Program Information
- ISBN
- 9798902051497
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 528.62 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 201.29 KB)
Amplify Texas SLAR Segunda Edición, Grado 1
SLAR Grade 1
IMRA 2026
Publisher: Amplify Education, Inc.
Copyright: 2027
Series includes:
Rubric: SLAR K–3 | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 1 | 100% | N/A |
Criteria for Quality
Rubric Section 1
Implementation Quality
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
100% (22 out of 22 points)
Evaluation for 1.1a
The materials include the Conocimientos “Mapa Curricular de Grado 1,” which outlines the course scope and sequence by unit. The document identifies the Texas Essential Knowledge and Skills (TEKS) taught in each unit and includes learning objectives, unit overviews, and the number of instructional days required. For example, unit 4 covers the TEKS 1.1.C, 1.3.B, 1.6.E, and 1.6.F. These standards focus on sharing information and ideas, making connections to personal experiences, making inferences, developing vocabulary knowledge, and writing in response to literary and informational texts. These resources provide educators with a clear overview of the progression of standards, skills, and concepts across the course.
The materials include a scope and sequence that outlines the TEKS, instructional pacing, and concepts taught throughout the course. The Conocimientos “Mapa Curricular de Grado 1” identifies the learning objectives, instructional sequence, and pacing for each unit. The document summarizes unit lessons and pausing points and describes the knowledge and skills developed throughout instruction. For example, in Conocimiento 5 students learn to demonstrate understanding of key vocabulary, establish a purpose for listening, identify important information in a text, and develop informational writing skills by collecting, synthesizing, and recording information in tables and graphic organizers.
Evaluation for 1.1b
The materials include suggested pacing guidance to support implementation across varying instructional calendars. For example, the Guía de clases Grado 1 provides a pacing guide with a graphic representation of each unit’s length, assessments, and pausing points. The guide includes a 36-week pacing calendar that identifies the suggested number of instructional days for each lesson and unit, helping educators plan instruction and maintain progress through the course scope and sequence.
The materials also provide pacing guidance for alternative instructional calendars. In the K–5 Guía del usuario, the section “Planificación para calendarios alternos” includes recommendations for implementing the program within condensed-year and extended-year schedules. While the program is designed for a 180-day instructional year, the guide explains how districts can adjust pacing while maintaining alignment to the course scope and sequence. For districts using extended calendars, the materials provide guidance for a 210-day school year by increasing Pausing Point days within units and expanding assessment opportunities throughout the year. These supports help educators implement the materials effectively across a variety of instructional calendars.
Evaluation for 1.1c
The materials include an explanation of the rationale for unit order and how concepts connect throughout the course. The K–5 Guía del programa explains how units within each grade are purposefully sequenced to build students’ knowledge of both the TEKS and the unit content. Unit introductions explain connections to previously taught concepts and identify how learning will be extended in future units, helping educators understand the progression of knowledge and skills across the course. For example, grade 1 units progress from “Tierras diferentes, cuentos similares” to “Antiguas civilizaciones de América” and then to “Una nueva nación: la independencia de los Estados Unidos.” The program guide explains that units connect to both past and future learning, demonstrating how content knowledge and literacy skills build across the year.
The K–5 Guía del programa also explains the concepts and skills students develop throughout the elementary grades. The section “Making Connections Year by Year” identifies the units taught at each grade level and explains how the instructional sequence supports the development of knowledge and skills over time. In addition, unit introductions describe connections to previously taught content and upcoming units, supporting continuity of learning and helping educators understand how concepts are reinforced and expanded throughout the course. For example, the grade 1 unit introduction explains how students build on foundational grade K skills by applying early literacy and comprehension strategies to increasingly complex texts and topics, supporting a progression from basic understanding of text features and ideas toward deeper analysis and discussion across units within the year.
Evaluation for 1.1d
The materials include protocols with corresponding guidance for unit and lesson internalization. The K–5 materials feature the “Pautas para la Internalización de la lección,” which provide guiding questions that help educators review, deepen their own understanding, and adapt the lessons. The “Planificación de la unidad” section asks educators to identify the foundational skills students need to master, review the scope and sequence to connect learning across the year, and anticipate misconceptions at pause points. These protocols help educators understand learning progression, align instruction to unit goals, and prepare supports for student needs.
The “Planificación de la unidad” document also provides resources for lesson internalization by including a structured planning template that guides educators in identifying unit goals, priority standards, lesson objectives, assessment opportunities, and instructional resources needed for implementation. Additionally, the planning tool prompts educators to preview unit components, analyze instructional goals and assessments, anticipate potential student challenges, and identify opportunities for differentiation and extension, supporting thorough lesson internalization and effective instructional delivery.
