Spanish Language Arts and Reading K - 12 Vertical

Spanish Language Arts and ReadingK - 12 Vertical Alignment

Strand 1

Kindergarten128.2

Grade 1128.3

Grade 2128.4

Grade 3128.5

Grade 4128.6

Grade 5128.7

Grade 6128.21

ELLA Grade 7128.22

ELLA Grade 8128.23

ESOL I128.34

ESOL II128.35

(1) (1) (1) (1) (1) (1) (1) (1) (1) (1) (1)(A) listen actively andask questions tounderstand informationand answer questionsusing multi-wordresponses;

(A) listen actively, askrelevant questions toclarify information, andanswer questions usingmulti-word responses;

(A) listen actively, askrelevant questions toclarify information, andanswer questions usingmulti-word responses;

(A) listen actively, askrelevant questions toclarify information, andmake pertinentcomments;

(A) listen actively, askrelevant questions toclarify information, andmake pertinentcomments;

(A) listen actively tointerpret verbal and non-verbal messages, askrelevant questions, andmake pertinentcomments;

(A) listen actively tointerpret a message, askclarifying questions, andrespond appropriately;

(A) listen actively tointerpret a message andask clarifying questionsthat build on others'ideas;

(A) listen actively tointerpret a message bysummarizing, askingquestions, and makingcomments;

(A) engage in meaningful and respectful discourseby listening actively,respondingappropriately, andadjusting communicationto audiences andpurposes;

(A) engage in meaningfuland respectful discourseby listening actively,responding appropriately,and adjustingcommunication toaudiences and purposes;

(B) share priorknowledge with peersand others to facilitatecommunication;

(B) share prior knowledgewith peers and others tofacilitate communication;

(B) restate and followoral directions thatinvolve a short, relatedsequence of actions;

(B) follow, restate, andgive oral instructions thatinvolve a short, relatedsequence of actions;

(B) follow, restate, andgive oral instructions thatinvolve a short, relatedsequence of actions;

(B) follow, restate, andgive oral instructions thatinvolve a series ofrelated sequences ofaction;

(B) follow, restate, andgive oral instructions thatinvolve a series ofrelated sequences ofaction;

(B) follow, restate, andgive oral instructions thatinclude multiple actionsteps;

(B) follow and give oralinstructions that includemultiple action steps;

(B) follow, restate, andgive increasinglycomplex oral instructionsto perform specific tasks,answer questions, orsolve problems;

(B) follow, restate, andgive complex oralinstructions to performspecific tasks, answerquestions, or solveproblems;

(C) follow, restate, andgive complex oralinstructions to performspecific tasks, answerquestions, or solveproblems and complexprocesses;

(C) follow, restate, andgive complex oralinstructions to performspecific tasks, answerquestions, or solveproblems and complexprocesses;

(C) give an organizedpresentation with aspecific point of view;

(C) share informationand ideas by speakingaudibly and clearly usingthe conventions oflanguage;

(C) share informationand ideas about the topicunder discussion,speaking clearly at anappropriate pace andusing the conventions oflanguage;

(C) share informationand ideas that focus onthe topic underdiscussion, speakingclearly at an appropriatepace and using theconventions of language;

(C) speak coherentlyabout the topic underdiscussion, employingeye contact, speakingrate, volume,enunciation, and theconventions of languageto communicate ideaseffectively;

(C) express an opinionsupported by accurateinformation, employingeye contact, speakingrate, volume,enunciation, and theconventions of languageto communicate ideaseffectively; and

(C) give an organizedpresentation employingeye contact, speakingrate, volume,enunciation, naturalgestures, andconventions of languageto communicate ideaseffectively; and

(C) give an organizedpresentation with aspecific stance andposition, employing eyecontact, speaking rate,volume, enunciation,natural gestures, andconventions of languageto communicate ideaseffectively; and

(C) present a critique ofa literary work, film, ordramatic production,employing eye contact,speaking rate, volume,enunciation, a variety ofnatural gestures, andconventions of languageto communicate ideaseffectively;

(D) advocate a positionusing anecdotes,analogies, and/orillustrations employingeye contact, speakingrate, volume,enunciation, a variety ofnatural gestures, andconventions of languageto communicate ideaseffectively;

(D) give a presentationusing informal, formal,and technical languageeffectively to meet theneeds of audience,purpose, and occasion,employing eye contact,speaking rate such aspauses for effect,volume, enunciation,purposeful gestures, andincreasing mastery ofconventions of languageto communicate ideaseffectively;

(D) give a formalpresentation thatincorporates a clear thesisand a logical progressionof valid evidence fromreliable sources and thatemploys eye contact,speaking rate such aspauses for effect, volume,enunciation, purposefulgestures, and increasingmastery of conventions oflanguage to communicateideas effectively;

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: Based on the student's language proficiency level,

the student is expected to: Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to:

Kindergarten - Grade 8, Adopted 5/10/2017English for Speakers of Other Languages (ESOL) I - II, Adopted 6/23/2017 (as amended 6/2019)

Developing and Sustaining Foundational Language Skills:Oral Language

1


Strand 1

Kindergarten128.2

Grade 1128.3

Grade 2128.4

Grade 3128.5

Grade 4128.6

Grade 5128.7

Grade 6128.21

ELLA Grade 7128.22

ELLA Grade 8128.23

ESOL I128.34

ESOL II128.35

(D) work collaborativelywith others by followingagreed-upon rules fordiscussion, includingtaking turns; and

(D) work collaborativelywith others by followingagreed-upon rules fordiscussion, includinglistening to others,speaking whenrecognized, and makingappropriatecontributions; and

(D) work collaborativelywith others by followingagreed-upon rules fordiscussion, includinglistening to others,speaking whenrecognized, makingappropriatecontributions, andbuilding on the ideas ofothers; and

(D) work collaborativelywith others by followingagreed-upon rules,norms, and protocols;and

(D) work collaborativelywith others to develop aplan of sharedresponsibilities.

(D) work collaborativelywith others to develop aplan of sharedresponsibilities.

(D) participate instudent-led discussionsby eliciting andconsidering suggestionsfrom other groupmembers, taking notes,and identifying points of agreement anddisagreement.

(D) engage in meaningful discourse and provideand accept constructivefeedback from others;and

(E) participatecollaboratively indiscussions, planagendas with clear goalsand deadlines, set timelimits for speakers, takenotes, and vote on keyissues; and

(E) participatecollaboratively, buildingon the ideas of others,contributing relevantinformation, developinga plan for consensusbuilding, and settingground rules for decisionmaking;

(E) participatecollaboratively, buildingon the ideas of others,contributing relevantinformation, developing aplan for consensusbuilding, and settingground rules for decisionmaking;

(E) develop socialcommunication such asintroducinghimself/herself, usingcommon greetings, andexpressing needs andwants.

(E) develop socialcommunication such asintroducinghimself/herself andothers, relatingexperiences to aclassmate, andexpressing needs andfeelings.

(E) develop socialcommunication such asdistinguishing betweenasking and telling.

(E) develop socialcommunication such asconversing politely in allsituations.

(E) develop socialcommunication andproduce oral language incontextualized andpurposeful ways.

(F) develop socialcommunication andproduce oral language in contextualized andpurposeful ways.

(F) develop socialcommunication andproduce oral language incontextualized andpurposeful ways; and

(F) develop socialcommunication andproduce oral language incontextualized andpurposeful ways; and

(G) conduct an interview,including social andinformative.

(G) listen and respond tocritique from peers afteran oral presentation.

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 ELLA Grade 7 ELLA Grade 8 ESOL I ESOL II128.2 128.3 128.4 128.5 128.6 128.7 128.21 128.22 128.23 128.34 128.35(2) (2) (2) (2) (2) (2) (2) (2) (2) (2) (2)(A) demonstrate (A) demonstratephonological awareness phonological awarenessby: by:(i) identifying and (i) producing a series ofproducing rhyming rhyming words;words;(ii) recognizing spoken (ii) recognizing spokenalliteration or groups of alliteration or groups ofwords that begin with the words that begin with thesame simple syllable or same simple syllable orinitial sound; initial sound;

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: Based on the student's language proficiency level,



Developing and Sustaining Foundational Language Skills: Beginning Reading & Writing2


Strand 1

Kindergarten128.2

Grade 1128.3

Grade 2128.4

Grade 3128.5

Grade 4128.6

Grade 5128.7

Grade 6128.21

ELLA Grade 7128.22

ELLA Grade 8128.23

ESOL I128.34

ESOL II128.35

(iii) identifying theindividual words in aspoken sentence;

(iii) recognizing thechange in spoken wordwhen a specified syllableis added, changed, orremoved;

(iv) identifying syllablesin spoken words;

(iv) segmenting spokenwords into individualsyllables;

(v) blending syllables toform multisyllabicwords;

(v) blending spokencomplex syllables,including sílabastrabadas, to formmultisyllabic words;

(vi) segmentingmultisyllabic words intosyllables;

(vi) segmenting spokenwords into syllables,including words withsílabas trabadas; and

(vii) identifying initialand final sounds insimple words;

(viii) blending spokenphonemes to formsyllables; and(ix) manipulatingsyllables within amultisyllabic word;

(vii) manipulatingsyllables within words;

(B) demonstrate andapply phoneticknowledge by:

(B) demonstrate andapply phoneticknowledge by:

(A) demonstrate andapply phoneticknowledge by:





