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Common Core Standards for Language Arts

An Alignment with Santillana Español (Serie Amigos)

Grades K-5

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College and Career Readiness Anchor Standards for Reading The K–5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure 1. Interpret words and phrases as they are used in a text, including determining technical,

connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 2. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of

the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 3. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas 4. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well

as in words. 5. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as

the relevance and sufficiency of the evidence. 6. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the

approaches the authors’ take.

Range of Reading and Level of Text Complexity 7. Read and comprehend complex literary and informational texts independently and proficiently.

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Reading Standards for Literature: Grades K-5

The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

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Reading Standards for Literature: Grade K Standards for Kindergartners Teacher Resources

Key Ideas and Details With prompting and support, ask and answer questions about key details in a text.

Teacher’s Guide: Español K Chapter 1: Pages 28-29 Chapter 2: Pages 34-36 Chapter 3: Pages 40-42 Chapter 4: Pages 48-50 Chapter 5: Pages 54-55 Chapter 6: Pages 60-61 Chapter 7: Pages 68-69 Chapter 8: Pages 74-75 Chapter 9: Pages 80-81 Chapter 10: Pages 88-90 Chapter 11: Pages 94-95 Chapter 12: Pages 100-101 Student Edition: Español K Tomo 1 Workbook Chapter 1: Pages 9-11; 24-25 Chapter 2: Pages 27-29 Chapter 3: Pages 45-47 Chapter 4: Pages 65-67 Chapter 5: Pages 83-85 Chapter 6: Pages 101-102 Student Edition: Español K Tomo 2 Workbook Chapter 7: Pages 9-11 Chapter 8: Pages 27-29 Chapter 9: Pages 45-47 Chapter 10: Pages 65-67 Chapter 11: Pages 83-85 Chapter 12: Pages 101-103

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Key Ideas and Details With prompting and support, retell familiar stories, including key details. Teacher’s Guide: Español K

Chapter 1: Pages 28-29 Chapter 2: Pages 34-36 Chapter 3: Pages 40-42 Chapter 4: Pages 48-50 Chapter 5: Pages 54-55 Chapter 6: Pages 60-61 Chapter 7: Pages 68-69 Chapter 8: Pages 74-75 Chapter 9: Pages 80-81 Chapter 10: Pages 88-90 Chapter 11: Pages 94-95 Chapter 12: Pages 100-101 Student Edition: Español K Tomo 1 Workbook Chapter 1: Pages 9-11 Chapter 2: Pages 27-29 Chapter 3: Pages 45-47 Chapter 4: Pages 65-67 Chapter 5: Pages 83-85 Chapter 6: Pages 101-102 Student Edition: Español K Tomo 2 Workbook Chapter 7: Pages 9-11 Chapter 8: Pages 27-29 Chapter 9: Pages 45-47 Chapter 10: Pages 65-67 Chapter 11: Pages 83-85 Chapter 12: Pages 101-103

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Key Ideas and Details With prompting and support, identify characters, settings, and major events in a story.

Teacher’s Guide: Español K Chapter 1: Pages 28-29 Chapter 2: Pages 34-36 Chapter 3: Pages 40-42 Chapter 4: Pages 48-50 Chapter 5: Pages 54-55 Chapter 6: Pages 60-61 Chapter 7: Pages 68-69 Chapter 8: Pages 74-75 Chapter 9: Pages 80-81 Chapter 10: Pages 88-90 Chapter 11: Pages 94-95 Chapter 12: Pages 100-101 Student Edition: Español K Tomo 1 Workbook Chapter 1: Pages 9-11; 24-25 Chapter 2: Pages 27-29 Chapter 3: Pages 45-47; 60-63 Chapter 4: Pages 65-67; 80-81 Chapter 5: Pages 83-85; 98 Chapter 6: Pages 101-102; 118-119 Student Edition: Español K Tomo 2 Workbook Chapter 7: Pages 9-11; 24-25 Chapter 8: Pages 27-29 Chapter 9: Pages 45-47; 60-63 Chapter 10: Pages 65-67; 78-81 Chapter 11: Pages 83-85; 98-99 Chapter 12: Pages 101-103; 116-119

Craft and Structure

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Ask and answer questions about unknown words in a text. Teacher’s Guide: Español K Chapter 1: Page 30 Chapter 2: Pages 38-39 Chapter 3: Page 44 Chapter 4: Page 52 Chapter 6: Pages 62; 67 Chapter 7: 2 Chapter 8: Pages 75; 77-79 Chapter 9: Pages 80-81; 83 Chapter 10: Pages 89-90 Chapter 11: Pages 98-99 Chapter 12: Pages 103; 104-105 Student Edition: Español K Tomo 1 Workbook Chapter 1: Pages 19, 23 Chapter 2: Page 30; 33, 35, 37; 41-42 Chapter 3: Pages 49, 51, 55, 59 Chapter 4: Pages 67, 73-75; 79-80 Chapter 5: Pages 89, 93, 95 Chapter 6: 102, 103, 107, 110, 111 Student Edition: Español K Tomo 2 Workbook Chapter 7: Page 19 Chapter 8: Pages 29; 32-33; 37; 41 Chapter 9: Pages 47; 54; 59; 61-63 Chapter 10: Pages 74-75; 77 Chapter 11: Pages 84; 89; 92 Chapter 12: Pages 104-105; 107-108; 110-111

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Craft and Structure Recognize common types of texts (e.g., storybooks, poems). Teacher’s Guide: Español K

Throughout all Chapters

With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Teacher’s Guide: Español K Chapter 1: Pages 28-29 Chapter 2: Pages 34-36 Chapter 3: Pages 40-42 Chapter 4: Pages 48-50 Chapter 5: Pages 54-55 Chapter 6: Pages 60-61 Chapter 7: Pages 68-69 Chapter 8: Pages 74-75 Chapter 9: Pages 80-81 Chapter 10: Pages 88-90 Chapter 11: Pages 94-95 Chapter 12: Pages 100-101

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Integration of Knowledge and Ideas With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).


Student Edition: Español K Tomo 1 Workbook Chapter 2: Page 28 Chapter 3: Page 46-47; 62-63 Chapter 4: Pages 66; 80 Chapter 5: 8 Chapter 6: Pages 118-119 Student Edition: Español K Tomo 2 Workbook Chapter 7: Pages 24-25 Chapter 9: Pages 60-63 Chapter 10: Pages 80-81

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Integration of Knowledge and Ideas With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.


Range of Reading and Level of Text and Complexity Actively engage in group reading activities with purpose and understanding.

Teacher’s Guide: Español K Throughout all chapters

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Reading Standards for Informational Text: Grade K

Kindergartners Teacher Resources Key Ideas and Details With prompting and support, ask and answer questions about key details in a text.

Teacher’s Guide: Español K Chapter 3: Pages 46-47 Chapter 6: Pages 66-67 Chapter 9: Pages 86-87 Chapter 12: Pages 106-107 Student Edition: Español K Tomo 1Workbook Chapter 3: Pages 62-63 Chapter 6: Pages 118-119 Student Edition: Español K Tomo 2 Workbook Chapter 9: Pages 60-61 Chapter 12: Pages 118-119

With prompting and support, identify the main topic and retell key details of a text.


Key Ideas and Details

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With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Teacher’s Guide: Español K Chapter 3: Pages 46-47 Chapter 6: Pages 66-67 Chapter 9: Pages 86-87 Chapter 12: Pages 106-107 Student Edition: Español K Tomo 1 Workbook Chapter 3: Pages 62-63 Chapter 6: Pages 118-119 Student Edition: Español K Tomo 2 Workbook Chapter 9: Pages 60-61 Chapter 12: Pages 118-119

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Craft and Structure With prompting and support, ask and answer questions about unknown words in a text.


Identify the front cover, back cover, and title page of a book. Teacher’s Guide: Español K Chapter 3: Pages 46-47 Chapter 6: Pages 66-67 Chapter 9: Pages 86-87 Chapter 12: Pages 106-107 Student Edition: Español K Tomo 1 Workbook Chapter 3: Pages 62-63 Chapter 6: Pages 118-119 Student Edition: Español K Tomo 2 Workbook Chapter 9: Pages 60-61 Chapter 12: Pages 118-119

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Craft and Structure Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.


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Integration of Knowledge and Ideas With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).


With prompting and support, identify the reasons an author gives to support points in a text.


With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).


Range of Reading and Level of Text and Complexity

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Actively engage in group reading activities with purpose and understanding.


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Reading Standards: Foundational Skills (K–5)

These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and

important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.

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Reading Standards: Foundational Skills: Grade K

Kindergartners Teacher Resources Print Concepts Demonstrate understanding of the organization and basic features of print. Follow words from left to right, top to bottom, and page

by page. Recognize that spoken words are represented in written

language by specific sequences of letters. Understand that words are separated by spaces in print. Recognize and name all upper- and lowercase letters of

the alphabet.

Teacher Guide: Español K Chapter 1: Pages 30-33 Chapter 2: Pages 36-39 Chapter 3: Pages 42-45 Chapter 4: Pages 50-53 Chapter 5: Pages 56-59 Chapter 6: Pages 61-65 Chapter 7: Pages 70-73 Chapter 8: Pages 76-79 Chapter 9: Pages 82-85 Chapter 10: Pages 91-93 Chapter 11: Pages 96-99 Chapter 12: Pages 102-105 Student Edition: Español K Tomo 1 Workbook Chapter 1: Pages 12-16; 18-19; 22-24 Chapter 2: Pages 30-37; 39-42 Chapter 3: Pages 48-55; 58, 59 Chapter 4: Pages 68-75; 78, 79 Chapter 5: Pages 86-95 Chapter 6: Pages 104-113 Student Edition: Español K Tomo 2 Workbook Chapter 7: Pages 12-21 Chapter 8: Pages 30-39 Chapter 9: Pages 48-63 Chapter 10: Pages 68-77 Chapter 11: Pages 86-95 Chapter 12: Pages 104-113

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Phonological Awareness Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Recognize and produce rhyming words. Count, pronounce, blend, and segment syllables in spoken

words. Blend and segment onsets and rimes of single-syllable

spoken words. Isolate and pronounce the initial, medial vowel, and final

sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.


