Texas

1-5 Developing and sustaining foundational language skills

• 1 Listening, speaking, discussion, and thinking–oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

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

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

  • C share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;

  • D work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others; and

  • E develop social communication such as distinguishing between asking and telling.

• 2 Listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:

  • A demonstrate phonological awareness by:

    • i decoding multisyllabic words;

      • ¿Cuántas sílabas tiene la palabra? (2-A.)
      • Clasificar palabras según el número de sílabas (2-A.)
      • Cambiar una sílaba de una palabra (2-C.)
      • Leer palabras de uso frecuente (2-D.)
      • Completar la oración con la palabra de uso frecuente correcta (2-D.)

    • ii decoding words with multiple sound spelling patterns such as c, k, and q and s, z, soft c, and x;

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

    • iv decoding words with diphthongs and hiatus;

    • v decoding common abbreviations; and

    • vi decoding words with prefixes and suffixes;

  • B demonstrate and apply spelling knowledge by:

    • i spelling multisyllabic words;

      • Deletrear la palabra de uso frecuente (2-D.)

    • ii spelling words with diphthongs and hiatus;

    • iii spelling common abbreviations;

    • iv spelling words with prefixes and suffixes; and

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

  • C alphabetize a series of words and use a dictionary or glossary to find words; and

  • D develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.

• 3 Listening, speaking, reading, writing, and thinking–vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

  • A use print or digital resources to determine meaning and pronunciation of unknown words;

  • B use context within and beyond a sentence to determine the meaning of unfamiliar words;

  • C use affixes, including re-, pre-, -ción, and ísimo/ísima, to determine the meaning of words and subsequently use the newly acquired words;

  • D identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context; and

  • E 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.

• 4 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.

  • Leer sobre animales (2-P.)
  • Leer sobre deportes y pasatiempos (2-P.)
  • Leer sobre lugares famosos (2-P.)
  • Leer sobre personas famosas (2-P.)

• 5 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.

  • Leer sobre animales (2-P.)
  • Leer sobre deportes y pasatiempos (2-P.)
  • Leer sobre lugares famosos (2-P.)
  • Leer sobre personas famosas (2-P.)

6 Comprehension skills

• 6 Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

  • A establish purpose for reading assigned and self-selected texts;

    • Determinar el tema y el propósito de pasajes informativos (2-I.)

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

  • C make, correct, or confirm predictions using text features, characteristics of genre, and structures;

  • D create mental images to deepen understanding;

  • E make connections to personal experiences, ideas in other texts, and society;

  • F make inferences and use evidence to support understanding;

    • Determinar los temas de mitos, fábulas y cuentos populares (2-G.)
    • Usar acciones y diálogos para comprender a los personajes (2-H.)
    • Leer ficción realista con apoyo (2-M.)

  • G evaluate details read to determine key ideas;

    • Determinar los temas de mitos, fábulas y cuentos populares (2-G.)

  • H synthesize information to create new understanding; and

    • Determinar los temas de mitos, fábulas y cuentos populares (2-G.)

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

7 Response skills

• 7 Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

  • A describe personal connections to a variety of sources;

  • B write brief comments on literary or informational texts that demonstrate an understanding of the text;

    • Leer ficción realista con apoyo (2-M.)
    • Leer sobre arte, música y tradiciones con apoyo (2-O.)
    • Leer sobre animales (2-P.)
    • Leer sobre deportes y pasatiempos (2-P.)
    • Leer sobre lugares famosos (2-P.)
    • Leer sobre personas famosas (2-P.)

  • C use text evidence to support an appropriate response;

  • D retell and paraphrase texts in ways that maintain meaning and logical order;

    • Ordenar eventos en una historia (2-F.)

  • E interact with sources in meaningful ways such as illustrating or writing; and

  • F respond using newly acquired vocabulary as appropriate.

8-9 Multiple genres

• 8 Listening, speaking, reading, writing, and thinking using multiple texts–literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

  • A discuss topics and determine theme using text evidence with adult assistance;

    • Determinar los temas de mitos, fábulas y cuentos populares (2-G.)