(A) demonstrate andapply phoneticknowledge; and

(A) demonstrate andapply phoneticknowledge; and

(A) acquire, demonstrate,and apply phoneticknowledge; and

(A) demonstrate and applyphonetic knowledge; and

(i) differentiatingbetween commonlyconfused terms such asporque/porqué/porqué/por que, asimismo(adverbio)/así mismo(de la misma manera),sino/si no, andtambién/tan bien;


Developing and Sustaining Foundational Language Skills:Beginning Reading & Writing

3


Strand 1

Kindergarten128.2

Grade 1128.3

Grade 2128.4

Grade 3128.5

Grade 4128.6

Grade 5128.7

Grade 6128.21

ELLA Grade 7128.22

ELLA Grade 8128.23

ESOL I128.34

ESOL II128.35

(i) identifying andmatching the commonsounds that lettersrepresent;

(i) identifying andmatching sounds toindividual letters;

(i) decodingmultisyllabic words;

(i) decoding words with aprosodic or orthographicaccent;

(i) decoding palabrasagudas, graves,esdrújulas, andsobresdrújulas (wordswith the stress on thelast, penultimate, andantepenultimate syllableand words with the stresson the syllable before theantepenultimate);

(i) decoding palabrasagudas, graves,esdrújulas, andsobresdrújulas (wordswith the stress on thelast, penultimate, andantepenultimate syllableand words with the stresson the syllable before theantepenultimate);

(ii) decoding palabrasagudas, graves,esdrújulas, andsobresdrújulas (wordswith the stress on thelast, penultimate, andantepenultimate syllableand words with thestress on the syllablebefore theantepenultimate);

(ii) using letter-soundrelationships to decodeone- and two-syllablewords and multisyllabicwords, including CV,VC, CCV, CVC, VCV,CVCV, CCVCV, andCVCCV;

(ii) decoding words withsílabas trabadas such as/bla/, /bra/, and /gla/;digraphs; and words withmultiple sound spellingpatterns such as c, k, andq and s, z, soft c, and x;

(ii) decoding words withmultiple sound spellingpatterns such as c, k, andq and s, z, soft c, and x;

(ii) decoding words withmultiple sound spellingpatterns such as c, k, andq and s, z, soft c, and x;

(iii) decoding words withsilent h and consonantdigraphs such as /ch/,/rr/, and /ll/; and

(iii) decoding words withsilent h and words thatuse the syllables que-,qui-, gue-, gui-, güe-, andgüi-;



(iv) decoding words withdiphthongs such as /ai/,/au/, and /ei/;

(iv) decoding words withdiphthongs and hiatus;

(iv) becoming veryfamiliar with the conceptof hiatus and diphthongsand the implications fororthographic accents;

(ii) using orthographicrules to segment andcombine syllables,including diphthongs andformal and accentedhiatus;

(ii) using orthographicrules to segment andcombine syllables,including diphthongs andformal and accentedhiatus;

(iii) decoding wordswith hiatus anddiphthongs; and

(v) decoding contractions such as al and del;

(v) decoding commonabbreviations; and

(v) decoding anddifferentiating meaningof a word based on adiacritical accent; and

(iii) decoding anddifferentiating themeaning of a word basedon the diacritical accent;and

(iii) decoding anddifferentiating meaningof word based on thediacritical accent; and

(vi) decoding three- tofour-syllable words;

(vii) using knowledge ofbase words to decodecommon compoundwords; and

(iv) using knowledge ofsyllable divisionpatterns and morphemesto decode multisyllabicwords;

(iv) recognizing that newwords are created whensyllables are changed,added, or deleted;

(viii) decoding wordswith common prefixesand suffixes;

(vi) decoding words withprefixes and suffixes;

(vi) decoding words withprefixes and suffixes;

(iv) decoding words withprefixes and suffixes;

(iv) decoding words withprefixes and suffixes;



4


Strand 1

Kindergarten128.2

Grade 1128.3

Grade 2128.4

Grade 3128.5

Grade 4128.6

Grade 5128.7

Grade 6128.21

ELLA Grade 7128.22

ELLA Grade 8128.23

ESOL I128.34

ESOL II128.35

(C) demonstrate andapply spelling knowledgeby:

(C) demonstrate andapply spelling knowledgeby:

(B) demonstrate andapply spelling knowledgeby:




(B) demonstrate andapply spellingknowledge by:

(i) spelling commonletter and soundcorrelations; and

(i) spelling commonletter and soundcorrelations;

(i) spelling multisyllabicwords;

(i) spelling palabrasagudas and graves(words with an accent onthe last and penultimatesyllable);

(i) spelling palabrasagudas and graves(words with the stress onthe last and penultimatesyllable) with anorthographic accent;

(i) spelling words withmore advancedorthographic patterns andrules;

(ii) spelling words withcommon syllabic patterns such as CV, VC, CCV,CVC, VCV, CVCV,CCVCV, and CVCCV;

(ii) spelling words withcommon patterns such asCV, VC, CCV, CVC,VCV, CVCV, CCVCV,and CVCCV;

(ii) spelling palabrasesdrújulas (words withthe stress on theantepenultimate syllable)that have an orthographicaccent;

(ii) spelling palabrasesdrújulas (words withthe stress on theantepenultimate syllable)that have an orthographicaccent;

(ii) spelling palabrasagudas, graves, andesdrújulas (words withthe stress on theantepenultimate,penultimate, and lastsyllable) with a prosodicor orthographic accent;

(i) spelling palabrasagudas, graves,esdrújulas, andsobresdrújulas (wordswith the stress on theantepenultimate,penultimate, andultimate/last syllableand words with thestress on the syllablebefore theantepenultimate);

(iii) spelling palabrassobresdrújulas (wordswith the stress on thesyllable before theantepenultimate syllable)with a prosodic ororthographic accent;

(iii) spelling words withsilent h; consonantdigraphs such as /ch/,/rr/, and /ll/; and sílabastrabadas such as /bla/,/bra/, /gla/, and /gra/;

(iv) spellingmultisyllabic words,including words with que-, qui-, gue-, gui-, güe-,and güi-;

(v) spelling words withsilent h and words thatuse the syllables que-,qui-, gue-, gui-, güe-, andgüi-;

(vii) spelling words withsilent h and words thatuse the syllables que-,qui-, gue-, gui-, güe-, andgüi-;

(v) spelling contractionssuch as al and del;



5


Strand 1

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 ELLA Grade 7 ELLA Grade 8 ESOL I ESOL II128.2 128.3 128.4 128.5 128.6 128.7 128.21 128.22 128.23 128.34 128.35

(vi) spelling words with (ii) spelling words with (iii) spelling words with (iii) spelling words with (iv) spelling words with (iii) spelling words withdiphthongs such as /ai/, diphthongs and hiatus; the concept of diphthongs and hiatus; diphthongs and hiatus; diphthongs and hiatus;/au/, and /ie/ as in quie- diphthongs and hiatus and and andro, na-die, and ra-dio and and their implications forhiatus such as le-er and rí- orthographic accents;o; and

(iv) using accents onwords commonly used inquestions andexclamations;(v) spelling words basedon the diacritical accentsuch as se/sé, el/él, andmas/más;(vi) marking accents (iv) marking accents (v) marking accentsappropriately when appropriately when appropriately when (ii) marking accentsconjugating verbs such conjugating verbs such conjugating verbs such appropriately whenas in simple and as in simple and as in simple and conjugating verbs inimperfect past, past imperfect past, past imperfect past, past simple and imperfectparticiple, perfect, participle, perfect, participle, perfect, past, perfectconditional, and future conditional, and future conditional, and future conditional, and futuretenses; tenses; and tenses; and tenses; and

(iii) spelling common abbreviations;

(vii) spelling words with (iv) spelling words withcommon prefixes and prefixes and suffixes;suffixes; and

(viii) spelling words thathave the same soundsrepresented by differentletters, including ll and y; c, k, and q; soft c, soft x,s, and z; and soft g, j, andx;

(ix) spelling words withhard and soft r;

(x) spelling words usingn before v; m before b;and m before p;

(xi) spelling words withsílabas trabadas; and

(xii) spelling the pluralform of words ending inz by replacing the z withc before adding -es;



6


Strand 1

Kindergarten128.2

Grade 1128.3

Grade 2128.4

Grade 3128.5

Grade 4128.6

Grade 5128.7

Grade 6128.21

ELLA Grade 7128.22

ELLA Grade 8128.23

ESOL I128.34

ESOL II128.35

(D) demonstrate printawareness by:

(D) demonstrate printawareness by identifyingthe information thatdifferent parts of a bookprovide;

(i) identifying the frontcover, back cover, andtitle page of a book;(ii) holding a book rightside up, turning pagescorrectly, and knowingthat reading moves fromtop to bottom and left toright with return sweep;

(iii) recognizing thatsentences are comprisedof words separated byspaces and recognizingword boundaries;

(iv) recognizing thedifference between aletter and a printed word;and(v) identifying alluppercase and lowercaseletters; and

(E) alphabetize a seriesof words to the first orsecond letter and use adictionary to find words;and

(C) alphabetize a seriesof words and use adictionary or glossary tofind words; and

(C) alphabetize a seriesof words to the thirdletter; and

(E) develop handwritingby accurately forming alluppercase and lowercaseletters using appropriatedirectionality.