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Phonics and Word Recognition Know and apply grade-level phonics and word analysis skills in decoding words. Demonstrate basic knowledge of letter-sound

correspondences by producing the primary or most frequent sound for each consonant.

Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Distinguish between similarly spelled words by identifying the sounds of the letters that differ.


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Fluency Read emergent-reader texts with purpose and understanding. Teacher’s Guide: Español K

Across All Chapters Student Edition: Español K Tomo 1 Workbook Chapter 1: Pages 9-11; 24-25 Chapter 2: Pages 27-29 Chapter 3: Pages 45-47 Chapter 4: Pages 65-67 Chapter 5: Pages 83-85 Chapter 6: Pages 101-103 Chapter 7: Pages 9-11 Chapter 8: Pages 27-29 Chapter 9: Pages 45-47 Chapter 10: Pages 65-67 Chapter 11: Pages 83-85; 98-99 Chapter 12: Pages 101-103

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College and Career Readiness Anchor Standards for Writing The K–5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient

evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the

effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-

structured event sequences. Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others

Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the

subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and

integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Writing Standards K–5

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The following standards for K–5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

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Writing Standards: Grade K

Kindergartners Teacher Resources Text Types and Purposes Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

Teacher Guide: Español K Across all chapters Student Edition: Español K – Tomo 1 Chapter 1: Page 11, 25 Chapter 2: Page 43 Chapter 3: Page 61 Chapter 4: Page 81 Chapter 5: Page 99 Chapter 6: Page 117 Student Edition: Español K – Tomo 2 Chapter 7: Page 11, 25 Chapter 8: Page 42 Chapter 9: Pages 47, 61 Chapter 10: Pages 67, 81 Chapter 11: Page 99 Chapter 12: Page 103, 117

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Text Types and Purposes Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.


Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.


Production and Distribution of Writing

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With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.


With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.


Research to Build and Present Knowledge Participate in shared research and writing projects (e.g., explore a Teacher Guide: Español K

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number of books by a favorite author and express opinions about them).

Across all chapters Student Edition: Español K – Tomo 1 Chapter 1: Page 11, 25 Chapter 2: Page 43 Chapter 3: Page 61 Chapter 4: Page 81 Chapter 5: Page 99 Chapter 6: Page 117 Student Edition: Español K – Tomo 2 Chapter 7: Page 11, 25 Chapter 8: Page 42 Chapter 9: Pages 47, 61 Chapter 10: Pages 67, 81 Chapter 11: Page 99 Chapter 12: Page 103, 117

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.


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College and Career Readiness Anchor Standards for Speaking and Listening

The K–5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,

building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively,

and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English

when indicated or appropriate.

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Speaking and Listening Standards K–5 The following standards for K–5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

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Speaking and Listening Standards: Grade K

Kindergartners Teacher Resources Comprehension and Collaboration Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to

others and taking turns speaking about the topics and texts under discussion).

Continue a conversation through multiple exchanges.

Teacher’s Guide: Español K Across all chapters Student Edition: Español K Tomo 1 Workbook Chapter 1: Pages 9-11; 24-25 Chapter 2: Pages 27-29; 42-43 Chapter 3: Pages 45-47, 56, 60-63 Chapter 4: Pages 65-67; 80-81 Chapter 5: Pages 83-85; 98-99 Chapter 6: Pages 101-103; 116-117 Student Edition: Español K Tomo 2 Workbook Chapter 7: Pages 9-11; 24-25 Chapter 8: Pages 27-29, 42 Chapter 9: Pages 45-47; 60-61 Chapter 10: Pages 65-67; 80-81 Chapter 11: Pages 83-85; 98-99 Chapter 12: Pages 101-103; 116-117

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Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.


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Comprehension and Collaboration Ask and answer questions in order to seek help, get information, or clarify something that is not understood.


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Presentation of Knowledge and Ideas Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.


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Presentation of Knowledge and Ideas Add drawings or other visual displays to descriptions as desired to provide additional detail.


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Presentation of Knowledge and Ideas Speak audibly and express thoughts, feelings, and ideas clearly. Teacher’s Guide: Español K

Across all chapters Student Edition: Español K Tomo 1 Workbook Chapter 1: Pages 9-11; 24-25 Chapter 2: Pages 27-29; 42-43 Chapter 3: Pages 45-47, 56, 60-63 Chapter 4: Pages 65-67; 80-81 Chapter 5: Pages 83-85; 98-99 Chapter 6: Pages 101-103; 116-117 Student Edition: Español K Tomo 2 Workbook Chapter 7: Pages 9-11; 24-25 Chapter 8: Pages 27-29, 42 Chapter 9: Pages 45-47; 60-61 Chapter 10: Pages 65-67; 80-81 Chapter 11: Pages 83-85; 98-99 Chapter 12: Pages 101-103; 116-117

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College and Career Readiness Anchor Standards for Language


Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when

writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts,

to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases

by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in

gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

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Language Standards K–5

The following standards for grades K–5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). See the table on page 30 for a complete list and Appendix A for an example of how these skills develop in sophistication.

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Language Standards: Grade K

Kindergartners Teacher Resources Conventions of Standard (Spanish) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• Print many upper- and lowercase letters. • Use frequently occurring nouns and verbs. • Form regular plural nouns orally by adding /s/ or /es/ (e.g.,

dog, dogs; wish, wishes). • Understand and use question words (interrogatives) (e.g.,

who, what, where, when, why, how). • Use the most frequently occurring prepositions (e.g., to,

from, in, out, on, off, for, of, by, with). • Produce and expand complete sentences in shared

language activities.

Teacher’s Guide: Español K Chapter 1: Pages 30-33 Chapter 2: Pages 36-39 Chapter 3: Pages 42-45 Chapter 4: Pages 50-53 Chapter 5: Pages 56-59 Chapter 6: Pages 62-65 Chapter 7: Pages 70-73 Chapter 8: Pages 76-79 Chapter 9: Pages 82-85 Chapter 10: Pages 91-93 Chapter 11: Pages 96-99 Chapter 12: Pages 102-105 Student Edition: Español K Tomo 1 Workbook Chapter 1: Pages 12-19; 22-23 Chapter 2: Pages 30-37; 40-41 Chapter 3: Pages 48-56; 58-59 Chapter 4: Pages 68-75; 78-79 Chapter 5: Pages 86-95 Chapter 6: Pages 104-113 Student Edition: Español K Tomo 2 Workbook Chapter 7: Pages 12-21 Chapter 8: Pages 30-39 Chapter 9: Pages 48-57 Chapter 10: Pages 68-77 Chapter 11: Pages 86-95 Chapter 12: Pages 104-113

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Conventions of Standard (Spanish) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• Capitalize the first word in a sentence and the pronoun I. • Recognize and name end punctuation. • Write a letter or letters for most consonant and short-

vowel sounds (phonemes). • Spell simple words phonetically, drawing on knowledge

of sound-letter relationships.


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Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

• Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

• Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.


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Vocabulary Acquisition and Use With guidance and support from adults, explore word relationships and nuances in word meanings. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

• Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

• Identify real-life connections between words and their use (e.g., note places at school that are colorful).

• Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.


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Vocabulary Acquisition and Use Use words and phrases acquired through conversations, reading and being read to, and responding to texts.


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6. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure

11. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

12. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

13. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas 14. Integrate and evaluate content presented in diverse media and formats, including visually and

quantitatively, as well as in words. 15. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning

as well as the relevance and sufficiency of the evidence. 16. Analyze how two or more texts address similar themes or topics in order to build knowledge or to

compare the approaches the authors’ take. Range of Reading and Level of Text Complexity

17. Read and comprehend complex literary and informational texts independently and proficiently.

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Reading Standards for Literature: Grade 1

Grade 1 Students Teacher Resources Key Ideas and Details Ask and answer questions about key details in a text. Teacher’s Guide: Español 1

Enlace: Pages 28-32; 35 Chapter 11: Pages 123-126; 129 Chapter 1: Pages 37-49; 43 Chapter 12: Pages 131-134; 137 Chapter 2: Pages 45-47; 51-53 Chapter 13: Pages 139-141; 145-147 Chapter 3: Pages 55-57; 61 Chapter 14: Pages 149-151; 155 Chapter 4: Pages 63-65; 69 Chapter 15: Pages 157-160; 163 Chapter 5: Pages 71-73; 77-79 Chapter 16: Pages 165-168; 171 Chapter 6: Pages 81-83; 87 Chapter 17: Pages 173-176; 179-181 Chapter 7: Pages 89-92; 95 Chapter 18: Pages 183-185; 189 Chapter 8: Pages 97-100; 103 Chapter 19: Pages 191-194; 197 Chapter 9: Pages 105-107; 111-113 Chapter 20: Pages 199-201; 204-207 Chapter 10: Pages 114-117; 121 Student Edition: Español 1 Tomo 1 Textbook Enlace: Pages 17-19 Chapter 1: Pages 37-39 Chapter 2: Pages 57-59; 68-69 Chapter 3: Pages 79-81 Chapter 4: Pages 99-101 Chapter 5: Pages 119-121; 130-131 Chapter 6: Pages 141-143 Chapter 7: Pages 161-163 Chapter 8: Pages 181-183 Chapter 9: Pages 201-203; 212-213

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Key Ideas and Details Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Teacher’s Guide: Español 1 Enlace: Pages 28-32; 35 Chapter 11: Pages 123-126; 129 Chapter 1: Pages 37-49; 43 Chapter 12: Pages 131-134; 137 Chapter 2: Pages 45-47; 51-53 Chapter 13: Pages 139-141; 145-147 Chapter 3: Pages 55-57; 61 Chapter 14: Pages 149-151; 155 Chapter 4: Pages 63-65; 69 Chapter 15: Pages 157-160; 163 Chapter 5: Pages 71-73; 77-79 Chapter 16: Pages 165-168; 171 Chapter 6: Pages 81-83; 87 Chapter 17: Pages 173-176; 179-181 Chapter 7: Pages 89-92; 95 Chapter 18: Pages 183-185; 189 Chapter 8: Pages 97-100; 103 Chapter 19: Pages 191-194; 197 Chapter 9: Pages 105-107; 111-113 Chapter 20: Pages 199-201; 204-207 Chapter 10: Pages 114-117; 121 Student Edition: Español 1 Tomo 1 Textbook Enlace: Pages 17-19 Chapter 1: Pages 37-39 Chapter 2: Pages 57-59; 68-69 Chapter 3: Pages 79-81 Chapter 4: Pages 99-101 Chapter 5: Pages 119-121; 130-131 Chapter 6: Pages 141-143 Chapter 7: Pages 161-163 Chapter 8: Pages 181-183 Chapter 9: Pages 201-203; 212-213

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Key Ideas and Details Describe characters, settings, and major events in a story, using key details.