Evaluation for 1.1e
The materials provide instructional leaders with resources to support implementation through the Program Overview for Leaders. The overview is organized as a participant notebook for administrators and instructional leaders and guides participants through the process of creating a step-by-step implementation plan. The resource supports leaders in developing an understanding of program design, identifying key educator and student practices, and planning systems to guide successful implementation across classrooms.
The materials also provide tools that help leaders monitor and support implementation over time. For example, the “Observation Tracker Grades K–5” translates implementation expectations into observable indicators across categories such as instructional resources, instructional delivery, engagement, adapting instruction, classroom procedures, pacing and coherence, and physical space. The tracker describes implementation across four stages: Foundational Knowledge, Initial Implementation, Full Operation, and Innovation. These indicators allow leaders to conduct classroom observations, monitor progress, and provide targeted coaching and support aligned to implementation goals.
Evaluation for 1.2a
The materials provide a Guía del maestro for each unit, which includes comprehensive unit overviews, background content knowledge, and the academic vocabulary necessary to support instruction of the unit concepts. For example, in Conocimiento 1 “Fábulas y cuentos,” the unit introduction contains instructional pacing, teaching materials, background knowledge, interdisciplinary connections, and essential vocabulary. The unit develops students’ understanding of fables and stories through read-alouds, vocabulary instruction, and connections to prior learning while supporting comprehension, discussion, and content knowledge development.
The materials also provide unit overviews that incorporate academic vocabulary through the Guía de complejidad de los textos y vocabulario. This resource identifies tier-one, tier-two, and tier-three vocabulary for each unit and supports educators in understanding and teaching the academic language addressed during instruction. For example, Conocimiento 3 includes vocabulary such as apenas, escenario, personaje, and cuento de hadas, as well as the expression hogar dulce hogar. These resources support vocabulary development and help educators prepare students to access unit texts and content.
Evaluation for 1.2b
The materials include supports for families in both English and Spanish for each unit through the “Carta de apoyo para las familias.” These resources provide information about unit content and offer suggestions for supporting student learning and progress at home. For example, the Conocimiento 2 family letter explains that students will explore and make discoveries about their own bodies using an interactive approach. The letter also provides families with information about what students are learning and ways to reinforce learning beyond the classroom.
The materials also include family supports in both English and Spanish through the take-home letters in the Habilidades y Destrezas Cuaderno de actividades. These resources provide suggested activities that reinforce classroom learning and encourage family involvement in student development. The printed Cuaderno de actividades contains English versions of the letters, while Spanish versions are available digitally within each Habilidades y Destrezas unit folder on the platform. These resources support ongoing communication between home and school and provide families with opportunities to support student progress.
Evaluation for 1.3a
The materials include comprehensive, structured, and detailed daily lesson plans that provide the components necessary to support instruction aligned to the TEKS. For example Conocimiento 1 lesson 1 includes clearly defined objectives aligned to the TEKS 1.1.A, 1.1.B, 1.6.E, 1.8.B, 1.8.C, 1.8.D, and 1.9.C. The lesson incorporates embedded questions, instructional tasks, required materials, and formative assessment opportunities aligned to lesson goals. The lesson also includes learning outcomes focused on story elements in stories and fables, providing educators with a structured framework for delivering instruction aligned to the content and language standards of the lesson.
The materials consistently include these components across units. Conocimiento 6 lesson 1 features objectives aligned to the TEKS 1.1.C, 1.3.B, 1.6.E, 1.6.G, 1.7.B, 1.7.E, and 2.A.ii, along with discussion prompts, collaborative learning opportunities, instructional tasks, required materials, and formative assessments. These lesson components support lesson implementation and provide educators with the structure and guidance necessary to deliver instruction aligned to the content and language standards of the lesson.
Evaluation for 1.3b
The materials include a lesson overview that identifies both educator and student materials and provides suggested timing for each lesson component. For example, the Habilidades y Destrezas Guía del maestro lesson 1 “Vistazo a la lección” section outlines the lesson structure, required materials, and recommended time allocations to support effective lesson implementation. In Habilidades y Destrezas 2’s lesson 1 “Código básico y sustantivos,” the overview includes a detailed list of materials needed for instruction, such as picture cards for nudo, nido, niño, and araña, “Componente digital 1.1,” the “Tabla de bolsillos” resource, and small syllable cards for /ma/, /ta/, /me/, /co/, /pa/, /la/, /na/, /re/, /ba/, /ño/, and /da/. These resources support educators in preparing and implementing the lesson as designed.