(F) develop handwritingby printing words,sentences, and answerslegibly leavingappropriate spacesbetween words.

(D) develop handwritingby accurately forming allcursive letters usingappropriate strokes whenconnecting letters.

(D) write completewords, thoughts, andanswers legibly incursive leavingappropriate spacesbetween words.

(C) write legibly incursive to completeassignments.

(C) write legibly incursive.

(C) write legibly incursive.

(B) write completewords, thoughts, andanswers legibly.



(B) write complete words,thoughts, and answerslegibly.



7


Strand 1


(3) (3) (3) (3) (3) (3) (3) (3) (3) (3) (3)

(A) use a resource suchas a picture dictionary ordigital resource to findwords;

(A) use a resource suchas a picture dictionary ordigital resource to findwords;

(A) use print or digitalresources to determinemeaning andpronunciation ofunknown words;

(A) use print or digitalresources to determinemeaning, syllabication,and pronunciation;

(A) use print or digitalresources to determinemeaning, syllabication,and pronunciation;

(A) use print or digitalresources to determinemeaning, syllabication,pronunciation, and wordorigin;

(A) use print or digitalresources to determinethe meaning,syllabication,pronunciation, wordorigin, and part ofspeech;



(A) use print or digitalresources such asglossaries or technicaldictionaries to clarify andvalidate understanding ofthe precise andappropriate meaning oftechnical or discipline-based vocabulary;

(A) use print or digitalresources such asglossaries or technicaldictionaries to clarify andvalidate understanding ofthe precise andappropriate meaning oftechnical or discipline-based vocabulary;

(B) use illustrations andtexts the student is ableto read or hear to learn orclarify word meanings;and

(B) use illustrations andtexts the student is ableto read or hear to learn orclarify word meanings;

(B) use context withinand beyond a sentence todetermine the meaning of unfamiliar words;

(B) use context withinand beyond a sentence todetermine the meaning of unfamiliar words andmultiple-meaning words;

(B) use context withinand beyond a sentence todetermine the relevantmeaning of unfamiliarwords or multiple-meaning words;

(B) use context withinand beyond a sentence todetermine the relevantmeaning of unfamiliarwords or multiple-meaning words;

(B) use context such asdefinition, analogy, andexamples to clarify themeaning of words;

(B) use context such ascontrast or cause andeffect to clarify themeaning of words;

(B) use context withinor beyond a paragraphto clarify the meaning ofunfamiliar or ambiguouswords;

(B) discuss and analyzecontext and use cognatesto distinguish betweenthe denotative andconnotative meanings ofwords and phrases;

(B) analyze context todistinguish amongdenotative, connotative,and figurative meanings ofwords;

(C) identify the meaningof words with affixes,including -s, -es, and -or;and

(C) use affixes, includingre-, pre-, -ción, andísimo/ísima, to determinethe meaning of wordsand subsequently use thenewly acquired words;

(C) identify the meaningof and use words withaffixes such as in-, des-,ex-, -mente, -dad, -oso, -eza, and -ura, and knowhow the affix changes themeaning of the word;

(C) identify the meaningof and use words withaffixes such as mono-,sobre-, sub-, inter-, poli-,-able, -ante, -eza, -ancia,and -ura, and roots,including auto, bio,grafía, metro, fono, andtele;

(C) identify the meaningof and use words withaffixes such as trans-,super-, anti-, semi-, -logía, -ificar, -ismo, and -ista and roots, includingaudi, crono, foto, geo,and terr;

(C) determine themeaning and usage ofgrade-level academicSpanish words derivedfrom Greek and Latinroots, including metro-,grafo-, scrib-, and port-;and

(C) determine themeaning and usage ofgrade-level academicEnglish words derivedfrom Greek, Latin, andother languages,including omni,log/logue, gen, vid/vis,phil, luc, and sens/sent;un-, re-, -ly, and -er/or;and -ion/tion/sion, im-(into), non-, dis-, in-(not, non), pre-, -ness, -y,-er (comparative), -est,and -ful;

(C) determine themeaning and usage ofgrade-level academicEnglish words derivedfrom Greek, Latin, andother languages,including ast, qui, path,mand/mend, and duc;auto, bio, graph, meter,phon, port, and tele; andterr, chrono, audi, geo,dict, photo, and ject;

(C) determine themeaning of foreignwords or phrases usedfrequently in Englishsuch as bona fide, caveat,carte blanche, tête-à-tête,bon appétit, and quid proquo;

(C) determine the meaningof foreign words orphrases used frequently inEnglish such as pas dedeux, status quo, déjà vu,avant-garde, and coupd'état;

(C) identify and usewords that name actions;directions; positions;sequences; categoriessuch as colors, shapes,and textures; andlocations.

(D) identify and usewords that name actions,directions, positions,sequences, categories,and locations.

(D) identify, use, andexplain the meaning ofantonyms, synonyms,idioms, and homographsin context; and

(D) identify, use, andexplain the meaning ofantonyms, synonyms,idioms, homophones, and homographs in a text;and

(D) identify, use, andexplain the meaning ofidioms, homographs, andhomophones such asabrasar/abrazar; and

(D) identify, use, andexplain the meaning ofidioms, adages, andpuns; and

(D) identify and usewords that name actions,directions, positions,sequences, and locations;

(D) identify and usewords that name actions,directions, positions,sequences, andlocations;

(D) identify and usewords that name actions,directions, positions,sequences, and locations;

(D) identify and use wordsthat name actions,directions, positions,sequences, and locations;

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: Based on the student's language proficiency level,



Developing and Sustaining Foundational Language Skills:Vocabulary

8


Strand 1

Kindergarten128.2

Grade 1128.3

Grade 2128.4

Grade 3128.5

Grade 4128.6

Grade 5128.7

Grade 6128.21

ELLA Grade 7128.22

ELLA Grade 8128.23

ESOL I128.34

ESOL II128.35

(E) differentiate betweenand use homographs,homophones, andcommonly confusedterms such asporque/porqué/porqué/por que, sino/si no,and también/tan bien.




(D) differentiatebetween and usehomographs,homophones, andcommonly confusedterms such asporque/porqué/porqué/por que, sino/si no,and también/tan bien.

(E) use multiple-meaningwords, homographs,homophones, andcommonly confusedterms correctly; and

(E) use multiple-meaning words,homographs,homophones, andcommonly confusedterms correctly; and

(E) identify, understand,and use multiple-meaning words,homographs,homophones, andcommonly confusedterms correctly; and

(E) use multiple-meaningwords, homographs,homophones, andcommonly confused termscorrectly; and

(F) investigateexpressions such asidioms and wordrelationships such asantonyms, synonyms,and analogies.



(F) investigate expressionssuch as idioms and wordrelationships such asantonyms, synonyms, andanalogies.

Kindergarten128.2

Grade 1128.3

Grade 2128.4

Grade 3128.5

Grade 4128.6

Grade 5128.7

Grade 6128.21

ELLA Grade 7128.22

ELLA Grade 8128.23

ESOL I128.34

ESOL II128.35

(4) (4) (4) (4) (4) (4) (4) (4) (4) (4)(A) use appropriatefluency (rate, accuracy,and prosody) whenreading grade-level text.

(A) use appropriatefluency (rate, accuracy,and prosody) whenreading grade-level text.




(A) adjust fluency whenreading grade-level textbased on the readingpurpose.

(A) use appropriatefluency (rate, accuracy,and prosody) and adjustfluency when readinggrade-level text based onthe reading purpose.

(A) adjust fluency whenreading grade-level textbased on the readingpurpose.

(A) adjust fluency whenreading grade-level andlanguage proficiency-level text based on thereading purpose.

(A) adjust fluency whenreading grade-level andlanguage proficiency-leveltext based on the readingpurpose.


(4) (5) (5) (5) (5) (5) (5) (5) (5) (5) (5)(A) self-select text and (A) self-select text and (A) self-select text and (A) self-select text and (A) self-select text and (A) self-select text and (A) self-select text and (A) self-select text and (A) self-select text and (A) self-select text and (A) self-select text andinteract independently interact independently read independently for a read independently for a read independently for a read independently for a read independently for a read independently for a read independently for a read independently for a read independently for awith text for increasing with text for increasing sustained period of time. sustained period of time. sustained period of time. sustained period of time. sustained period of sustained period of time. sustained period of time. sustained period of time. sustained period of time.periods of time. periods of time. time.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade- and language proficiency-appropriate with increasing independence. The student is expected to:

The student is expected to: Based on the student's language proficiency level, the student is expected to:

Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to:


Developing and Sustaining Foundational Language Skills:Fluency / Self-Sustained Reading

9


Strand 2

The student uses metacognitive skills to both develop and comprehend increasingly complex texts. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to:

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to: ESOL IIKindergarten

128.2Grade 1128.3

Grade 2128.4

Grade 3128.5

Grade 4128.6

Grade 5128.7

Grade 6128.21

ELLA Grade 7128.22

ELLA Grade 8128.23

ESOL I128.34 128.35

(5) (6) (6) (6) (6) (6) (6) (6) (6) (6) (6)(A) establish purpose forreading assigned and self-selected texts with adultassistance;

(A) establish purpose forreading assigned and self-selected texts with adultassistance;

(A) establish purpose forreading assigned and self-selected texts;




(A) establish purpose forreading assigned and self-selected text;





(B) generate questionsabout text before, during,and after reading todeepen understandingand gain informationwith adult assistance;