Teacher’s Guide: Español 1 Chapter 1: Pages 37-49; 43 Chapter 11: Pages 123-126; 129 Chapter 2: Pages 45-47; 51-53 Chapter 12: Pages 131-134; 137 Chapter 3: Pages 55-57; 61 Chapter 13: Pages 139-141; 145-147 Chapter 4: Pages 63-65; 69 Chapter 14: Pages 149-151; 155 Chapter 5: Pages 71-73; 77-79 Chapter 15: Pages 157-160; 163 Chapter 6: Pages 81-83; 87 Chapter 16: Pages 165-168; 171 Chapter 7: Pages 89-92; 95 Chapter 8: Pages 97-100; 103 Chapter 9: Pages 105-107; 111-113 Chapter 10: Pages 114-117; 121 Chapter 17: Pages 173-176; 179-181 Chapter 18: Pages 183-185; 189 Chapter 19: Pages 191-194; 197 Chapter 20: Pages 199-201; 204-207

Student Edition: Español 1 Tomo 1 Textbook Chapter 1: Pages 37-39 Chapter 2: Pages 57-59; 68-69 Chapter 3: Pages 79-81 Chapter 4: Pages 99-101 Chapter 5: Pages 119-121; 130-131 Chapter 6: Pages 141-143 Chapter 7: Pages 161-163 Chapter 8: Pages 181-183 Chapter 9: Pages 201-203; 212-213

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Craft and Structure Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Teacher’s Guide: Español 1 Chapter 1: Pages 37-49; 43 Chapter 11: Pages 123-126; 129 Chapter 2: Pages 45-47; 51-53 Chapter 12: Pages 131-134; 137 Chapter 3: Pages 55-57; 61 Chapter 13: Pages 139-141; 145-147 Chapter 4: Pages 63-65; 69 Chapter 14: Pages 149-151; 155 Chapter 5: Pages 71-73; 77-79 Chapter 15: Pages 157-160; 163 Chapter 6: Pages 81-83; 87 Chapter 16: Pages 165-168; 171 Chapter 7: Pages 89-92; 95 Chapter 17: Pages 173-176; 179-181 Chapter 8: Pages 97-100; 103 Chapter 18: Pages 183-185; 189 Chapter 9: Pages 105-107; 111-113 Chapter 19: Pages 191-194; 197 Chapter 10: Pages 114-117; 121 Chapter 20: Pages 199-201; 204-207 Student Edition: Español 1 Tomo 1 Textbook Chapter 1: Pages 37-39 Chapter 2: Pages 57-59; 68-69 Chapter 3: Pages 79-81 Chapter 4: Pages 99-101 Chapter 5: Pages 119-121; 130-131 Chapter 6: Pages 141-143 Chapter 7: Pages 161-163 Chapter 8: Pages 181-183 Chapter 9: Pages 201-203; 212-213

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Craft and Structure Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Teacher’s Guide: Español 1 Enlace: Pages 28-32; 35 Chapter 1: Pages 37-49; 43 Chapter 11: Pages 123-126; 129 Chapter 2: Pages 45-47; 51-53 Chapter 12: Pages 131-134; 137 Chapter 3: Pages 55-57; 61 Chapter 13: Pages 139-141; 145-147 Chapter 4: Pages 63-65; 69 Chapter 14: Pages 149-151; 155 Chapter 5: Pages 71-73; 77-79 Chapter 15: Pages 157-160; 163 Chapter 6: Pages 81-83; 87 Chapter 16: Pages 165-168; 171 Chapter 7: Pages 89-92; 95 Chapter 17: Pages 173-176; 179-181 Chapter 8: Pages 97-100; 103 Chapter 18: Pages 183-185; 189 Chapter 9: Pages 105-107; 111-113 Chapter 19: Pages 191-194; 197 Chapter 10: Pages 114-117; 121 Chapter 20: Pages 199-201; 204-207 Student Edition: Español 1 Tomo 1 Textbook Enlaces: Pages 17-19 Chapter 1: Pages 37-39 Chapter 2: Pages 57-59; 68-69 Chapter 3: Pages 79-81 Chapter 4: Pages 99-101 Chapter 5: Pages 119-121; 130-131 Chapter 6: Pages 141-143 Chapter 7: Pages 161-163 Chapter 8: Pages 181-183 Chapter 9: Pages 201-203; 212-213

49

Craft and Structure Identify who is telling the story at various points in a text.


50

Integration of Knowledge and Ideas Use illustrations and details in a story to describe its characters, setting, or events.


51

Integration of Knowledge and Ideas Compare and contrast the adventures and experiences of characters in stories.


Range of Reading and Level of Text and Complexity With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Across all chapters in Teacher’s Guide, Student Textbook

52

Reading Standards for Informational Text: Grade 1

Grade 1 Students Teacher Resources Key Ideas and Details Ask and answer questions about key details in a text. Teacher Guide: Español 1

Chapter 2: Pages 52-53 Chapter 5: Pages 78-79 Chapter 9: Pages 112-113 Chapter 13: Pages 146-147 Chapter 17: Pages 180-181 Student Edition: Español 1 Tomo 1 Textbook Chapter 2: Pages 68-69 Chapter 5: Pages 130-131 Chapter 9: Pages 212-213

Identify the main topic and retell key details of a text. Teacher Guide: Español 1 Chapter 2: Pages 52-53 Chapter 5: Pages 78-79 Chapter 9: Pages 112-113 Chapter 13: Pages 146-147 Chapter 17: Pages 180-181 Student Edition: Español 1 Tomo 1Textbook Chapter 2: Pages 68-69 Chapter 5: Pages 130-131 Chapter 9: Pages 212-213

53

Key Ideas and Details Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Teacher Guide: Español 1 Chapter 2: Pages 52-53 Chapter 5: Pages 78-79 Chapter 9: Pages 112-113 Chapter 13: Pages 146-147 Chapter 17: Pages 180-181 Student Edition: Español 1 Tomo 1 Textbook Chapter 2: Pages 68-69 Chapter 5: Pages 130-131 Chapter 9: Pages 212-213

54

Craft and Structure Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.


Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.


55

Craft and Structure Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Teacher Guide: Español 1 Chapter 2: Pages 52-53 Chapter 5: Pages 78-79 Chapter 9: Pages 112-113 Chapter 13: Pages 146-147 Chapter 17: Pages 180-181 Student Edition: Español 1 Tomo 1Textbook Chapter 2: Pages 68-69 Chapter 5: Pages 130-131 Chapter 9: Pages 212-213

56

Integration of Knowledge and Ideas Use the illustrations and details in a text to describe its key ideas. Teacher Guide: Español 1

Chapter 2: Pages 52-53 Chapter 5: Pages 78-79 Chapter 9: Pages 112-113 Chapter 13: Pages 146-147 Chapter 17: Pages 180-181 Student Edition: Español 1 Tomo 1 Textbook Chapter 2: Pages 68-69 Chapter 5: Pages 130-131 Chapter 9: Pages 212-213

Identify the reasons an author gives to support points in a text. Teacher Guide: Español 1 Chapter 2: Pages 52-53 Chapter 5: Pages 78-79 Chapter 9: Pages 112-113 Chapter 13: Pages 146-147 Chapter 17: Pages 180-181 Student Edition: Español 1 Tomo 1 Textbook Chapter 2: Pages 68-69 Chapter 5: Pages 130-131 Chapter 9: Pages 212-213

57

Integration of Knowledge and Ideas Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).


Range of Reading and Level of Text and Complexity With prompting and support, read informational texts appropriately complex for grade 1.


58




59

Reading Standards: Foundational Skills: Grade 1

Grade 1 Students Teacher Resources Print Concepts Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing features of a sentence (e.g.,

first word, capitalization, ending punctuation).

Teacher’s Guide: Español 1 Chapter 1: Pages 40-41 Chapter 15: Pages 161-162 Chapter 16: Pages 170-171 Chapter 17: Pages 177-178 Student Edition: Español 1 Tomo 1 Textbook Chapter 1: Pages 42-43, 47 Student Edition: Español Cuaderno 1 Chapter 1: Pages 12-13, 15 Chapter 2: Page 21 Chapter 3: Page 27 Chapter 4: Page 33 Chapter 5: Page 38 Chapter 7: Page 51 Chapter 8: Page 57 Chapter 9: Page 63 Chapter 12: Page 81 Chapter 13: Page 87 Chapter 14: Page 93 Chapter 15: Pages 96-99 Chapter 16: Pages 102-103, 105 Chapter 17: Pages 108-109,111

60

Phonological Awareness Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Distinguish long from short vowel sounds in spoken

single-syllable words. Orally produce single-syllable words by blending sounds

(phonemes), including consonant blends. Isolate and pronounce initial, medial vowel, and final

sounds (phonemes) in spoken single-syllable words. Segment spoken single-syllable words into their complete

sequence of individual sounds (phonemes).

Teacher’s Guide: Español 1 Chapter 1: Pages 40 (Aplicación #1) Chapter 3: Page 58 (Exploración #4) Chapter 8: Page 100 (Exploración #1) Chapter 9: Page 108 (Exploración #1 & 2 only the parts that require no reading or writing) Chapter 13: Pages 142 (Conceptualización #1) Student Edition: Español 1 Textbook Chapter 2: Pages 61

61

Phonics and Word Recognition Know and apply grade-level phonics and word analysis skills in decoding words. Know the spelling-sound correspondences for

common consonant digraphs (two letters that represent one sound).

Decode regularly spelled one-syllable words. Know final -e and common vowel team

conventions for representing long vowel sounds. Use knowledge that every syllable must have a

vowel sound to determine the number of syllables in a printed word.