  • B describe the main character's (characters') internal and external traits;

    • Escoger la imagen que va con el escenario o el personaje (2-H.)
    • Usar acciones y diálogos para comprender a los personajes (2-H.)

  • C describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently; and

    • Ordenar eventos en una historia (2-F.)

  • D describe the importance of the setting.

• 9 Listening, speaking, reading, writing, and thinking using multiple texts–genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

  • A demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, and fairy tales;

  • B explain visual patterns and structures in a variety of poems;

  • C discuss elements of drama such as characters, dialogue, and setting;

    • Escoger la imagen que va con el escenario o el personaje (2-H.)
    • Usar acciones y diálogos para comprender a los personajes (2-H.)

  • D recognize characteristics and structures of informational text, including:

    • i the central idea and supporting evidence with adult assistance;

      • Leer sobre arte, música y tradiciones con apoyo (2-O.)
      • Leer sobre animales (2-P.)
      • Leer sobre deportes y pasatiempos (2-P.)
      • Leer sobre lugares famosos (2-P.)
      • Leer sobre personas famosas (2-P.)

    • ii features and graphics to locate and gain information; and

      • Usar características de textos informativos (2-L.)

    • iii organizational patterns such as chronological order and cause and effect stated explicitly;

      • Unir cada efecto con su causa (2-J.)
      • Unir cada causa con su efecto (2-J.)

  • E recognize characteristics of persuasive text, including:

    • i stating what the author is trying to persuade the reader to think or do; and

    • ii distinguishing facts from opinion; and

  • F recognize characteristics of multimodal and digital texts.

10 Author's purpose and craft

• 10 Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

  • A discuss the author's purpose for writing text;

    • Determinar el tema y el propósito de pasajes informativos (2-I.)

  • B discuss how the use of text structure contributes to the author's purpose;

    • Determinar el tema y el propósito de pasajes informativos (2-I.)

  • C discuss the author's use of print and graphic features to achieve specific purposes;

    • ¿Cuál título de libro es mejor para la imagen? (2-G.)
    • Usar características de textos informativos (2-L.)

  • D discuss the use of descriptive, literal, and figurative language;

  • E identify the use of first or third person in a text; and

  • F identify and explain the use of repetition.

11-12 Composition

• 11 Listening, speaking, reading, writing, and thinking using multiple texts–writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:

  • A plan a first draft by generating ideas for writing such as drawing and brainstorming;

  • B develop drafts into a focused piece of writing by:

    • i organizing with structure; and

    • ii developing an idea with specific and relevant details;

  • C revise drafts by adding, deleting, or rearranging words, phrases, or sentences;

  • D edit drafts using standard Spanish conventions, including:

    • i complete sentences with subject-verb agreement;

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

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

    • iv adjectives, including articles;

    • v adverbs that convey time and adverbs that convey place;

    • vi prepositions and prepositional phrases;

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

    • viii coordinating conjunctions to form compound subjects and predicates;

    • ix capitalization of proper nouns and the salutation and closing of a letter;

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

    • xi correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and

  • E publish and share writing.

• 12 Listening, speaking, reading, writing, and thinking using multiple texts–genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

  • A compose literary texts, including personal narratives and poetry;

  • B compose informational texts, including procedural texts and reports; and

  • C compose correspondence such as thank you notes or letters.

13 Inquiry and research

• 13 Listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

  • A generate questions for formal and informal inquiry with adult assistance;

  • B develop and follow a research plan with adult assistance;

  • C identify and gather relevant sources and information to answer the questions;

  • D identify primary and secondary sources;

  • E demonstrate understanding of information gathered;

    • Leer sobre arte, música y tradiciones con apoyo (2-O.)
    • Leer sobre animales (2-P.)
    • Leer sobre deportes y pasatiempos (2-P.)
    • Leer sobre lugares famosos (2-P.)
    • Leer sobre personas famosas (2-P.)

  • F cite sources appropriately; and

  • G use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.