(B) generate questionsabout text before, during,and after reading todeepen understandingand gain informationwith adult assistance;

(B) generate questionsabout text before, during,and after reading todeepen understandingand gain information;







(B) answer and generatequestions about textbefore, during, and afterreading to acquire anddeepen understandingand gain information;

(B) generate questionsabout text before, during,and after reading toacquire and deepenunderstanding and gaininformation;

(C) make and confirmpredictions using textfeatures and structureswith adult assistance;

(C) make and correct orconfirm predictions usingtext features,characteristics of genre,and structures with adultassistance;

(C) make and correct orconfirm predictions usingtext features,characteristics of genre,and structures;






(C) make and correct orconfirm predictionsusing text features,characteristics of genre,and structures;



(D) create mental imagesto deepen understandingwith adult assistance;

(D) create mental imagesto deepen understandingwith adult assistance;

(D) create mental imagesto deepen understanding;









(E) make connections topersonal experiences,ideas in other texts, andsociety with adultassistance;

(E) make connections topersonal experiences,ideas in other texts, andsociety with adultassistance;

(E) make connections topersonal experiences,ideas in other texts, andsociety;









(F) make inferences anduse evidence to supportunderstanding with adultassistance;

(F) make inferences anduse evidence to supportunderstanding with adultassistance;

(F) make inferences anduse evidence to supportunderstanding;









(G) evaluate details todetermine what is mostimportant with adultassistance;

(G) evaluate details todetermine what is mostimportant with adultassistance;

(G) evaluate details readto determine key ideas;







(G) actively participate in discussions to identify,understand, and evaluatedetails read to determinekey ideas;


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

develop and deepen comprehension of increasingly complex texts. Based on the student's language proficiency level, the student is expected to:

Kindergarten - Grade 8, Adopted 5/10/2017English for Speakers of Other Languages (ESOL) I - II, Adopted 6/23/2017 (as amended 6/2019) Comprehension Skills

10


Strand 2

Kindergarten128.2

Grade 1128.3

Grade 2128.4

Grade 3128.5

Grade 4128.6

Grade 5128.7

Grade 6128.21

ELLA Grade 7128.22

ELLA Grade 8128.23

ESOL I128.34

ESOL II128.35

(H) synthesizeinformation to create new understanding with adultassistance; and

(H) synthesizeinformation to create new understanding with adultassistance; and

(H) synthesizeinformation to create new understanding; and






(H) synthesizeinformation to createnew understanding; and

(H) synthesizeinformation from twotexts to create newunderstanding; and

(H) synthesizeinformation frommultiple texts to createnew understanding; and

(I) monitorcomprehension and makeadjustments such as re-reading, usingbackground knowledge,checking for visual cues,and asking questionswhen understandingbreaks down with adultassistance.

(I) monitorcomprehension and makeadjustments such as re-reading, usingbackground knowledge,checking for visual cues,and asking questionswhen understandingbreaks down.

(I) monitorcomprehension and makeadjustments such as re-reading, usingbackground knowledge,checking for visual cues,and asking questionswhen understandingbreaks down.

(I) monitorcomprehension and makeadjustments such as re-reading, usingbackground knowledge,asking questions, andannotating whenunderstanding breaksdown.





(I) monitorcomprehension andmake adjustments suchas re-reading, usingbackground knowledge,asking questions, andannotating whenunderstanding breaksdown.



Kindergarten - Grade 8, Adopted 5/10/2017English for Speakers of Other Languages (ESOL) I - II, Adopted 6/23/2017 (as amended 6/2019) Comprehension Skills

11


Strand 3

Kindergarten128.2

Grade 1128.3

Grade 2128.4

Grade 3128.5

Grade 4128.6

Grade 5128.7

Grade 6128.21

ELLA Grade 7128.22

ELLA Grade 8128.23

ESOL I128.34

ESOL II128.35

(6) (7) (7) (7) (7) (7) (7) (7) (7) (7) (7)(A) describe personalconnections to a varietyof sources;

(A) describe personalconnections to a varietyof sources;

(A) describe personalconnections to a varietyof sources;

(A) describe personalconnections to a varietyof sources, including self-selected texts;








(B) provide an oral,pictorial, or writtenresponse to a text;

(B) write brief commentson literary orinformational texts;

(B) write brief commentson literary orinformational texts thatdemonstrate anunderstanding of the text;

(B) write a response to aliterary or informationaltext that demonstrates anunderstanding of a text;

(B) write responses thatdemonstrateunderstanding of texts,including comparing andcontrasting ideas across avariety of sources;

(B) write responses thatdemonstrateunderstanding of texts,including comparing andcontrasting ideas across avariety of sources;

(B) write responses thatdemonstrateunderstanding of texts,including comparingsources within and acrossgenres;



(B) write responses thatdemonstrateunderstanding of texts,including comparing texts within and across genres;

(B) write responses thatdemonstrateunderstanding of texts,including comparing texts within and across genres;

(C) use text evidence tosupport an appropriateresponse;









(C) use text evidence andoriginal commentary tosupport a comprehensiveresponse;

(C) use text evidence andoriginal commentary tosupport an interpretiveresponse;

(D) retell texts in waysthat maintain meaning;

(D) retell texts in waysthat maintain meaning;

(D) retell and paraphrasetexts in ways thatmaintain meaning andlogical order;

(D) retell and paraphrasetexts in ways thatmaintain meaning andlogical order;

(D) retell, paraphrase, orsummarize texts in waysthat maintain meaningand logical order;

(D) retell, paraphrase, orsummarize texts in waysthat maintain meaningand logical order;

(D) paraphrase andsummarize texts in waysthat maintain meaningand logical order;





(E) interact with sourcesin meaningful ways suchas illustrating or writing;and



(E) interact with sourcesin meaningful ways suchas notetaking, annotating,freewriting, orillustrating;






(E) interact with sourcesin meaningful ways suchas labeling, notetaking,annotating, freewriting,or illustrating;


(F) respond using newlyacquired vocabulary asappropriate.



(F) respond using newlyacquired vocabulary asappropriate; and



(F) respond using newlyacquired vocabulary asappropriate;



(F) respond usingacquired content andacademic vocabulary asappropriate;

(F) respond usingacquired content andacademic vocabulary asappropriate;

(G) discuss specific ideasin the text that areimportant to the meaning.



(G) discuss and writeabout the explicit orimplicit meanings of text;





(H) respond orally or inwriting with appropriateregister, vocabulary, tone,and voice; and

(H) respond orally or inwriting with appropriateregister, vocabulary, tone,and voice; and

(H) respond orally or inwriting with appropriateregister, vocabulary, tone,and voice;



Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. Based on the student's language proficiency level, the student is expected to:

The student is expected to: Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to:

Kindergarten - Grade 8, Adopted 5/10/2017English for Speakers of Other Languages (ESOL) I - II, Adopted 6/23/2017 (as amended 6/2019) Response Skills

12


Strand 3

Kindergarten128.2

Grade 1128.3

Grade 2128.4

Grade 3128.5

Grade 4128.6

Grade 5128.7

Grade 6128.21

ELLA Grade 7128.22

ELLA Grade 8128.23

ESOL I128.34

ESOL II128.35

(I) reflect on and adjustresponses as newevidence is presented.

(I) reflect on and adjustresponses as newevidence is presented.

(I) reflect on and adjustresponses as newevidence is presented;and

(I) reflect on and adjustresponses when validevidence warrants;

(I) reflect on and adjustresponses when validevidence warrants;

(J) defend or challengethe claims using relevanttext evidence.

(J) defend or challengethe authors' claims usingrelevant text evidence;and

(J) defend or challengethe authors' claims usingrelevant text evidence;and

(K) express opinions,ideas, and feelingsranging fromcommunicating singlewords and short phrasesto participating inextended discussions.

(K) express opinions,ideas, and feelingsranging fromcommunicating in singlewords and short phrasesto participating inextended discussions.

Kindergarten - Grade 8, Adopted 5/10/2017English for Speakers of Other Languages (ESOL) I - II, Adopted 6/23/2017 (as amended 6/2019) Response Skills

13


Strand 4

Kindergarten128.2

Grade 1128.3

Grade 2128.4

Grade 3128.5

Grade 4128.6

Grade 5128.7

Grade 6128.21

ELLA Grade 7128.22

ELLA Grade 8128.23

ESOL I128.34

ESOL II128.35

(7) (8) (8) (8) (8) (8) (8) (8) (8) (8) (8)(A) discuss topics anddetermine the basictheme using text evidencewith adult assistance;

(A) discuss topics anddetermine theme usingtext evidence with adultassistance;

(A) discuss topics anddetermine theme usingtext evidence with adultassistance;

(A) infer the theme of awork, distinguishingtheme from topic;

(A) infer basic themessupported by textevidence;

(A) infer multiple themeswithin a text using textevidence;

(A) infer multiple themeswithin and across textsusing text evidence;

(A) infer multiple themeswithin and across textsusing text evidence;

(A) analyze how themesare developed throughthe interaction ofcharacters and events;

(A) identify and analyzehow themes aredeveloped throughcharacterization and plotin a variety of literarytexts;

(A) analyze how themesare developed throughcharacterization and plot,including comparingsimilar themes in avariety of literary textsrepresenting differentcultures;

(B) identify and describethe main character(s);

(B) describe the maincharacter(s) and thereason(s) for theiractions;