The materials also provide suggested timing for each lesson component. For example, in Habilidades y Destrezas 5 Guía del maestro lesson 1, the “Vistazo a la lección” section identifies the recommended instructional time for activities throughout the lesson. The overview allocates 5 minutes for “Mezclar y segmentar sílabas” within conciencia fonológica and 10 minutes for “Dictado.” Required materials are listed alongside each instructional component and include picture cards for iguana, fuente, león, and canoa, a Cuaderno de dictado, lápiz y lápiz de distinto color, and “Componentes digitales 1.1 and 1.2.” These resources help educators organize materials and manage instructional time throughout the lesson.
Evaluation for 1.3c
The materials include guidance for extended practice activities, including remediation and enrichment opportunities. The “Pausa” section provides guidance for responding to student learning needs through additional instruction and practice. For example, Destrezas y Habilidades 1’s “Pausa” section includes opportunities for students to revisit lesson applications, complete review activities, and reread and discuss selected read-alouds. These resources provide structured opportunities for educators to address student performance, reinforce previously taught skills, and extend learning for students who are ready for additional engagement with the content.
The materials also include guidance for extended practice through homework and at-home reinforcement activities. The take-home pages in the Destrezas y Habilidades Cuaderno de actividades provide families with opportunities to reinforce classroom learning. For example, in Habilidades y Destrezas 2, the take-home letter includes an overview of the week’s learning objectives, fluency practice, and activities that support skill development at home. The Guía del maestro directs educators to assign these resources to extend learning beyond classroom instruction and provide additional opportunities for students to practice and apply newly learned skills.
1.1 Course-Level Design
1.1a
Materials include a scope and sequence outlining the TEKS and concepts taught in the course.
Materials include a scope and sequence outlining the TEKS and concepts taught in the course.
2 out of 2 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS and concepts taught in the course.
2 out of 2 points
The materials include a scope and sequence that outlines the TEKS, instructional pacing, and concepts taught throughout the course. The Conocimientos “Mapa Curricular de Grado 1” identifies the learning objectives, instructional sequence, and pacing for each unit. The document summarizes unit lessons and pausing points and describes the knowledge and skills developed throughout instruction. For example, in Conocimiento 5 students learn to demonstrate understanding of key vocabulary, establish a purpose for listening, identify important information in a text, and develop informational writing skills by collecting, synthesizing, and recording information in tables and graphic organizers.
1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
2 out of 2 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
2 out of 2 points
The materials also provide pacing guidance for alternative instructional calendars. In the K–5 Guía del usuario, the section “Planificación para calendarios alternos” includes recommendations for implementing the program within condensed-year and extended-year schedules. While the program is designed for a 180-day instructional year, the guide explains how districts can adjust pacing while maintaining alignment to the course scope and sequence. For districts using extended calendars, the materials provide guidance for a 210-day school year by increasing Pausing Point days within units and expanding assessment opportunities throughout the year. These supports help educators implement the materials effectively across a variety of instructional calendars.
1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
The K–5 Guía del programa also explains the concepts and skills students develop throughout the elementary grades. The section “Making Connections Year by Year” identifies the units taught at each grade level and explains how the instructional sequence supports the development of knowledge and skills over time. In addition, unit introductions describe connections to previously taught content and upcoming units, supporting continuity of learning and helping educators understand how concepts are reinforced and expanded throughout the course. For example, the grade 1 unit introduction explains how students build on foundational grade K skills by applying early literacy and comprehension strategies to increasingly complex texts and topics, supporting a progression from basic understanding of text features and ideas toward deeper analysis and discussion across units within the year.
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
The “Planificación de la unidad” document also provides resources for lesson internalization by including a structured planning template that guides educators in identifying unit goals, priority standards, lesson objectives, assessment opportunities, and instructional resources needed for implementation. Additionally, the planning tool prompts educators to preview unit components, analyze instructional goals and assessments, anticipate potential student challenges, and identify opportunities for differentiation and extension, supporting thorough lesson internalization and effective instructional delivery.
1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
The materials also provide tools that help leaders monitor and support implementation over time. For example, the “Observation Tracker Grades K–5” translates implementation expectations into observable indicators across categories such as instructional resources, instructional delivery, engagement, adapting instruction, classroom procedures, pacing and coherence, and physical space. The tracker describes implementation across four stages: Foundational Knowledge, Initial Implementation, Full Operation, and Innovation. These indicators allow leaders to conduct classroom observations, monitor progress, and provide targeted coaching and support aligned to implementation goals.