Decode two-syllable words following basic patterns by breaking the words into syllables.

Read words with inflectional endings. Recognize and read grade-appropriate irregularly

spelled words.

Teacher’s Guide: Español 1 Enlace: Pages 32-34 Chapter 11: Pages 127-128 Chapter 1: Pages 39-40 Chapter 12: Pages 134-135 Chapter 2: Pages 47-49 Chapter 13: Pages 142-143 Chapter 3: Pages 57-59 Chapter 14: Pages 151-152 Chapter 4: Pages 65-66 Chapter 15: Pages 160-161 Chapter 5: Pages 73-75 Chapter 16: Pages 168-169 Chapter 6: Pages 83-85 Chapter 17: Pages 176-177 Chapter 7: Pages 92-93 Chapter 18: Pages 186-187 Chapter 8: Pages 100-101 Chapter 19: Pages 194-195 Chapter 9: Pages 108-109 Chapter 20: Pages 201-202 Chapter 10: Pages 118-119 Student Edition: Español 1 Tomo 1 Textbook Enlace: Pages 20-22; 26-27 Chapter 5: Pages 122-123, 128 Chapter 1: Pages 40-41; 46-47 Chapter 6: Pages 144-145, 150 Chapter 2: Pages 60-61; 66-67 Chapter 7: Pages 164, 170 Chapter 3: Pages 82-83, 88 Chapter 8: Pages 184-185, 190 Chapter 4: Pages 102-103, 108 Chapter 9: Pages 204-205; 210-211 Student Edition: Español Cuaderno 1 Enlace: Pages 7, 9 Chapter 11: Pages 70-71 Chapter 2: Pages 16-17 Chapter 12: Pages 76-77 Chapter 3: Pages 23-24 Chapter 13: Pages 82-83 Chapter 4: Pages 28-30 Chapter 14: Pages 88-89 Chapter 5: Pages 34-35 Chapter 15: Pages 94-95 Chapter 6: Pages 40-41 Chapter 16: Pages 100-101 Chapter 7: Pages 46-47 Chapter 17: Pages 106-107 Chapter 8: Pages 52-53 Chapter 18: Pages 112-113 Chapter 9: Pages 58-59 Chapter 19: Pages 118-119 Chapter 10: Pages 64-65 Chapter 20: Pages 124-125

Fluency

62

Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level text orally with accuracy, appropriate

rate, and expression. Use context to confirm or self-correct word recognition

and understanding, rereading as necessary.

Across all chapters and all resource books

63


Text Types and Purposes 7. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient

evidence. 8. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the

effective selection, organization, and analysis of content. 9. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-







Range of Writing



64


65

Writing Standards: Grade 1

Grade 1 Students Teacher Resources Text Types and Purposes Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Teacher’s Guide: Español 1 Across all chapters Student Edition: Español 1 Tomo 1 Textbook Enlace: Page 18 Chapter 1: Pages 39, 45 Chapter 2: Pages 59, 65 Chapter 3: Pages 81, 87 Chapter 4: Pages 101, 107 Chapter 5: Pages 121, 127 Chapter 6: Pages 143, 149 Chapter 7: Pages 163, 169 Chapter 8: Pages 183, 189 Chapter 9: Pages 203, 209

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.


Text Types and Purposes

66

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.


67

Production and Distribution of Writing With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.


With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.


68

Research to Build and Present Knowledge Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).


With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.


69







70


71

Speaking and Listening Standards: Grade 1

Grade 1 Students Teacher Resources

Comprehension and Collaboration Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to

others with care, speaking one at a time about the topics and texts under discussion).

Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

Ask questions to clear up any confusion about the topics and texts under discussion.

Teacher’s Guide: Across all chapters Student Edition: Español 1 Tomo 1 Textbook Enlace: Pages 17-19; 26-27 Chapter 1: Pages 37-39 Chapter 2: Pages 57-59 Chapter 3: Pages 79-81, 89 Chapter 4: Pages 99-101 Chapter 5: Pages 119-121; 130-131 Chapter 6: Pages 141-143, 151 Chapter 7: Pages 161-163, 171 Chapter 8: Pages 181-183, 191 Chapter 9: Pages 201-203; 211-213

Ask and answer questions about key details in a text read aloud or information presented orally or through other media.


Comprehension and Collaboration

72

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.


73

Presentation of Knowledge and Ideas Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Teacher’s Guide: Across all chapters Student Edition: Español 1 Tomo 1 Textbook Enlace: Pages 17-19; 26-27 Chapter 1: Pages 37-39 Chapter 2: Pages 57-59 Chapter 3: Pages 79-81, 89 Chapter 4: Pages 99-101 Chapter 5: Pages 119-121; 130-131 Chapter 6: Pages 141-143, 151 Chapter 7: Pages 161-163, 171 Chapter 8: Pages 181-183, 191 Chapter 9: Pages 201-203; 211- 213

Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.


74

Presentation of Knowledge and Ideas Produce complete sentences when appropriate to task and situation.


75

College and Career Readiness Anchor Standards for Language The K–5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective

choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,

analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in


76



77

Language Standards: Grade 1

Grade 1 Students Teacher Resources Conventions of Standard (Spanish) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Print all upper- and lowercase letters.

• Use common, proper, and possessive nouns. • Use singular and plural nouns with matching verbs in

basic sentences (e.g., He hops; We hop). • Use personal, possessive, and indefinite pronouns (e.g., I,

me, my; they, them, their; anyone, everything). • Use verbs to convey a sense of past, present, and future

(e.g., Yesterday I walked home; • Today I walk home; Tomorrow I will walk home). • Use frequently occurring adjectives. • Use frequently occurring conjunctions (e.g., and, but, or,

so, because). • Use determiners (e.g., articles, demonstratives). • Use frequently occurring prepositions (e.g., during,

beyond, toward). • Produce and expand complete simple and compound

declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Teacher Edition: Español 1 Enlace: Pages 32-35 Chapter 11: Pages 127-128 Chapter 1: Pages 39-42 Chapter 12: Pages 134-136 Chapter 2: Pages 47-49 Chapter 13: Pages 142-144 Chapter 3: Pages 57-61 Chapter 14: Pages 151-154 Chapter 4: Pages 65-68 Chapter 15: Pages 160-162 Chapter 5: Pages 73-76 Chapter 16: Pages 168-171 Chapter 6: Pages 83-86 Chapter 17: Pages 176-178 Chapter 7: Pages 92-94 Chapter 18: Pages 186-188 Chapter 8: Pages 100-102 Chapter 19: Pages 194-196 Chapter 9: Pages 108-110 Chapter 20: Pages 201-204 Chapter 10: Pages 18-120 Student Edition: Español 1 Tomo 1 Textbook Enlace: Pages 20-27 Chapter 6: Pages 144-148 Chapter 1: Pages 40-44; 46-47 Chapter 7: Pages 164-168 Chapter 2: Pages 60-64 Chapter 8: Pages 184-188 Chapter 3: Pages 82-86 Chapter 9: Pages 204-208 Chapter 4: Pages 102-106 Chapter 5: Pages 122-126 Student Edition: Español 1 Cuaderno Across all chapters

78

Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

• Use sentence-level context as a clue to the meaning of a word or phrase.

• Use frequently occurring affixes as a clue to the meaning of a word.

• Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).


79

Vocabulary Acquisition and Use With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.


80




9. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure

21. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

22. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

23. Assess how point of view or purpose shapes the content and style of a text.




compare the approaches the authors’ take. Range of Reading and Level of Text Complexity

27. Read and comprehend complex literary and informational texts independently and proficiently.

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82


Grade 2 Students Teacher Resources Key Ideas and Details Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Teacher’s Guide: Español 2 Chapter 1: Pages 29-30; 33-35 Chapter 8: Pages 77-78; 81 Chapter 2: Pages 37-38; 41 Chapter 9: Pages 83-84; 87-89 Chapter 3: Pages 43-44; 47-49 Chapter 10: Pages 91-92; 95 Chapter 4: Pages 51, 55 Chapter 11: Pages 97-98; 101 Chapter 5: Pages 57-58; 61 Chapter 12: Pages 103, 107-109 Chapter 6: Pages 63-64; 67-69 Chapter 13: Pages 111-112; 115 Chapter 7: Pages 71-72; 75 Chapter 14: Pages 117-118; 121-123 Student Edition: Español 2 Textbook Chapter 1: Pages 20-21; 34-35 Chapter 2: Pages 46-47 Chapter 3: Pages 66-67; 80-81 Chapter 4: Pages 94-95 Chapter 5: Pages 120-121 Chapter 6: Pages 144-145; 158-159 Chapter 7: Pages 170-171 Chapter 8: Pages 192-193 Chapter 9: Pages 212-213; 226-227 Chapter 10: Pages 236-237 Chapter 11: Pages 256-257 Chapter 12: Pages 286-287; 300-301 Chapter 13: Pages 306-307 Chapter 14: Pages 330-331; 344-345

83

Key Ideas and Details Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.


84

Key Ideas and Details Describe how characters in a story respond to major events and challenges.


85

Craft and Structure Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.


86

Craft and Structure Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.


87

Craft and Structure Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.


88

Integration of Knowledge and Ideas Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.


89

Integration of Knowledge and Ideas Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.


Range of Reading and Level of Text and Complexity By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Across all resource books and chapters


90

Grade 2 Students Teacher Resources Key Ideas and Details Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Teacher’s Guide: Español 2 Chapter 1: Pages 34-35 Chapter 3: Pages 48-49 Chapter 6: Pages 68-69 Chapter 9: Pages 88-89 Chapter 12: Pages 108-109 Chapter 14: Pages 122-123 Student Edition: Español 2 Textbook Chapter 1: Pages 34-35 Chapter 3: Pages 80-81 Chapter 6: Pages 158-159 Chapter 9: Pages 226-227 Chapter 12: Pages 300-301 Chapter 14: Pages 344-345

Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Teacher’s Guide: Español 2 Chapter 3: Pages 48-49 Chapter 12: Pages 108-109 Student Edition: Español 2 Textbook Chapter 3: Pages 80-81 Chapter 12: Pages 300-301

91

Key Ideas and Details Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.


92

Craft and Structure Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.


Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.


93

Craft and Structure Identify the main purpose of a text, including what the author wants to answer, explain, or describe.


94

Integration of Knowledge and Ideas Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.


Describe how reasons support specific points the author makes in a text.


95

Integration of Knowledge and Ideas Compare and contrast the most important points presented by two texts on the same topic.


Range of Reading and Level of Text and Complexity By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.


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97


Grade 2 Students Teacher Resources Phonics and Word Recognition Know and apply grade-level phonics and word analysis skills in decoding words. Distinguish long and short vowels when reading

regularly spelled one-syllable words. Know spelling-sound correspondences for

additional common vowel teams. Decode regularly spelled two-syllable words

with long vowels. Decode words with common prefixes and

suffixes. Identify words with inconsistent but common

spelling-sound correspondences. Recognize and read grade-appropriate

irregularly spelled words.

Teacher’s Guide: Español 2 Chapter 1: Pages 30-31 Chapter 8: Pages 78-79, 80 Chapter 2: Pages 38-39 Chapter 9: Page 84, 86 Chapter 3: Pages 44-45 Chapter 10: Pages 92, 94 Chapter 4: Pages 52-53 Chapter 11: Pages 98, 100 Chapter 5: Pages 56-57 Chapter 12: Pages 104, 106 Chapter 6: Pages 64-65 Chapter 13: Pages 112, 114 Chapter 7: Pages 72-73 Chapter 14: Pages 118-1119, 120-121 Student Edition: Español 2 Textbook Chapter 1: Pages 22-25 Chapter 8: Pages 194-197 Chapter 2: Pages 48-51 Chapter 9: Pages 214-217 Chapter 3: Pages 68-71 Chapter 10: Pages 238-241 Chapter 4: Pages 96-99 Chapter 11: Pages 258-261 Chapter 5: Pages 122-125 Chapter 12: Pages 288-298, 291 Chapter 6: Pages 146-149 Chapter 13: Pages 308-311, 318 Chapter 7: Pages 172-175 Chapter 14: Pages 332-335 Student Edition: Español 2 Cuaderno Chapter 1: Pages 6-9 Chapter 8: Pages 76-79 Chapter 2: Pages 16-19 Chapter 9: Pages 86-89 Chapter 3: Pages 26-29 Chapter 10: Pages 96-99 Chapter 4: Pages 36-39 Chapter 11: Pages 106-109 Chapter 5: Pages 46-49 Chapter 12: Pages 116-119 Chapter 6: Pages 56-59 Chapter 13: Pages 126-129 Chapter 7: Pages 66-69 Chapter 14: Pages 136-139

Fluency

98

Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level text orally with accuracy, appropriate

rate, and expression. Use context to confirm or self-correct word recognition


Across all chapters and all resource books

99


Text Types and Purposes 13. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and

sufficient evidence. 14. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through

the effective selection, organization, and analysis of content. 15. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-







Range of Writing



100


101


Grade 2 Students Teacher Resources Text Types and Purposes Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Teacher’s Guide: Español 2 Across all chapters Student Edition: Español 2 Textbook Chapter 1: Pages 21, 31 Chapter 8: Page 203 Chapter 2: Page 57 Chapter 9: Page 223 Chapter 3: Page 77 Chapter 10: Page 247 Chapter 4: Page 105 Chapter 11: Page 267 Chapter 5: Page 131 Chapter 12: Page 297 Chapter 6: Page 155 Chapter 13: Page 317 Chapter 7: Page 181 Chapter 14: Page 341

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.


102

Text Types and Purposes Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.


103

Production and Distribution of Writing With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.


With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.


104

Research to Build and Present Knowledge Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

Teacher’s Guide: Español 2 Across all chapters Student Edition: Español 2 Textbook Chapter 1: Pages 21, 31 Chapter 8: Page 203 Chapter 2: Page 57 Chapter 9: Page 223 Chapter 3: Page 77 Chapter 10: Page 247 Chapter 4: Chapter 11: Page 267 Chapter 5: Page 131 Chapter 12: Page 297 Chapter 6: Page 155 Chapter 13: Page 317 Chapter 7: Page 181 Chapter 14: Page 341

Recall information from experiences or gather information from provided sources to answer a question.


105







106


107


Grade 2 Students Teacher Resources Comprehension and Collaboration Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

• Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

• Build on others’ talk in conversations by linking their comments to the remarks of others.

• Ask for clarification and further explanation as needed about the topics and texts under discussion

Teacher’s Guide: Español 2 Across all chapters Student Edition: Español 2 Textbook Chapter 1: Pages 20-21 Chapter 8: Pages 192-193, 205 Chapter 2: Pages 46-47, 59 Chapter 9: Pages 212-213, 225 Chapter 3: Pages 66-67, 79, 80-81 Chapter 10: Pages 236-237, 249 Chapter 4: Pages 94-95; 106-107 Chapter 11: Pages 256-257, 269 Chapter 5: Pages 120-121 Chapter 12: Pages 286-287, 299 Chapter 6: Pages 144-145, 157 Chapter 13: Pages 306-307, 319 Chapter 7: Pages 170-171 Chapter 14: Pages 330-331, 343

Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.


108

Comprehension and Collaboration Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.


109

Presentation of Knowledge and Ideas Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.


Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.


110

Presentation of Knowledge and Ideas Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.


111

College and Career Readiness Anchor Standards for Language The K–5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when

writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective





112



113


Grade 2 Students Teacher Resources Conventions of Standard (Spanish) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• Use collective nouns (e.g., group). • Form and use frequently occurring irregular plural

nouns (e.g., feet, children, teeth, mice, fish). • Use reflexive pronouns (e.g., myself, ourselves). • Form and use the past tense of frequently occurring

irregular verbs (e.g., sat, hid, told). • Use adjectives and adverbs, and choose between

them depending on what is to be modified. • Produce, expand, and rearrange complete simple

and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

Teacher’s Guide: Español 2 Chapter 1: Pages 31-32 Chapter 8: Pages 78-81 Chapter 2: Pages 39-40 Chapter 9: Pages 84-87 Chapter 3: Pages 44-47 Chapter 10: Pages 92-94 Chapter 4: Pages 52-54 Chapter 11: Pages 98-100 Chapter 5: Pages 58-60 Chapter 12: Pages 104-106 Chapter 6: Pages 64-66 Chapter 13: Pages 112-114 Chapter 7: Pages 72-74 Chapter 14: Pages 118-121 Student Edition: Español 2 Textbook Chapter 1: Pages 26-27 Chapter 8: Pages 198-199 Chapter 2: Pages 52-53 Chapter 9: Pages 218-219 Chapter 3: Pages 72-73 Chapter 10: Pages 242-243 Chapter 4: Pages 100-101 Chapter 11: Pages 262-263 Chapter 5: Pages 126-127 Chapter 12: Pages 292-293 Chapter 6: Pages 150-151 Chapter 13: Pages 312-313 Chapter 7: Pages 176-177 Chapter 14: Pages 336-337 Student Edition: Español 2 Cuaderno Chapter 1: Pages 10-11 Chapter 8: Pages 80-81 Chapter 2: Pages 20-21 Chapter 9: Pages 90-91 Chapter 3: Pages 30-31 Chapter 10: Pages 100-101 Chapter 4: Pages 40-41 Chapter 11: Pages 110-111 Chapter 5: Pages 50-51 Chapter 12: Pages 120-121 Chapter 6: Pages 60-61 Chapter 13: Pages 130-131 Chapter 7: Pages 70-71 Chapter 14: Pages 140-141

Conventions of Standard (Spanish)

114

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• Capitalize holidays, product names, and geographic names.

• Use commas in greetings and closings of letters. • Use an apostrophe to form contractions and

frequently occurring possessives. • Generalize learned spelling patterns when writing

words (e.g., cage → badge; boy → boil). • Consult reference materials, including beginning

dictionaries, as needed to check and correct spellings.


115

Knowledge of Language Use knowledge of language and its conventions when writing, speaking, reading, or listening.

• Compare formal and informal uses of English.


116

Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.


• Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

• Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

• Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

• Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.


117

Vocabulary Acquisition and Use Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).


118

Vocabulary Acquisition and Use Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).


119

College and Career Readiness Anchor Standards for Reading The K–5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Key Ideas and Details 10. Read closely to determine what the text says explicitly and to make logical inferences from it; cite

specific textual evidence when writing or speaking to support conclusions drawn from the text. 11. Determine central ideas or themes of a text and analyze their development; summarize the key

supporting details and ideas 12. Analyze how and why individuals, events, and ideas develop and interact over the course of a

text.


connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 32. Analyze the structure of texts, including how specific sentences, paragraphs, and larger

portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 33. Assess how point of view or purpose shapes the content and style of a text.




compare the approaches the authors’ take.