(B) describe the maincharacter's (characters')internal and externaltraits;

(B) explain therelationships among themajor and minorcharacters;

(B) explain theinteractions of thecharacters and thechanges they undergo;

(B) analyze therelationships of andconflicts among thecharacters;

(B) analyze how thecharacters' internal andexternal responsesdevelop the plot;

(B) analyze howcharacters' qualitiesinfluence events andresolution of the conflict;

(B) analyze howcharacters' motivationsand behaviors influenceevents and resolution ofthe conflict;

(B) identify and analyzehow authors developcomplex yet believablecharacters in works offiction through a range ofliterary devices, including character foils;

(B) analyze how authorsdevelop complex yetbelievable characters,including archetypes,through historical andcultural settings andevents;

(C) describe the elementsof plot development,including the mainevents, the problem, andthe resolution, for textsread aloud with adultassistance; and

(C) describe plotelements, including themain events, the problem,and the resolution, fortexts read aloud andindependently; and

(C) describe andunderstand plot elements,including the mainevents, the conflict, andthe resolution, for textsread aloud andindependently; and

(C) analyze plotelements, including thesequence of events, theconflict, and theresolution; and

(C) analyze plotelements, including therising action, climax,falling action, andresolution; and

(C) analyze plotelements, including risingaction, climax, fallingaction, and resolution;and

(C) analyze plotelements, including risingaction, climax, fallingaction, resolution, andnon-linear elements suchas flashback; and

(C) analyze plotelements, including theuse of foreshadowing andsuspense, to advance theplot; and

(C) analyze non-linearplot development such asflashbacks,foreshadowing, subplots,and parallel plotstructures and compare itto linear plotdevelopment; and

(C) identify and analyzenon-linear plotdevelopment such asflashbacks,foreshadowing, subplots,and parallel plotstructures and compare itto linear plotdevelopment; and

(C) analyze isolatedscenes and theircontribution to thesuccess of the plot as awhole; and

(D) describe the setting. (D) describe the setting. (D) describe theimportance of the setting.

(D) explain the influenceof the setting on the plot.

(D) explain the influenceof the setting, includinghistorical and culturalsettings, on the plot.

(D) analyze the influenceof the setting, includinghistorical and culturalsettings, on the plot.

(D) analyze how thesetting, includinghistorical and culturalsettings, influencescharacter and plotdevelopment.

(D) analyze how thesetting influencescharacter and plotdevelopment.

(D) explain how thesetting influences thevalues and beliefs ofcharacters.

(D) identify and analyzehow the setting influences the theme.

(D) analyze howhistorical and culturalsettings influencecharacterization, plot, andtheme across texts.

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: Based on the student's language proficiency level,



Multiple Genres:Literary Elements

14


Strand 4


Kindergarten128.2

Grade 1128.3

Grade 2128.4

Grade 3128.5

Grade 4128.6

Grade 5128.7

Grade 6128.21

ELLA Grade 7128.22

ELLA Grade 8128.23

ESOL I128.34

ESOL II128.35

(8) (9) (9) (9) (9) (9) (9) (9) (9) (9) (9)(A) demonstrateknowledge ofdistinguishingcharacteristics of well-known children'sliterature such asfolktales, fables, fairytales, and nurseryrhymes;

(A) demonstrateknowledge ofdistinguishingcharacteristics of well-known children'sliterature such asfolktales, fables, fairytales, and nurseryrhymes;

(A) demonstrateknowledge ofdistinguishingcharacteristics of well-known children'sliterature such asfolktales, fables, and fairy tales;

(A) demonstrateknowledge ofdistinguishingcharacteristics of well-known children'sliterature such asfolktales, fables, fairytales, legends, and myths;

(A) demonstrateknowledge ofdistinguishingcharacteristics of well-known children'sliterature such asfolktales, fables, legends,myths, and tall tales;

(A) demonstrateknowledge ofdistinguishingcharacteristics of well-known children'sliterature such asfolktales, fables, legends,myths, and tall tales;

(A) demonstrateknowledge of literarygenres such as realisticfiction, adventure stories,historical fiction,mysteries, humor, andmyths;

(A) demonstrateknowledge of literarygenres such as realisticfiction, adventure stories,historical fiction,mysteries, humor, myths,fantasy, and sciencefiction;

(A) demonstrateknowledge of literarygenres such as realisticfiction, adventure stories,historical fiction,mysteries, humor,fantasy, science fiction,and short stories;

(A) read and respond toAmerican, British, andworld literature;

(A) read and analyzeworld literature acrossliterary periods;

(B) identify structuralelements such as rhyme,repetition, and alliteration and analyze howlanguage contributes tothe meaning of a poem;

(B) discuss rhyme andrhythm in nursery rhymesand a variety of poems;

(B) discuss rhyme,rhythm, repetition, andalliteration in a variety ofpoems;

(B) explain visualpatterns and structures ina variety of poems;

(B) explain rhymescheme, sound devices,and structural elementssuch as stanzas in avariety of poems;

(B) explain figurativelanguage such as simile,metaphor, andpersonification that thepoet uses to createimages;

(B) explain the use ofsound devices andfigurative language anddistinguish between thepoet and the speaker inpoems across a variety ofpoetic forms;

(B) analyze the effect ofmeter and structuralelements such as linebreaks in poems across avariety of poetic forms;

(B) analyze the effect ofrhyme scheme, meter,and graphical elementssuch as punctuation andcapitalization in poemsacross a variety of poeticforms;

(C) analyze the effect ofgraphical elements suchas punctuation and linelength in poems across avariety of poetic formssuch as epic, lyric, andhumorous poetry;

(B) identify and analyzethe structure, prosody,and graphic elementssuch as line length andword position in poemsacross a variety of poeticforms;

(B) analyze the effects ofmetrics; rhyme schemes;types of rhymes such asend, internal, slant, andeye; and otherconventions in poemsacross a variety of poeticforms;

(C) discuss maincharacters in drama;

(C) discuss elements ofdrama such as charactersand setting;

(C) discuss elements ofdrama such as characters,dialogue, and setting;

(C) discuss elements ofdrama such as characters,dialogue, setting, andacts;

(C) explain structure indrama such as charactertags, acts, scenes, andstage directions;

(C) explain structure indrama such as charactertags, acts, scenes, andstage directions;

(C) analyze howplaywrights developcharacters throughdialogue and staging;

(C) analyze howplaywrights developcharacters throughdialogue and staging;

(D) analyze howplaywrights developdramatic action throughthe use of acts andscenes;

(C) identify and analyzethe function of dramaticconventions such asasides, soliloquies,dramatic irony, andsatire;

(C) analyze the functionof dramatic conventionssuch as asides,soliloquies, dramaticirony, and satire;

(D) recognizecharacteristics andstructures ofinformational text,including:






(D) analyzecharacteristics andstructural elements ofinformational text,including:

(D) analyzecharacteristics andstructural elements ofinformational text,including:

(E) analyzecharacteristics andstructural elements ofinformational text,including:

(D) identify and analyzecharacteristics andstructural elements ofinformational texts suchas:

(D) analyzecharacteristics andstructural elements ofinformational texts suchas:

(i) the central idea andsupporting evidence withadult assistance;



(i) the central idea withsupporting evidence;



(i) the controlling idea orthesis with supportingevidence;



(i) controlling idea andclear thesis, relevantsupporting evidence,pertinent examples, andconclusion;

(i) clear thesis, relevantsupporting evidence,pertinent examples, andconclusion;



Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.


Multiple Genres:Genres

15


Strand 4

Kindergarten128.2

Grade 1128.3

Grade 2128.4

Grade 3128.5

Grade 4128.6

Grade 5128.7

Grade 6128.21

ELLA Grade 7128.22

ELLA Grade 8128.23

ESOL I128.34

ESOL II128.35

(ii) titles and simplegraphics to gaininformation; and

(ii) features and simplegraphics to locate or gaininformation; and

(ii) features and graphicsto locate and gaininformation; and

(ii) features such assections, tables, graphs,timelines, bullets,numbers, and bold anditalicized font to supportunderstanding; and

(ii) features such aspronunciation guides anddiagrams to supportunderstanding; and

(ii) features such asinsets, timelines, andsidebars to supportunderstanding; and

(ii) features such asintroduction, foreword,preface, references, oracknowledgements togain backgroundinformation; and

(ii) features such asreferences oracknowledgements,chapters, sections,subsections,bibliography, tables,graphs, captions, bullets,and numbers; and

(ii) features such asfootnotes, endnotes, andcitations; and

(ii) chapters, sections,subsections,bibliography, tables,graphs, captions, bullets,and numbers; and

(ii) chapters, sections,subsections,bibliography, tables,graphs, captions, bullets,and numbers to locate,explain, or useinformation and gainunderstanding of text;

(iii) organizationalpatterns such asdescription, temporalsequence, cause andeffect, compare andcontrast, and problem and solution; and

(iii) the steps in asequence with adultassistance;

(iii) organizationalpatterns such aschronological order anddescription with adultassistance;

(iii) organizationalpatterns such aschronological order andcause and effect statedexplicitly;

(iii) organizationalpatterns such as causeand effect and problemand solution;

(iii) organizationalpatterns such as compareand contrast;

(iii) organizationalpatterns such as logicalorder and order ofimportance;

(iii) organizationalpatterns such asdefinition, classification,advantage, anddisadvantage;