1.2 Unit-Level Design
1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
Evaluation for 1.2a
Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
The materials also provide unit overviews that incorporate academic vocabulary through the Guía de complejidad de los textos y vocabulario. This resource identifies tier-one, tier-two, and tier-three vocabulary for each unit and supports educators in understanding and teaching the academic language addressed during instruction. For example, Conocimiento 3 includes vocabulary such as apenas, escenario, personaje, and cuento de hadas, as well as the expression hogar dulce hogar. These resources support vocabulary development and help educators prepare students to access unit texts and content.
1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
Evaluation for 1.2b
Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
The materials also include family supports in both English and Spanish through the take-home letters in the Habilidades y Destrezas Cuaderno de actividades. These resources provide suggested activities that reinforce classroom learning and encourage family involvement in student development. The printed Cuaderno de actividades contains English versions of the letters, while Spanish versions are available digitally within each Habilidades y Destrezas unit folder on the platform. These resources support ongoing communication between home and school and provide families with opportunities to support student progress.
1.3 Lesson-Level Design
1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS).
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS).
4 out of 4 points
Evaluation for 1.3a
Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS).
4 out of 4 points
The materials consistently include these components across units. Conocimiento 6 lesson 1 features objectives aligned to the TEKS 1.1.C, 1.3.B, 1.6.E, 1.6.G, 1.7.B, 1.7.E, and 2.A.ii, along with discussion prompts, collaborative learning opportunities, instructional tasks, required materials, and formative assessments. These lesson components support lesson implementation and provide educators with the structure and guidance necessary to deliver instruction aligned to the content and language standards of the lesson.
1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
Evaluation for 1.3b
Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
The materials also provide suggested timing for each lesson component. For example, in Habilidades y Destrezas 5 Guía del maestro lesson 1, the “Vistazo a la lección” section identifies the recommended instructional time for activities throughout the lesson. The overview allocates 5 minutes for “Mezclar y segmentar sílabas” within conciencia fonológica and 10 minutes for “Dictado.” Required materials are listed alongside each instructional component and include picture cards for iguana, fuente, león, and canoa, a Cuaderno de dictado, lápiz y lápiz de distinto color, and “Componentes digitales 1.1 and 1.2.” These resources help educators organize materials and manage instructional time throughout the lesson.
1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
Evaluation for 1.3c
Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
The materials also include guidance for extended practice through homework and at-home reinforcement activities. The take-home pages in the Destrezas y Habilidades Cuaderno de actividades provide families with opportunities to reinforce classroom learning. For example, in Habilidades y Destrezas 2, the take-home letter includes an overview of the week’s learning objectives, fluency practice, and activities that support skill development at home. The Guía del maestro directs educators to assign these resources to extend learning beyond classroom instruction and provide additional opportunities for students to practice and apply newly learned skills.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
100% (18 out of 18 points)
Evaluation for 2.1a
The materials include a variety of instructional assessments at the unit and lesson level, including diagnostic, formative, and summative measures. For example, in Habilidades y Destrezas, unit assessments include pretests that measure students’ prior knowledge and establish a baseline for progress monitoring. The materials also include formative assessments embedded throughout lessons and summative Student Performance Assessments that measure student mastery through a variety of tasks and question types. These assessments provide multiple opportunities for educators to monitor progress and evaluate student learning throughout the unit.
At the lesson level, the materials include multiple assessment opportunities that measure student understanding of literacy concepts taught during instruction. These opportunities include discussion questions, performance-based tasks, independent practice activities, and exit tickets. Formative assessments are embedded within daily lessons and allow educators to monitor understanding during instruction, while performance tasks and independent activities provide additional evidence of learning. The variety of assessment types and response formats allows students to demonstrate learning in multiple ways and provides educators with ongoing information to guide instructional decisions.
Evaluation for 2.1b
The materials include definitions and intended purposes for the instructional assessments used in the program, as demonstrated in the K–5 Guía de la evaluación. The guide identifies the types of assessments included and explains how each assessment type supports instruction. The “Cómo se utilizan los datos” section describes how assessment information helps educators monitor student performance and progress over time. For example, the guide explains that beginning-, middle-, and end-of-year diagnostic assessments identify gaps in student learning and provide guidance for student grouping and instructional planning. The resource also explains how progress-monitoring data allows educators to monitor mastery of lesson objectives and adjust instruction as needed.