120



121


Grade 3 Students Teacher Resources Key Ideas and Details Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Teacher Guide: Español 3 Chapter 1: Pages 29; 33 Chapter 8: Pages 77-78; 81-83 Chapter 2: Page 35-36; 39-41 Chapter 9: Pages 85-86; 89 Chapter 3: Pages 43-44; 47 Chapter 10: Pages 91-92; 95-97 Chapter 4: Pages 49-50; 53-55 Chapter 11: Pages 99-100, 103 Chapter 5: Pages 57-58; 61 Chapter 12: Pages 105-106; 109-111 Chapter 6: Pages 63-64; 67-69 Chapter 13: Pages 113-114; 117 Chapter 7: Pages 71-72, 75 Chapter 14: Pages 119-120; 123-125 Student Edition: Español 3 (Textbook) Chapter 1: Pages 18-19 Chapter 8: Pages 196-197; 210-211 Chapter 2: Pages 36-37; 50-51 Chapter 9: Pages 226-227 Chapter 3: Pages 72-73 Chapter 10: Pages 250-251; 264-265 Chapter 4: Pages 96-97; 110-111 Chapter 11: Pages 272-273 Chapter 5: Pages 122-123 Chapter 12: Pages 302-303; 316-317 Chapter 6: Pages 142-143; 156-157 Chapter 13: Pages 336-337 Chapter 7: Pages 172-173 Chapter 14: Pages 366-367; 380-381

122

Key Ideas and Details Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Teacher Guide: Español 3 Chapter 1: Pages 29; 33 Chapter 8: Pages 77-78; 81-83 Chapter 2: Page 35-36; 39-41 Chapter 9: Pages 85-86; 89 Chapter 3: Pages 43-44; 47 Chapter 10: Pages 91-92; 95-97 Chapter 4: Pages 49-50; 53-55 Chapter 11: Pages 99-100, 103 Chapter 5: Pages 57-58; 61 Chapter 12: Pages 105-106; 109-111 Chapter 6: Pages 63-64; 67-69 Chapter 13: Pages 113-114; 117 Chapter 7: Pages 71-72, 75 Chapter 14: Pages 119-120; 123-125 Student Edition: Español 3 (Textbook) Chapter 1: Pages 18-19 Chapter 8: Pages 196-197; 210-211 Chapter 2: Pages 36-37; 50-51 Chapter 9: Pages 226-227 Chapter 3: Pages 72-73 Chapter 10: Pages 250-251; 264-265 Chapter 4: Pages 96-97; 110-111 Chapter 11: Pages 272-273 Chapter 5: Pages 122-123 Chapter 12: Pages 302-303; 316-317 Chapter 6: Pages 142-143; 156-157 Chapter 13: Pages 336-337 Chapter 7: Pages 172-173 Chapter 14: Pages 366-367; 380-381

123

Key Ideas and Details Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Teacher Guide: Español 3 Chapter 1: Pages 29; 33 Chapter 8: Pages 77-78; 81-83 Chapter 2: Page 35-36; 39-41 Chapter 9: Pages 85-86; 89 Chapter 3: Pages 43-44; 47 Chapter 10: Pages 91-92; 95-97 Chapter 4: Pages 49-50; 53-55 Chapter 11: Pages 99-100, 103 Chapter 5: Pages 57-58; 61 Chapter 12: Pages 105-106; 109-111 Chapter 6: Pages 63-64; 67-69 Chapter 13: Pages 113-114; 117 Chapter 7: Pages 71-72, 75 Chapter 14: Pages 119-120; 123-125 Student Edition: Español 3 (Textbook) Chapter 1: Pages 18-19 Chapter 8: Pages 196-197; 210-211 Chapter 2: Pages 36-37; 50-51 Chapter 9: Pages 226-227 Chapter 3: Pages 72-73 Chapter 10: Pages 250-251; 264-265 Chapter 4: Pages 96-97; 110-111 Chapter 11: Pages 272-273 Chapter 5: Pages 122-123 Chapter 12: Pages 302-303; 316-317 Chapter 6: Pages 142-143; 156-157 Chapter 13: Pages 336-337 Chapter 7: Pages 172-173 Chapter 14: Pages 366-367; 380

124

Craft and Structure Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Teacher Guide: Español 3 Chapter 1: Page 30 Chapter 8: Pages 78-79 Chapter 2: Page 36; 39 Chapter 9: Pages 87-89 Chapter 3: Page 44-45 Chapter 10: Pages 92-94 Chapter 4: Pages 50-52 Chapter 11: Pages 100-103 Chapter 5: Pages 58-59 Chapter 12: Pages 106-109 Chapter 6: Pages 64-65 Chapter 13: Pages 114-117 Chapter 7: Pages 72-73 Chapter 14: Pages 119-123 Student Edition: Español Cuaderno 3 Chapter 1: Pages 8-9 Chapter 8: Pages 77-79 Chapter 2: Pages 17-19 Chapter 9: Pages 87-89 Chapter 3: Pages 27-29 Chapter 10: Pages 97-99 Chapter 4: Pages 37-39 Chapter 11: Pages 107-109 Chapter 5: Pages 47-49 Chapter 12: Pages 117-119 Chapter 6: Pages 56-59 Chapter 13: Pages 128-129 Chapter 7: Pages 67-69 Chapter 14: Pages 138-139 Student Edition: Español 3 (Textbook) Chapter 1: Pages 22-23 Chapter 8: Pages 200-201; 208 Chapter 2: Pages 40-41 Chapter 9: Pages 229-231 Chapter 3: Pages 73; 76-77 Chapter 10: Pages 252-255 Chapter 4: Pages 99-101 Chapter 11: Pages 275-277; 284 Chapter 5: Pages 125-127; 134 Chapter 12: Pages 306-307 Chapter 6: Pages 146-147 Chapter 13: Pages 340-341; 348 Chapter 7: Pages 176-177 Chapter 14: Pages 370-371

125

Craft and Structure Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

Teacher’s Guide: Español 3 Chapter 6: Page 67-68 Chapter 7: Page 71 Chapter 8: Page 77 Chapter11: Pages 100; 103 Student Edition: Español 3 (Textbook) Chapter 6: Page 142 Chapter 8: Pages 196-197 Chapter 11: Pages 273; 283

Distinguish their own point of view from that of the narrator or those of the characters.

Teacher’s Guide: Español 3 Chapter 1: Pages 29; 33 Chapter 2: Pages 35-36 Chapter 3: Page 47 Chapter 4: Page 50 Chapter 5: Page 57 Chapter 6: Page

126

Integration of Knowledge and Ideas Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).


127

Integration of Knowledge and Ideas Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).


Range of Reading and Level of Text and Complexity By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

Across all chapters of all resources


128

Grade 3 Students Teacher Resources Key Ideas and Details Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Teacher’s Guide: Español 3 Chapter 2: Pages 40-41 Chapter 10: Pages 96-97 Chapter 4: Pages 54-55 Chapter 12: Pages 110-111 Chapter 6: Pages 68-69 Chapter 14: Pages 124-125 Chapter 8: Pages 82-83 Student Edition: Español 3 Textbook Chapter 2: Pages 50-51 Chapter 10: Pages 264-265 Chapter 4: Pages 110-111 Chapter 12: Pages 316-317 Chapter 6: Pages 156-157 Chapter 14: Pages 380-381 Chapter 8: Pages 210-211

Determine the main idea of a text; recount the key details and explain how they support the main idea.


129

Key Ideas and Details Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.


130

Craft and Structure Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.


Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.


131

Craft and Structure Distinguish their own point of view from that of the author of a text.


132

Integration of Knowledge and Ideas Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).


Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Teacher’s Guide: Español 3 Chapter 4: Pages 54-55 Chapter 10: Pages 96-97 Chapter 14: Pages 124-125 Student Edition: Español 3 Textbook Chapter 4: Pages 110-111 Chapter 10: Pages 264-265 Chapter 14: Pages 380-381

133

Integration of Knowledge and Ideas Compare and contrast the most important points and key details presented in two texts on the same topic.


Range of Reading and Level of Text and Complexity By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.


134




135


Grade 3 Students Teacher Resources Phonics and Word Recognition Know and apply grade-level phonics and word analysis skills in decoding words. Identify and know the meaning of the most common

prefixes and derivational suffixes. Decode words with common Latin suffixes. Decode multisyllable words. Read grade-appropriate irregularly spelled words.


Fluency

136

Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy,

appropriate rate, and expression. Use context to confirm or self-correct word recognition


Across all chapters in all resource books

137



19. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

20. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

21. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.







Range of Writing



138


139


Grade 3 Students Teacher Resources Text Types and Purposes Write opinion pieces on topics or texts, supporting a point of view with reasons. Introduce the topic or text they are writing about, state an

opinion, and create an organizational structure that lists reasons.

Provide reasons that support the opinion. Use linking words and phrases (e.g., because, therefore,

since, for example) to connect opinion and reasons. Provide a concluding statement or section.

Teacher’s Guide: Español 3 Across all chapters Student Edition: Español 3 Textbook Chapter 1: Page 29 Chapter 8: Page 207 Chapter 2: Page 47 Chapter 9: Page 237 Chapter 3: Page 83 Chapter 10: Page 261 Chapter 4: Page 107 Chapter 11: Page 283 Chapter 5: Page 133 Chapter 12: Page 313 Chapter 6: Page 153 Chapter 13: Page 347 Chapter 7: Page 183 Chapter 14: Page 377 Student Edition: Español 3 Cuaderno Chapter 2: Page 25 Chapter 4: Page 45 Chapter 8: Page 85 Chapter 9: Page 95 Chapter 10: Page 105 Chapter 11: Page 115

140

Text Types and Purposes Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic and group related information together;

include illustrations when useful to aiding comprehension. Develop the topic with facts, definitions, and details. Use linking words and phrases (e.g., also, another, and,

more, but) to connect ideas within categories of information.

Provide a concluding statement or section.


141

Text Types and Purposes Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Establish a situation and introduce a narrator and/or

characters; organize an event sequence that unfolds naturally.

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

Use temporal words and phrases to signal event order. Provide a sense of closure.


142

Production and Distribution of Writing With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)


143

Production and Distribution of Writing With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.


144

Production and Distribution of Writing With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.


145

Research to Build and Present Knowledge Conduct short research projects that build knowledge about a topic.


146

Research to Build and Present Knowledge Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.


147

Range of Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


148







149


150


Grade 3 Students Teacher Resources Comprehension and Collaboration Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

• Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

• Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

• Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

• Explain their own ideas and understanding in light of the discussion.

Teacher’s Guide: Español 3: Across all chapters Student Edition: Español 3 Textbook Chapter 1: Pages 18-19, 31 Chapter 8: Pages 196-197, 209 Chapter 2: Pages 36-37, 49 Chapter 9: Pages 226-227, 239 Chapter 3: Pages 72-73, 85 Chapter 10: Pages 250-251, 263 Chapter 4: Pages 96-97, 109 Chapter 11: Pages 272-273, 285 Chapter 5: Pages 122-123, 135 Chapter 12: Pages 302-303, 215 Chapter 6: Pages 142-143, 155 Chapter 13: Pages 336-337, 349 Chapter 7: Pages 172-173, 185 Chapter 14: Pages 366-367, 379

151

Comprehension and Collaboration Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.


Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.


152

Presentation of Knowledge and Ideas Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.


Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.


153

Presentation of Knowledge and Ideas Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)


154

College and Career Readiness Anchor Standards for Language The K–5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when






155



156



• Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

• Form and use regular and irregular plural nouns. • Use abstract nouns (e.g., childhood). • Form and use regular and irregular verbs. • Form and use the simple (e.g., I walked; I walk; I will

walk) verb tenses. • Ensure subject-verb and pronoun-antecedent agreement.* • Form and use comparative and superlative adjectives and

adverbs, and choose between them depending on what is to be modified.