(iii) organizationalpatterns that supportmultiple topics,categories, andsubcategories;

(iii) multipleorganizational patternswithin a text to developthe thesis;

(iii) multipleorganizational patternswithin a text to developthe thesis;

(iv) the relationshipbetween organizationaldesign and thesis;

(E) recognizecharacteristics ofpersuasive text with adultassistance and state whatthe author is trying topersuade the reader tothink or do; and

(E) recognizecharacteristics ofpersuasive text with adultassistance and state whatthe author is trying topersuade the reader tothink or do; and

(E) recognizecharacteristics ofpersuasive text,including:

(E) recognizecharacteristics andstructures ofargumentative text by:



(E) analyzecharacteristics andstructures ofargumentative text by:

(E) analyzecharacteristics andstructures ofargumentative text by:

(F) analyzecharacteristics andstructures ofargumentative text by:

(E) identify and analyzecharacteristics andstructural elements ofargumentative texts suchas:

(E) analyzecharacteristics andstructural elements ofargumentative texts suchas:

(i) stating what theauthor is trying topersuade the reader tothink or do; and

(i) identifying the claim; (i) identifying the claim; (i) identifying the claim; (i) identifying the claim; (i) identifying the claim; (i) identifying the claimand analyzing the argument;

(i) clear arguable claim,appeals, and convincingconclusion;

(i) controlling idea andclear arguable claim,appeals, and convincingconclusion;

(ii) distinguishing factsfrom opinion; and

(ii) distinguishing factsfrom opinion; and

(ii) explaining how theauthor has used facts foran argument; and

(ii) explaining how theauthor has used facts foror against an argument;and

(ii) explaining how theauthor uses various typesof evidence to support theargument; and

(ii) explaining how theauthor uses various typesof evidence andconsideration ofalternatives to support theargument; and

(ii) identifying andexplaining the counterargument; and

(ii) various types ofevidence and treatment of counterarguments,including concessionsand rebuttals; and

(ii) various types ofevidence and treatment of counterarguments,including concessionsand rebuttals; and

(iii) identifying theintended audience orreader; and






(iii) identifiable audienceor reader; and

(iii) identifiable audienceor reader; and

(F) recognizecharacteristics ofmultimodal and digitaltexts.






(F) analyzecharacteristics ofmultimodal and digitaltexts.


(G) analyzecharacteristics ofmultimodal and digitaltexts.

(F) identify and analyzecharacteristics ofmultimodal and digitaltexts.



Multiple Genres:Genres

16


Strand 5

Kindergarten128.2

Grade 1128.3

Grade 2128.4

Grade 3128.5

Grade 4128.6

Grade 5128.7

Grade 6128.21

ELLA Grade 7128.22

ELLA Grade 8128.23

ESOL I128.34

ESOL II128.35

(9) (10) (10) (10) (10) (10) (10) (10) (10) (10) (10)(A) discuss with adultassistance the author'spurpose for writing texts;

(A) discuss the author'spurpose for writing text;

(A) discuss the author'spurpose for writing text;

(A) explain the author'spurpose and messagewithin a text;






(A) identify and analyzethe author's purpose,audience, and messagewithin a text;

(A) analyze the author'spurpose, audience, andmessage within a text;

(B) discuss with adultassistance how the use oftext structure contributesto the author's purpose;

(B) discuss how the useof text structurecontributes to the author'spurpose;

(B) discuss how the useof text structurecontributes to the author'spurpose;

(B) explain how the useof text structurecontributes to the author'spurpose;

(B) explain how the useof text structurecontributes to the author'spurpose;

(B) analyze how the useof text structurecontributes to the author'spurpose;




(B) identify and analyzeuse of text structure toachieve the author'spurpose;

(B) analyze use of textstructure to achieve theauthor's purpose;

(C) discuss with adultassistance the author's use of print and graphicfeatures to achievespecific purposes;

(C) discuss with adultassistance the author's use of print and graphicfeatures to achievespecific purposes;

(C) discuss the author'suse of print and graphicfeatures to achievespecific purposes;

(C) explain the author'suse of print and graphicfeatures to achievespecific purposes;

(C) analyze the author'suse of print and graphicfeatures to achievespecific purposes;





(C) identify and evaluatethe author's use of printand graphic features toachieve specificpurposes;

(C) evaluate the author'suse of print and graphicfeatures to achievespecific purposes;

(D) discuss with adultassistance how the authoruses words that help thereader visualize; and

(D) discuss how theauthor uses words thathelp the reader visualize;and

(D) discuss the use ofdescriptive, literal, andfigurative language;

(D) describe how theauthor's use of imagery,literal and figurativelanguage such as simile,and sound devices suchas onomatopoeiaachieves specificpurposes;

(D) describe how theauthor's use of imagery,literal and figurativelanguage such as simileand metaphor, and sounddevices such asalliteration and assonanceachieves specificpurposes;

(D) describe how theauthor's use of imagery,literal and figurativelanguage such as simileand metaphor, and sounddevices achieves specificpurposes;

(D) describe how theauthor's use of figurativelanguage such asmetaphor andpersonification achievesspecific purposes;

(D) describe how theauthor's use of figurativelanguage such asmetaphor andpersonification achievesspecific purposes;

(D) describe how theauthor's use of figurativelanguage such asextended metaphorachieves specificpurposes;

(D) identify and analyzehow the author's use oflanguage achievesspecific purposes;

(D) analyze how theauthor's use of languageinforms and shapes theperception of readers;

(E) listen to andexperience first- and third-person texts.

(E) listen to andexperience first- and third-person texts.

(E) identify the use offirst or third person in atext; and

(E) identify the use ofliterary devices, including first- or third-personpoint of view;

(E) identify andunderstand the use ofliterary devices, including first- or third-personpoint of view;

(E) identify andunderstand the use ofliterary devices, including first- or third-personpoint of view;

(E) identify the use ofliterary devices, including omniscient and limitedpoint of view, to achievea specific purpose;

(E) identify the use ofliterary devices, including subjective and objectivepoint of view;

(E) identify and analyzethe use of literarydevices, includingmultiple points of viewand irony;

(E) identify and analyzethe use of literary devicessuch as irony andoxymoron to achievespecific purposes;

(E) analyze the use ofliterary devices such asirony, sarcasm, and motifto achieve specificpurposes;

(F) discuss how theauthor's use of languagecontributes to voice; and

(F) discuss how theauthor's use of languagecontributes to voice; and

(F) examine how theauthor's use of languagecontributes to voice; and

(F) analyze how theauthor's use of languagecontributes to mood andvoice; and

(F) analyze how theauthor's use of languagecontributes to mood,voice, and tone; and

(F) analyze how theauthor's use of languagecontributes to the mood,voice, and tone; and

(F) identify and analyzehow the author's dictionand syntax contribute tothe mood, voice, and toneof a text;

(F) analyze how theauthor's diction andsyntax contribute to themood, voice, and tone ofa text; and

(G) identify and analyzethe use of rhetoricaldevices, includingallusion, repetition,appeals, and rhetoricalquestions; and

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


Kindergarten - Grade 8, Adopted 5/10/2017English for Speakers of Other Languages (ESOL) I - II, Adopted 6/23/2017 (as amended 6/2019) Author's Purpose and Craft

17


Strand 5


(F) identify and explain (G) identify and explain (G) identify and explain (G) explain the purpose (G) explain the (G) explain the purpose (G) explain the purpose (H) identify and explain (G) analyze the purposethe use of repetition. the use of hyperbole. the use of anecdote. of hyperbole, differences between of rhetorical devices such of rhetorical devices such the purpose of rhetorical of rhetorical devices such

stereotyping, and rhetorical devices and as direct address and as analogy and devices such as as appeals, antithesis,anecdote. logical fallacies. rhetorical questions and juxtaposition and of understatement and parallelism, and shifts

logical fallacies such as logical fallacies such as overstatement and the and the effects of logicalloaded language and bandwagon appeals and effect of logical fallacies fallacies.sweeping generalizations. circular reasoning. such as straw man and

red herring arguments.

