Grade 5 Spanish Language Arts TEKS Standards

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

listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments

follow, restate, and give oral instructions that include multiple action steps

give an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively

work collaboratively with others to develop a plan of shared responsibilities

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

explain the author's purpose and message within a text

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

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

describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices achieves specific purposes

identify and understand the use of literary devices, including first- or third-person point of view

examine how the author's use of language contributes to voice

explain the purpose of hyperbole, stereotyping, and anecdote

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

plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping

develop drafts into a focused, structured, and coherent piece of writing by

organizing with purposeful structure, including an introduction, transitions, and a conclusion

developing an engaging idea reflecting depth of thought with specific facts and details

revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;

edit drafts using standard Spanish conventions, including

complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments

irregular verbs

collective nouns

adjectives, including those indicating origin, and their comparative and superlative forms

capitalization of initials, acronyms, and organizations

conjunctive adverbs

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

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

subordinating conjunctions to form complex sentences

italics and underlining for titles and emphasis and punctuation marks, including commas in compound and complex sentences, em dash for dialogue, and quotation marks for titles

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

publish written work for appropriate audiences.

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. The student is expected to

compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft

compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft

compose argumentative texts, including opinion essays, using genre characteristics and craft

compose correspondence that requests information

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

understand credibility of primary and secondary sources

generate and clarify questions on a topic for formal and informal inquiry

develop and follow a research plan with adult assistance

identify and gather relevant information from a variety of sources

demonstrate understanding of information gathered

differentiate between paraphrasing and plagiarism when using source materials

develop a bibliography

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

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

demonstrate and apply phonetic knowledge by

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

using orthographic rules to segment and combine syllables, including diphthongs and formal and accented hiatus

decoding and differentiating meaning of word based on the diacritical accent

decoding words with prefixes and suffixes

demonstrate and apply spelling knowledge by

spelling words with more advanced orthographic patterns and rules

spelling palabras agudas, graves, and esdrújulas (words with the stress on the antepenultimate, penultimate, and last syllable) with a prosodic or orthographic accent

spelling palabras sobresdrújulas (words with the stress on the syllable before the antepenultimate syllable) with a prosodic or orthographic accent;

spelling words with diphthongs and hiatus

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

write legibly in cursive

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

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

use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words

identify the meaning of and use words with affixes such as trans-, super-, anti-, semi-, -logía, -ificar, -ismo, and -ista and roots, including audi, crono, foto, geo, and terr

identify, use, and explain the meaning of idioms, adages, and puns

differentiate between and use homographs, homophones, and commonly confused terms such as porque/porqué/por qué/por que, sino/si no, and también/tan bien

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

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:

establish purpose for reading assigned and self-selected texts

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

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

create mental images to deepen understanding

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

make inferences and use evidence to support understanding

evaluate details read to determine key ideas

synthesize information to create new understanding

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

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. The student is expected to

describe personal connections to a variety of sources, including self-selected texts

write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources

use text evidence to support an appropriate response

retell, paraphrase, or summarize texts in ways that maintain meaning and logical order

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating

respond using newly acquired vocabulary as appropriate

discuss specific ideas in the text that are important to the meaning.

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:

infer multiple themes within a text using text evidence

analyze the relationships of and conflicts among the characters

analyze plot elements, including rising action, climax, falling action, and resolution

analyze the influence of the setting, including historical and cultural settings, on the plot

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. The student is expected to

demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, legends, myths, and tall tales

explain the use of sound devices and figurative language and distinguish between the poet and the speaker in poems across a variety of poetic forms

explain structure in drama such as character tags, acts, scenes, and stage directions

recognize characteristics and structures of informational text, including

the central idea with supporting evidence

features such as insets, timelines, and sidebars to support understanding

organizational patterns such as logical order and order of importance

recognize characteristics and structures of argumentative text by

identifying the claim

explaining how the author has used facts for or against an argument

identifying the intended audience or reader

recognize characteristics of multimodal and digital texts