• Use coordinating and subordinating conjunctions. • Produce simple, compound, and complex sentences.

Teacher’s Guide: Español 3 Chapter 1: Pages 31-32 Chapter 8: Pages 79-80 Chapter 2: Pages 37-38 Chapter 9: Pages 87-88 Chapter 3: Pages 45-46 Chapter 10: Pages 93-94 Chapter 4: Pages 51-52 Chapter 11: Pages 101-102 Chapter 5: Pages 59-60 Chapter 12: Pages 107-108 Chapter 6: Page 65 Chapter 13: Pages 115-116 Chapter 7: Page 73 Chapter 14: Pages 121-122 Student Edition: Español 3 Textbook Chapter 1: Pages 24-25 Chapter 8: Pages 202-203 Chapter 2: Pages 42-43 Chapter 9: Pages 252-253 Chapter 3: Pages 78-79 Chapter 10: Pages 256-257 Chapter 4: Pages 102-103 Chapter 11: Pages 278-279 Chapter 5: Pages 128-129 Chapter 12: Pages 308-309 Chapter 6: Pages 148-149 Chapter 13: Pages 342-343 Chapter 7: Pages 178-179 Chapter 14: Pages 372-373 Student Edition: Español 3 Cuaderno Chapter 1: Pages 10-11 Chapter 8: Pages 80-81 Chapter 2: Pages 20-21 Chapter 9: Pages 90-91 Chapter 3: Pages 30-31 Chapter 10: Pages 100-101 Chapter 4: Pages 40-41 Chapter 11: Pages 110-111 Chapter 5: Pages 50-51 Chapter 12: Pages 120-121 Chapter 6: Pages 60-61 Chapter 13: Pages 130-131 Chapter 7: Pages 70-71 Chapter 14: Pages 140-141

157


• Capitalize appropriate words in titles. • Use commas in addresses. • Use commas and quotation marks in dialogue. • Form and use possessives. • Use conventional spelling for high-frequency and other

studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

• Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

• Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.


158


• Choose words and phrases for effect.* • Recognize and observe differences between the

conventions of spoken and written standard English.


159

Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.


• Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

• Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

• Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.


160

Vocabulary Acquisition and Use Demonstrate understanding of word relationships and nuances in word meanings.

• Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

• Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

• Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).


161

Vocabulary Acquisition and Use Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).


162





text.









163



164


Grade 4 Students Teacher Resources Key Ideas and Details Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Student Edition: Textbook Español 4 Chapter 1: Pages 28-29; 32-33 Chapter 2: Pages 38-39; 48-49; 52-54 Chapter 3: Pages 62-63; 72-73; 76-77 Chapter 4: Pages 86-87; 96-97; 100-102 Chapter 5: Pages 110-111; 120-121; 124-125 Chapter 6: Pages 132-133; 142-143146-148 Chapter 7: Pages 160-161; 170-171; 174-175 Chapter 8: Pages 184-185; 194-195; 198-200 Chapter 9: Pages 206-207; 216-217; 220-221 Chapter 10: Pages 230-231; 240-241; 244-246 Chapter 11: Pages 256-257; 266-267; 270-271 Chapter 12: Pages 280-281; 290-291; 294-297 Chapter 13: Pages 302-303; 312-313; 316-317 Chapter 14: Pages 332-333; 341-343; 346-348 Student Edition: Workbook Español Lectura 4 Addressed with questions provided within all stories and at the end of all stories as well.

165

Key Ideas and Details Determine a theme of a story, drama, or poem from details in the text; summarize the text.


166

Key Ideas and Details Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).


167

Craft and Structure Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).


Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Student Edition: Textbook Español 4 Chapter 9: Pages 202-205 Chapter 11: Page 255 Chapter 13: Pages 298-301 Student Edition: Workbook Español Lectura 4 Chapter 4: Pages 34-43 Chapter 9: Pagers 88-89 Chapter 7: Page 65 Chapter 11: Pages 104-105 Chapter 8: Pages 76-79 Chapter 13: Pages 116-125

168

Craft and Structure Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.


169

Integration of Knowledge and Ideas Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.


170

Integration of Knowledge and Ideas Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.


Range of Reading and Level of Text and Complexity By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Across All Chapters in all Resource Books

171


Grade 4 Students Teacher Resources Key Ideas and Details Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Student Edition: Español 4 Textbook Chapter 1: Pages 28-30; 32-33 Chapter 2: pages 48-50; 52-54 Chapter 3: Pages 58-63; 72-74; 76-77 Chapter 4: Pages 96-98; 100-102 Chapter 6: Pages 146-148 Chapter 8: Pages 194-196; 198-200 Chapter 9: Pages 216-218; 244-246 Chapter 11: Pages 266-268 Chapter 12: Pages 274-281; 294-296 Chapter 13: Pages 312-314; 346-348

Determine the main idea of a text and explain how it is supported by key details; summarize the text.


172

Key Ideas and Details Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.


173

Craft and Structure Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.


Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.


174

Craft and Structure Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.


175

Integration of Knowledge and Ideas Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.


Explain how an author uses reasons and evidence to support particular points in a text.


176

Integration of Knowledge and Ideas Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.


Range of Reading and Level of Text and Complexity By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.


177




178

Reading Standards: Foundational Skills Grade 4

Grade 4 Students Teacher Resources Phonics and Word Recognition Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound

correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Student Edition: Español 4 Textbook Chapter 1: Pages 18-21 Chapter 2: Pages 40-41 Chapter 3: Pages 64-65 Chapter 4: Pages 88-89 Chapter 5: Pages 112-113 Chapter 6: Pages 134-135 Chapter 7: Pages 162-163 Chapter 8: Pages 186-187 Chapter 9: Pages 208-209 Chapter 10: Pages 232-233 Chapter 11: Pages 258-259 Chapter 12: Pages 282-283 Chapter 13: Pages 304-305 Chapter 14: Pages 334-335

Fluency Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy,

appropriate rate, and expression. Use context to confirm or self-correct word recognition


Student Edition: Español 4 Textbook Across all chapters

179












Range of Writing



180


181


Grade 4 Students Teacher Resources Text Types and Purposes Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and

create an organizational structure in which related ideas are grouped to support the writer’s purpose.

Provide reasons that are supported by facts and details. Link opinion and reasons using words and phrases (e.g.,

for instance, in order to, in addition). Provide a concluding statement or section related to the

opinion presented.

Student Edition: Español 4 Textbook Chapter 1: Page 2 Chapter 2: Page 50 Chapter 3: Page 74 Chapter 4: Page 98 Chapter 6: Page 144 Chapter 7: Page 172 Chapter 8: Page 196 Chapter 9: Page 218 Chapter 11: Page 268

Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly and group related information in

paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

Provide a concluding statement or section related to the information or explanation presented.


182

Text Types and Purposes Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and

introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Use dialogue and description to develop experiences and events or show the responses of characters to situations.

Use a variety of transitional words and phrases to manage the sequence of events.

Use concrete words and phrases and sensory details to convey experiences and events precisely.

Provide a conclusion that follows from the narrated experiences or events.


183

Production and Distribution of Writing Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)


With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.


184

Production and Distribution of Writing With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.


185

Research to Build and Present Knowledge Conduct short research projects that build knowledge through investigation of different aspects of a topic.


Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.


186

Research to Build and Present Knowledge Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 4 Reading standards to literature (e.g.,

“Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).




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Grade 4 Students Teacher Resources Comprehension and Collaboration Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.


• Follow agreed-upon rules for discussions and carry out assigned roles.

• Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

• Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Student Edition: Español 4 Textbook Chapter 1: Pages 16-17, 31 Chapter 8: Pages 184-185, 197 Chapter 2: Pages 38-39, 51 Chapter 9: Pages 206-207, 219 Chapter 3: Pages 62-63, 75 Chapter 10: Pages 230-231, 243 Chapter 4: Pages 86-87, 99 Chapter 11: Pages 256-257, 269 Chapter 5: Pages 110-111, 123 Chapter 12: Pages 280-281, 293 Chapter 6: Pages 132-133, 145 Chapter 13: Pages 302-303, 215 Chapter 7: Pages 160-161, 173 Chapter 14: Pages 332-333, 345 Student Edition: Español Lectura 4 Student Workbook Across all chapters

Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.


190

Comprehension and Collaboration Identify the reasons and evidence a speaker provides to support particular points.


191

Presentation of Knowledge and Ideas Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.


Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.


192

Presentation of Knowledge and Ideas Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 on pages 28 and 29 for specific expectations.)


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195



• Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

• Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

• Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

• Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

• Form and use prepositional phrases. • Produce complete sentences, recognizing and correcting

inappropriate fragments and run-ons.* • Correctly use frequently confused words (e.g., to, too,

two; there, their).*


196


• Use correct capitalization. • Use commas and quotation marks to mark direct speech

and quotations from a text. • Use a comma before a coordinating conjunction in a

compound sentence. • Spell grade-appropriate words correctly, consulting

references as needed.


197


• Choose words and phrases to convey ideas precisely.* • Choose punctuation for effect.* • Differentiate between contexts that call for formal English

(e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).


198

Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

• Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

• Use common, grade-appropriate Greek and • Latin affixes and roots as clues to the meaning of a word

(e.g., telegraph, photograph, autograph). • Consult reference materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.


Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

• Recognize and explain the meaning of common idioms, adages, and proverbs.

• Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).


199

Vocabulary Acquisition and Use Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).


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text.









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202


Grade 5 Students Teacher Resources Key Ideas and Details Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Teacher’s Guide: Español 5 Chapter 1: Pages 22-24; 27-29 Chapter 8: Pages 79, 83-85 Chapter 2: Pages 31-32; 35-37 Chapter 9: Pages 87-88; 90-93 Chapter 3: Pages 38-39; 43-45 Chapter 10: Pages 95, 99-101 Chapter 4: Pages 47-48; 51-53 Chapter 11: Pages 103, 107-109 Chapter 5: Pages 55-56; 59-61 Chapter 12: Pages 111, 115-117 Chapter 6: Pages 62-63; 67-69 Chapter 13: Pages 119, 123-125 Chapter 7: Pages 71, 75-77 Chapter 14: Pages 127, 131-133 Student Edition: Textbook Español 5 Addressed with questions provided within all stories and at the end of stories as well.

Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.


203

Key Ideas and Details Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Teacher’s Guide: Español 5 Chapter 1: Pages 22-24; 27-29 Chapter 8: Pages 79, 83-85 Chapter 2: Pages 31-32; 35-37 Chapter 9: Pages 87-88; 90-93 Chapter 3: Pages 38-39; 43-45 Chapter 10: Pages 95, 99-101 Chapter 4: Pages 47-48; 51-53 Chapter 11: Pages 103, 107-109 Chapter 5: Pages 55-56; 59-61 Chapter 12: Pages 111, 115-117 Chapter 6: Pages 62-63; 67-69 Chapter 13: Pages 119, 123-125 Chapter 7: Pages 71, 75-77 Chapter 14: Pages 127, 131-133 Student Edition: Textbook Español 5 (addressed through questions)

204

Craft and Structure Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.


Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.


205

Craft and Structure Describe how a narrator’s or speaker’s point of view influences how events are described.


206

Integration of Knowledge and Ideas Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).


Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.


Range of Reading and Level of Text and Complexity By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

Across all chapters in all resources


207

Grade 5 Students Teacher Resources Key Ideas and Details Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Teacher’s Guide: Español 5 Chapter 2: Pages 36-37 Chapter 9: Pages 90-91 Chapter 4: Pages 52-53 Chapter 10: Pages 100-101 Chapter 5: Page 58 Chapter 11: Pages 106-107 Chapter 6: Pages 68-69 Chapter 12: Pages 116-117 Chapter 7: Page 74 Chapter 14: Pages 132-133 Chapter 8: Pages 84-85 Student Edition: Español 5 Textbook Chapter 2: Pages 56-58 Chapter 4: Pages 102-104; 106-108 Chapter 5: Pages 124-126 Chapter 6: Pages 152-154; 156-158 Chapter 7: Pages 176-178 Chapter 8: Pages 198-200; 202-204 Chapter 9: Pages 222-224 Chapter 10: Pages 248-250; 252-254 Chapter 11: Pages 270-272 Chapter 12: Pages 296-298; 300-302 Chapter 14: Pages 348-349

208

Key Ideas and Details Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.


209

Key Ideas and Details Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.


210

Craft and Structure Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.


211

Craft and Structure Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.


212

Craft and Structure Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.


213

Integration of Knowledge and Ideas Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.


214

Integration of Knowledge and Ideas Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).


215

Integration of Knowledge and Ideas Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.


216

Range of Reading and Level of Text and Complexity By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.


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218


Grade 5 Students Teacher Resources Phonics and Word Recognition Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound

correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Teacher’s Guide: Español 5 Chapter 1: Pages 23-26 Chapter 8: Page 80 Chapter 2: Pages 32-34 Chapter 9: Pages 87-88 Chapter 3: Page 40 Chapter 10: Pages 97-98 Chapter 4: Pages 47-49 Chapter 11: Pages 105-106 Chapter 5: Pages 55-57 Chapter 12: Page 113 Chapter 6: Pages 63-65 Chapter 13: Pages 119-122 Chapter 7: Page 71 Chapter 14: Pages 127-129 Student Edition: Español 5 Textbook Chapter 1: Pages 20-23 Chapter 8: Pages 190-191 Chapter 2: Pages 44-45 Chapter 9: Pages 214-215 Chapter 3: Pages 70-71 Chapter 10: Pages 240-241 Chapter 4: Pages 94-95 Chapter 11: Pages 262-263 Chapter 5: Pages 116-117 Chapter 12: Pages 288-289 Chapter 6: Pages 144-145 Chapter 13: Pages 312-313 Chapter 7: Pages 168-169 Chapter 14: Pages 336-337 Student Edition: Español 5 Cuaderno Chapter 1: Pages 6-10 Chapter 8: Pages 64-67 Chapter 2: Pages 16-18 Chapter 9: Pages 72-75 Chapter 3: Pages 24-27 Chapter 10: Pages 80-83 Chapter 4: Pages 32-35 Chapter 11: Pages 88-91 Chapter 5: Pages 40-43 Chapter 12: Pages 96-99 Chapter 6: Pages 48-51 Chapter 13: Pages 104-107 Chapter 7: Pages 56-59 Chapter 14: Pages 112-115

219

Fluency Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy,

appropriate rate, and expression. Use context to confirm or self-correct word recognition and

understanding, rereading as necessary.

Across all chapters in all resource books

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Range of Writing



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Grade 5 Students Teacher Resources Text Types and Purposes Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and create an

organizational structure in which ideas are logically grouped to support the writer’s purpose.

Provide logically ordered reasons that are supported by facts and details.

Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

Provide a concluding statement or section related to the opinion presented.

Teacher’s Guide: Español 5 Across all chapters Student Edition: Español 5 Textbook Chapter 1: Page 32 Chapter 8: Page 200 Chapter 2: Page 54 Chapter 9: Page 224 Chapter 3: Page 80 Chapter 10: Page 250 Chapter 4: Page 104 Chapter 11: Page 272 Chapter 5: Page 126 Chapter 12: Page 298 Chapter 6: Page 154 Chapter 13: Page 322 Chapter 7: Page 178 Chapter 14: Page 346

Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly, provide a general observation and

focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Provide a concluding statement or section related to the information or explanation presented.


223

Text Types and Purposes Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a

narrator and/or characters; organize an event sequence that unfolds naturally.

Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

Use concrete words and phrases and sensory details to convey experiences and events precisely.

Provide a conclusion that follows from the narrated experiences or events.

Teacher’s Guide: Español 5 Across all chapters Student Edition: Español 5 Textbook Chapter 1: Page 32 Chapter 8: Page 200 Chapter 2: Page 54 Chapter 9: Chapter 3: Page 80 Chapter 10: Page 250 Chapter 4: Page 104 Chapter 11: Page 272 Chapter 5: Page 126 Chapter 12: Page 298 Chapter 6: Page 154 Chapter 13: Page 322 Chapter 7: Page 178 Chapter 14: Page 346

224

Production and Distribution of Writing Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)


With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.


225

Production and Distribution of Writing With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.


226

Research to Build and Present Knowledge Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.


Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.


227

Research to Build and Present Knowledge Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 5 Reading standards to literature (e.g.,

“Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).


228



229







230


231


Grade 5 Students Teacher Resources Comprehension and Collaboration Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.


• Follow agreed-upon rules for discussions and carry out assigned roles.

• Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

• Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Teacher’s Guide: Español 5 Across all chapters Student Edition: Español 5 Textbook Chapter 1: Pages 18-19, 33 Chapter 2: Pages 42-43, 55 Chapter 3: Pages 68-69, 81 Chapter 4: Pages 92-93, 105 Chapter 5: Pages 114-115, 127 Chapter 6: Pages 142-143, 155 Chapter 7: Pages 166-167, 179 Chapter 8: Pages 188-189, 201 Chapter 9: Pages 212-213, 225 Chapter 10: Pages 238-239, 251 Chapter 11: Pages 260-261, 273 Chapter 12: Pages 286-287, 299 Chapter 13: Pages 310-311, 323 Chapter 14: Pages 334-335, 347

232

Comprehension and Collaboration Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.


233

Comprehension and Collaboration Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.


234

Presentation of Knowledge and Ideas Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.


235

Presentation of Knowledge and Ideas Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.


236

Presentation of Knowledge and Ideas Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)


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239


Grade 5 Students Teacher Resources

Conventions of Standard (Spanish) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

• Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

• Use verb tense to convey various times, sequences, states, and conditions.

• Recognize and correct inappropriate shifts in verb tense.* • Use correlative conjunctions (e.g., either/or, neither/nor).


Conventions of Standard (Spanish)

240

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• Use punctuation to separate items in a series.* • Use a comma to separate an introductory element from the

rest of the sentence. • Use a comma to set off the words yes and no (e.g., Yes,

thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

• Use underlining, quotation marks, or italics to indicate titles of works.

• Spell grade-appropriate words correctly, consulting references as needed.


241


• Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

• Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.


242

Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

• Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

• Use common, grade-appropriate Greek and • Latin affixes and roots as clues to the meaning of a word

(e.g., photograph, photosynthesis). • Consult reference materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.


243

Vocabulary Acquisition and Use Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• Interpret figurative language, including similes and metaphors, in context.

• Recognize and explain the meaning of common idioms, adages, and proverbs.

• Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.


244

Vocabulary Acquisition and Use Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Chapter 13: Pages 314-317 Chapter 14: Pages 338-341 Teacher’s Guide: Español 5 Chapter 1: Pages 24-25 Chapter 8: Pages 80-81 Chapter 2: Pages 32-33 Chapter 9: Pages 88-89 Chapter 3: Pages 40-41 Chapter 10: Pages 96-97 Chapter 4: Pages 48-49 Chapter 11: Pages 104-105 Chapter 5: Pages 56-57 Chapter 12: Pages 112-113 Chapter 6: Pages 64-65 Chapter 13: Pages 120-121 Chapter 7: Pages 72-73 Chapter 14: Pages 128-129 Student Edition: Español 5 Textbook Chapter 1: Pages 24-27 Chapter 8: Pages 192-195 Chapter 2: Pages 46-49 Chapter 9: Pages 216-219 Chapter 3: Pages 72-75 Chapter 10: Pages 242-245 Chapter 4: Pages 96-98 Chapter 11: Pages 264-267 Chapter 5: Pages 118-121 Chapter 12: Pages 290-293 Chapter 6: Pages 146-149 Chapter 13: Pages 314-317 Chapter 7: Pages 170-173 Chapter 14: Pages 338-341 Student Edition: Español 5 Cuaderno Chapter 1: Pages 12-13 Chapter 8: Pages 68-69 Chapter 2: Pages 20-21 Chapter 9: Pages 76-77 Chapter 3: Pages 28-29 Chapter 10: Pages 84-85 Chapter 4: Pages 36-37 Chapter 11: Pages 92-93 Chapter 5: Pages 44-45 Chapter 12: Pages 100-101 Chapter 6: Pages 52-53 Chapter 13: Pages 108-109 Chapter 7: Pages 60-61 Chapter 14: Pages 116-117

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