Kindergarten - Grade 8, Adopted 5/10/2017English for Speakers of Other Languages (ESOL) I - II, Adopted 6/23/2017 (as amended 6/2019) Author's Purpose and Craft

18


Strand 6

Kindergarten128.2

Grade 1128.3

Grade 2128.4

Grade 3128.5

Grade 4128.6

Grade 5128.7

Grade 6128.21

ELLA Grade 7128.22

ELLA Grade 8128.23

ESOL I128.34

ESOL II128.35

(10) (11) (11) (11) (11) (11) (11) (11) (11) (11) (11)(A) plan by generatingideas for writing throughclass discussions anddrawings;

(A) plan a first draft bygenerating ideas forwriting such as bydrawing andbrainstorming;

(A) plan a first draft bygenerating ideas forwriting such as drawingand brainstorming;

(A) plan a first draft byselecting a genre for aparticular topic, purpose,and audience using arange of strategies suchas brainstorming,freewriting, andmapping;



(A) plan a first draft byselecting a genreappropriate for aparticular topic, purpose,and audience using arange of strategies suchas discussion,background reading, andpersonal interests;



(A) plan a piece ofwriting appropriate forvarious purposes andaudiences by generatingideas through a range ofstrategies such asbrainstorming,journaling, reading, ordiscussing;

(A) plan a piece ofwriting appropriate forvarious purposes andaudiences by generatingideas through a range ofstrategies such asbrainstorming,journaling, reading, ordiscussing;

(B) develop drafts inoral, pictorial, or writtenform by organizing ideas;

(B) develop drafts inoral, pictorial, or writtenform by:

(B) develop drafts into afocused piece of writingby:

(B) develop drafts into afocused, structured, andcoherent piece of writingby:






(B) develop drafts into afocused, structured, andcoherent piece of writingin timed and open-endedsituations by:

(B) develop drafts into afocused, structured, andcoherent piece of writingin timed and open-endedsituations by:

(i) organizing withstructure; and

(i) organizing withstructure; and

(i) organizing withpurposeful structure,including an introductionand a conclusion; and

(i) organizing withpurposeful structure,including anintroduction, transitions,and a conclusion; and

(i) organizing withpurposeful structure,including anintroduction, transitions,and a conclusion; and

(i) organizing withpurposeful structure,including anintroduction, transitions,coherence within andacross paragraphs, and aconclusion; and



(i) using an organizingstructure appropriate topurpose, audience, topic,and context; and

(i) using an organizingstructure appropriate topurpose, audience, topic,and context; and

(ii) developing an ideawith specific and relevant details;

(ii) developing an ideawith specific and relevant details;

(ii) developing anengaging idea withrelevant details;

(ii) developing anengaging idea withrelevant details;

(ii) developing anengaging idea reflectingdepth of thought withspecific facts and details;

(ii) developing anengaging idea reflectingdepth of thought withspecific facts and details;

(ii) developing anengaging idea reflectingdepth of thought withspecific facts, details, andexamples;

(ii) developing anengaging idea reflectingdepth of thought withspecific facts, details, andexamples;

(ii) developing anengaging idea reflectingdepth of thought withspecific details,examples, andcommentary;

(ii) developing anengaging idea reflectingdepth of thought withspecific details,examples, andcommentary;

(C) revise drafts byadding details in picturesor words;

(C) revise drafts byadding details in picturesor words;

(C) revise drafts byadding, deleting, orrearranging words,phrases, or sentences;

(C) revise drafts toimprove sentencestructure and wordchoice by adding,deleting, combining, andrearranging ideas forcoherence and clarity;



(C) revise drafts forclarity, development,organization, style, wordchoice, and sentencevariety;



(C) revise drafts toimprove clarity,development,organization, style,diction, and sentenceeffectiveness, includinguse of parallelconstructions andplacement of phrases anddependent clauses;

(C) revise drafts toimprove clarity,development,organization, style,diction, and sentenceeffectiveness, includinguse of parallelconstructions andplacement of phrases anddependent clauses;

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: Based on the student's language proficiency level,



Composition:Writing Process

19


Strand 6

Kindergarten128.2

Grade 1128.3

Grade 2128.4

Grade 3128.5

Grade 4128.6

Grade 5128.7

Grade 6128.21

ELLA Grade 7128.22

ELLA Grade 8128.23

ESOL I128.34

ESOL II128.35

(D) edit drafts with adultassistance using standardSpanish conventions,including:

(D) edit drafts usingstandard Spanishconventions, including:






(D) edit drafts usingstandard Englishconventions, including:




(i) complete sentences; (i) complete sentenceswith subject-verb agreement;

(i) complete sentenceswith subject-verbagreement;

(i) complete simple andcompound sentences with subject-verb agreement;

(i) complete simple andcompound sentences with subject-verb agreementand avoidance of splices,run-ons, and fragments;

(i) complete simple andcompound sentences with subject-verb agreementand avoidance of splices,run-ons, and fragments;

(i) complete complexsentences with subject-verb agreement andavoidance of splices, run-ons, and fragments;

(i) complete simple,compound, and complexsentences with subject-verb agreement andavoidance of splices, run-ons, and fragments;

(i) complete simple,compound, and complexsentences with subject-verb agreement andavoidance of splices, run-ons, and fragments;

(i) a variety of complete,controlled sentences andavoidance ofunintentional splices, run-ons, and fragments;

(i) a variety of complete,controlled sentences andavoidance ofunintentional splices, run-ons, and fragments;

(ii) verbs, including thedifference between serand estar;

(ii) past and present verbtense, including thedifference between serand estar;

(ii) past, present, andfuture verb tense,including the differencebetween ser and estar;

(ii) verb tense such assimple past, present, andfuture and imperfect past,past participle, perfect,and conditional,including the differencebetween ser and estar;

(ii) verb tense such assimple past, present, andfuture and imperfect past,past participle, andconditional;

(ii) irregular verbs; (ii) consistent,appropriate use of verbtenses;

(ii) consistent,appropriate use of verbtenses;

(ii) consistent,appropriate use of verbtenses and active andpassive voice;

(ii) consistent,appropriate use of verbtense and active andpassive voice;

(ii) consistent,appropriate use of verbtense and active andpassive voice;

(iii) singular and pluralnouns, including gender-specific articles;

(iii) singular, plural,common, and propernouns, including gender-specific articles;




(iii) collective nouns; (iii) subject-verbagreement;

(iii) subject-verbagreement;

(iv) adjectives, includingarticles;



(iv) adjectives, includingtheir comparative andsuperlative forms;

(iv) adjectives, includingtheir comparative andsuperlative forms;

(iv) adjectives, includingthose indicating origin,and their comparativeand superlative forms;

(v) adverbs that conveytime;

(v) adverbs that conveytime and adverbs thatconvey place;

(v) adverbs that conveytime and adverbs thatconvey manner;

(v) adverbs that conveyfrequency and adverbsthat convey degree;

(v) conjunctive adverbs; (iii) conjunctive adverbs; (iii) conjunctive adverbs; (iii) conjunctive adverbs;

(v) prepositions; (vi) prepositions; (vi) prepositions andprepositional phrases;

(vi) prepositions andprepositional phrases;

(vi) prepositions andprepositional phrases;

(vi) prepositions andprepositional phrases andtheir influence on subject-verb agreement;

(iv) prepositions andprepositional phrases andtheir influence on subject-verb agreement;



(vi) pronouns, includingpersonal, and thedifference in the use offormal pronoun usted and informal pronoun tú;

(vii) pronouns, includingthe use of personal andpossessive pronouns, andthe difference in the useof formal pronoun ustedand informal pronoun tú;

(vii) pronouns, includingpersonal, possessive, andobjective, and thedifference in the use offormal pronoun usted and informal pronoun tú;

(vii) pronouns, includingpersonal, possessive,objective, and reflexivepronouns;

(vii) pronouns, includingpersonal, possessive,objective, reflexive, andprepositional;

(vii) pronouns, includingpersonal, possessive,objective, reflexive,prepositional, andindefinite;

(v) pronouns, includingpersonal, possessive,objective, reflexive,prepositional, indefinite,and relative;

(v) pronoun-antecedentagreement;

(v) pronoun-antecedentagreement;

(iv) pronoun-antecedentagreement;

(iv) pronoun-antecedentagreement;



20


Strand 6

Kindergarten128.2

Grade 1128.3

Grade 2128.4

Grade 3128.5

Grade 4128.6

Grade 5128.7

Grade 6128.21

ELLA Grade 7128.22

ELLA Grade 8128.23

ESOL I128.34

ESOL II128.35

(viii) coordinatingconjunctions to formcompound subjects andpredicates;

(viii) coordinatingconjunctions to formcompound subjects,predicates, andsentences;

(viii) coordinatingconjunctions to formcompound subjects,predicates, andsentences;

(viii) subordinatingconjunctions to formcomplex sentences;

(vi) subordinatingconjunctions to formcomplex sentences andcorrelative conjunctions;

(vi) subordinatingconjunctions to formcomplex sentences andcorrelative conjunctionssuch as either/or andneither/nor;

(vi) subordinatingconjunctions to formcomplex sentences;

(v) apostrophes to showpossession;

(v) apostrophes to showpossession;

(vi) accurate usage ofhomonyms;

(vi) accurate usage ofhomonyms;

(vii) capitalization of thefirst letter in a sentenceand names;

(viii) capitalization forthe beginning ofsentences;

(ix) capitalization ofproper nouns and thesalutation and closing ofa letter;

(ix) capitalization ofproper nouns,geographical names andplaces, historical periods,and official titles ofpeople;

(ix) capitalization ofhistorical events anddocuments, titles ofbooks, stories, andessays;

(ix) capitalization ofinitials, acronyms, andorganizations;

(vii) capitalization ofproper nouns, includingabbreviations, initials,acronyms, andorganizations;

(vii) correctcapitalization;




(viii) punctuation marksat the end of declarativesentences; and

(ix) punctuation marks atthe end of declarativesentences and at thebeginning and end ofexclamatory andinterrogative sentences;and

(x) punctuation marks atthe end of declarativesentences and thebeginning and end ofexclamatory andinterrogative sentences;and

(x) punctuation marks,including commas in aseries and dates thatinclude the day of theweek and correctmechanics, includingindentations; and

(x) punctuation marks,including commas incompound and complexsentences and em dashfor dialogue; and

(x) italics andunderlining for titles andemphasis andpunctuation marks,including commas incompound and complexsentences, em dash fordialogue, and quotationmarks for titles; and

(viii) punctuation marks,including commas incomplex sentences,transitions, andintroductory elements;and

(viii) punctuation,including commas to setoff words, phrases, andclauses and semicolons;and

(viii) punctuation,including commas innonrestrictive phrasesand clauses, semicolons,colons, and parentheses;and

(viii) punctuation,including commas,semicolons, colons, anddashes to set off phrasesand clauses asappropriate; and

(viii) punctuation,including commas,semicolons, colons,dashes, and parentheses,to set off phrases andclauses as appropriate;and

(ix) correct spelling ofwords with grade-appropriate orthographicpatterns and rules; and

(x) correct spelling ofwords with grade-appropriate orthographicpatterns and rules withadult assistance; and

(xi) correct spelling ofwords with grade-appropriate orthographicpatterns and rules; and




(ix) correct spelling,including commonlyconfused terms; and

(ix) correct spelling,including commonlyconfused terms such asits/it's, affect/effect,there/their/they're, andto/two/too; and

(ix) correct spelling,including commonlyconfused terms such asits/it's, affect/effect,there/their/they're, andto/two/too; and

(ix) correct spelling,including abbreviations;

(ix) correct spelling,including abbreviations;

(E) use sentence-combining techniques tocreate a variety ofsentence structures andlengths;

(E) use sentence-combining techniques tocreate an increasinglycomplex variety ofsentence structures andlengths;

(F) develop voice; and (F) develop voice; and

(E) share writing. (E) publish and sharewriting.

