the antepenultimate);

decoding words with hiatus and diphthongs; and

use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech;

use context such as definition, analogy, and examples to clarify the meaning of words;

determine the meaning and usage of grade-level academic Spanish words derived from Greek and Latin roots, including metro-, grafo-, scrib-, and port-; 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.

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 adjust fluency when reading grade-level text based on the reading purpose.

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.

establish purpose for reading assigned and self-selected text;

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

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, asking questions, and annotating when understanding breaks down.

infer multiple themes within and across texts using text evidence;

analyze how the characters' internal and external responses develop the plot;

analyze plot elements, including rising action, climax, falling action, resolution, and non-linear elements such as flashback; and

analyze how the setting, including historical and cultural settings, influences character and plot development.

demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, and myths;

analyze the effect of meter and structural elements such as line breaks in poems across a variety of poetic forms;

analyze how playwrights develop characters through dialogue and staging;

the controlling idea or thesis with supporting evidence;

features such as introduction, foreword, preface, references, or acknowledgements to gain background information; and

organizational patterns such as definition, classification, advantage, and disadvantage;

identifying the claim;

explaining how the author uses various types of evidence to support the argument; and

identifying the intended audience or reader; and

analyze characteristics of multimodal and digital texts.

explain the author's purpose and message within a text;

analyze how the use of text structure contributes to the author's purpose;

analyze the author's use of print and graphic features to achieve specific purposes;

describe how the author's use of figurative language such as metaphor and personification achieves specific purposes;

identify the use of literary devices, including omniscient and limited point of view, to achieve a specific purpose;

analyze how the author's use of language contributes to mood and voice; and

explain the differences between rhetorical devices and logical fallacies.

generate student-selected and teacher-guided questions for formal and informal inquiry;

develop and revise a plan;

identify and gather relevant information from a variety of sources;

differentiate between primary and secondary sources;

synthesize information from a variety of sources;

reliability, credibility, and bias; and

faulty reasoning such as hyperbole, emotional appeals, and stereotype;