(E) publish and sharewriting.

(E) publish written workfor appropriateaudiences.






(G) publish written workfor appropriateaudiences.

(G) publish written workfor appropriateaudiences.



21


Strand 6

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 ELLA Grade 7 ELLA Grade 8 ESOL I ESOL II128.2 128.3 128.4 128.5 128.6 128.7 128.21 128.22 128.23 128.34 128.35(11) (12) (12) (12) (12) (12) (12) (12) (12) (12) (12)

(A) dictate or composeliterary texts, includingpersonal narratives; and

(A) dictate or composeliterary texts, includingpersonal narratives andpoetry;

(A) compose literarytexts, including personalnarratives and poetry;

(A) compose literarytexts, including personalnarratives and poetry,using genrecharacteristics and craft;

(A) compose literarytexts such as personalnarratives and poetryusing genrecharacteristics and craft;

(A) compose literarytexts such as personalnarratives, fiction, andpoetry using genrecharacteristics and craft;




(A) compose literarytexts such as fiction andpoetry using genrecharacteristics and craft;

(A) compose literarytexts such as fiction andpoetry using genrecharacteristics and craft;

(B) dictate or composeinformational texts.

(B) dictate or composeinformational texts,including proceduraltexts; and

(B) composeinformational texts,including proceduraltexts and reports; and

(B) composeinformational texts,including briefcompositions that conveyinformation about atopic, using a clearcentral idea and genrecharacteristics and craft;



(B) composeinformational texts,including multi-paragraph essays thatconvey information about a topic, using a clearcontrolling idea or thesisstatement and genrecharacteristics and craft;



(B) composeinformational texts suchas explanatory essays,reports, and personalessays using genrecharacteristics and craft;

(B) composeinformational texts suchas explanatory essays,reports, and personalessays using genrecharacteristics and craft;

(C) composeargumentative texts,including opinion essays,using genrecharacteristics and craft;and

(C) composeargumentative texts,including opinion essaysusing genrecharacteristics and craft;and

(C) composeargumentative texts,including opinion essays,using genrecharacteristics and craft;and

(C) compose multi-paragraph argumentativetexts using genrecharacteristics and craft;and



(C) composeargumentative texts usinggenre characteristics andcraft; and

(C) composeargumentative texts usinggenre characteristics andcraft; and

(C) dictate or composecorrespondence such asthank you notes orletters.

(C) composecorrespondence such asthank you notes orletters.

(D) composecorrespondence such asthank you notes orletters.

(D) composecorrespondence thatrequests information.

(D) composecorrespondence thatrequests information.

(D) composecorrespondence thatreflects an opinion,registers a complaint, orrequests information in abusiness or friendlystructure.



(D) composecorrespondence in aprofessional or friendlystructure.

(D) composecorrespondence in aprofessional or friendlystructure.



Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.


Composition:Genres

22

Spanish Language Arts and Reading Strand 7K - 12 Vertical Alignment

Kindergarten128.2

Grade 1128.3

Grade 2128.4

Grade 3128.5

Grade 4128.6

Grade 5128.7

Grade 6128.21

ELLA Grade 7128.22

ELLA Grade 8128.23

ESOL I128.34

ESOL II128.35

(12) (13) (13) (13) (13) (13) (13) (13) (13) (13) (13)(A) generate questionsfor formal and informalinquiry with adultassistance;

(A) generate questionsfor formal and informalinquiry with adultassistance;

(A) generate questionsfor formal and informalinquiry with adultassistance;

(A) generate questions ona topic for formal andinformal inquiry;

(A) generate and clarifyquestions on a topic forformal and informalinquiry;

(A) generate and clarifyquestions on a topic forformal and informalinquiry;

(A) generate student-selected and teacher-guided questions forformal and informalinquiry;



(A) develop questions forformal and informalinquiry;

(A) develop questions forformal and informalinquiry;

(B) critique the researchprocess at each step toimplement changes asneeds occur and areidentified;

(B) critique the researchprocess at each step toimplement changes asneeds occur and areidentified;

(B) develop and follow aresearch plan with adultassistance;






(B) develop and revise aplan;



(C) develop and revise aplan;

(C) develop and revise aplan;

(C) refine the majorresearch question, ifnecessary, guided by theanswers to a secondaryset of questions;



(D) modify the majorresearch question asnecessary to refocus theresearch plan;

(D) modify the majorresearch question asnecessary to refocus theresearch plan;

(C) gather informationfrom a variety of sourceswith adult assistance;

(C) identify and gatherrelevant sources andinformation to answer thequestions with adultassistance;

(C) identify and gatherrelevant sources andinformation to answer thequestions;

(C) identify and gatherrelevant information from a variety of sources;



(D) identify and gatherrelevant information from a variety of sources;



(E) locate relevantsources;

(E) locate relevantsources;

(D) identify primary andsecondary sources;



(D) understand credibility of primary and secondarysources;

(E) differentiate betweenprimary and secondarysources;



(D) demonstrateunderstanding ofinformation gathered with adult assistance; and

(D) demonstrateunderstanding ofinformation gathered with adult assistance; and

(E) demonstrateunderstanding ofinformation gathered;




(F) synthesizeinformation from avariety of sources;





(F) recognize thedifference betweenparaphrasing andplagiarism when usingsource materials;

(F) recognize thedifference betweenparaphrasing andplagiarism when usingsource materials;

(F) differentiate betweenparaphrasing andplagiarism when usingsource materials;

(G) differentiate betweenparaphrasing andplagiarism when usingsource materials;



(H) examine sources for: (H) examine sources for: (H) examine sources for: (G) examine sources for: (G) examine sources for:

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to: Based on the student's language proficiency level,


Kindergarten - Grade 8, Adopted 5/10/2017English for Speakers of Other Languages (ESOL) I - II, Adopted 6/23/2017 (as amended 6/2019) Inquiry and Research

23


Strand 7

Kindergarten128.2

Grade 1128.3

Grade 2128.4

Grade 3128.5

Grade 4128.6

Grade 5128.7

Grade 6128.21

ELLA Grade 7128.22

ELLA Grade 8128.23

ESOL I128.34

ESOL II128.35

(i) reliability, credibility,and bias; and

(i) reliability, credibility,and bias; and

(i) reliability, credibility,and bias, includingomission; and

(i) credibility and bias,including omission; and

(i) credibility and bias,including omission; and

(ii) faulty reasoning suchas hyperbole, emotionalappeals, and stereotype;

(ii) faulty reasoning suchas hyperbole, emotionalappeals, and stereotype;

(ii) faulty reasoning suchas bandwagon appeals,repetition, and loadedlanguage;

(ii) faulty reasoning suchas ad hominem, loadedlanguage, and slipperyslope;

(ii) faulty reasoning suchas incorrect premise,hasty generalizations, andeither-or;

(F) cite sourcesappropriately; and

(G) create a works citedpage; and

(G) develop abibliography; and

(G) develop abibliography; and

(I) display academiccitations and use sourcematerials ethically; and



(H) display academiccitations, including forparaphrased and quotedtext, and use sourcematerials ethically toavoid plagiarism;

(H) display academiccitations, including forparaphrased and quotedtext, and use sourcematerials ethically toavoid plagiarism;

(I) incorporate digitaltechnology whenappropriate; and

(I) incorporate digitaltechnology whenappropriate; and

(E) use an appropriatemode of delivery,whether written, oral, ormultimodal, to presentresults.

(E) use an appropriatemode of delivery,whether written, oral, ormultimodal, to presentresults.

(G) use an appropriatemode of delivery,whether written, oral, ormultimodal, to presentresults.

(H) use an appropriatemode of delivery,whether written, oral, ormultimodal, to presentresults.



(J) use an appropriatemode of delivery,whether written, oral, ormultimodal, to presentresults.



(J) use an appropriatemode of delivery,whether written, oral,pictorial, or multimodal,to present results.


Kindergarten - Grade 8, Adopted 5/10/2017English for Speakers of Other Languages (ESOL) I - II, Adopted 6/23/2017 (as amended 6/2019) Inquiry and Research24

Documents

Spanish Language Arts and Reading K - 12 Vertical