Additionally, the materials explain how educators use assessment data to inform instructional decisions, as demonstrated in the assessment section of the K–5 Guía del usuario. This resource advises educators on how to interpret results, identify student needs, and adjust instruction based on assessment outcomes. The materials further clarify the purpose of assessment types through charts that identify each assessment’s type, its purpose, key features, and recommended use of the data collected. These supports help educators understand the role of diagnostic, formative, summative, and progress-monitoring assessments and connect assessment results to responsive instruction.
Evaluation for 2.1c
The K–5 Guía de la evaluación provides clear administration guidance for both Habilidades y Destrezas and Conocimiento assessments. The resource outlines assessment procedures and expectations that support standardized administration across classrooms, helping ensure that assessment results are reliable and can be used to inform instructional decision-making. The grade-level planning documents contain various resources to guide educators on administering assessments, including preparation steps, administration procedures, and scripted directions. These supports ensure that educators administer assessments consistently across classrooms.
In Conocimiento 6 “La historia de la Tierra,” the Guía del maestro for the lessons provides explicit educator scripts and visual supports, including image cards and setup guidance for the “Tabla ¿Dónde estamos?” resource, ensuring that the assessment data reflects true student understanding rather than confusion about directions. Embedded “Verificar la comprensión” questions allow educators to monitor responses in real time and determine mastery before students progress to independent tasks. Furthermore, the materials include differentiated guidance within the “Apoyo a la enseñanza” sections to help educators use assessment results to make immediate instructional decisions. These recommendations offer specific scaffolds for emerging learners, grade-level prompts for on-level students, and complex oral language opportunities for advanced students during the lesson’s formative tasks.
Evaluation for 2.1d
The materials include diagnostic, formative, and summative assessments aligned to the TEKS and to course, unit, and lesson objectives. The materials identify the TEKS within pretests, formative assessments, domain assessments, and Habilidades y Destrezas Student Performance Assessments. Throughout the units, students participate in a variety of assessment opportunities, including preliminary assessments, checks for understanding, performance assessments, anecdotal records, activity book assessments, and end-of-unit evaluations. The TEKS are displayed directly within assessment materials, helping educators connect assessment results to the standards and objectives addressed during instruction. For example, the mid-unit assessment evaluates previously taught reading comprehension and fluency skills through assessment tasks aligned to the TEKS 1.6.A and 1.6.G. Students read the grade-level text “En busca de Nina,” establish a purpose for reading, and, with educator support, answer questions about important details from the text to demonstrate comprehension and understanding. This alignment supports the use of assessment data to monitor student progress toward grade-level expectations and instructional goals.
The materials also include lesson-level formative assessments aligned to lesson objectives and unit goals. For example, in Conocimiento 1 lesson 1 “El pastorcito y el lobo,” the formative assessment is identified within the “Enfoque principal de la lección” and aligns to the TEKS addressed during instruction. The assessment provides opportunities for educators to monitor student understanding of key concepts from the lesson and determine whether students are progressing toward the intended learning outcomes.
Evaluation for 2.1e
The materials also include assessments with the TEKS-aligned items that increase in complexity across tasks. For example, in Conocimiento 1’s “Evaluación del Conocimiento,” students complete assessment tasks that require different levels of understanding and response. In part 1, the educator poses comprehension questions and students indicate whether responses are correct by circling a thumbs up or thumbs down. In part 2, students respond to questions about the fables and stories studied in the unit by examining images and identifying the correct response. These tasks require students to demonstrate understanding through progressively more complex assessment formats, providing educators with information about student learning beyond a single level of recall in the process.
The materials include the TEKS-aligned assessment items at varying levels of complexity and provide embedded formative assessment opportunities throughout instruction. In Conocimiento 6 “La historia de la Tierra,” comprehension questions following the read-aloud lessons are intentionally structured to assess student understanding across multiple levels of cognitive demand. The Guía del maestro includes literal questions that require students to recall explicitly stated information, such as identifying what geologists study. Inferential questions prompt students to analyze language and make meaning from word parts, such as explaining that geo means “earth” and -logía means “the study of.” Additionally, the unit includes an embedded formative assessment in the application section, “Dibujar la lectura en voz alta,” aligned to the TEKS 1.7.B and 1.7.E. During this activity, students illustrate and write about three important facts they learned from the lesson, providing educators with immediate evidence of students’ ability to synthesize information and communicate understanding through both written and visual responses.
Evaluation for 2.2a
The materials include instructional assessments and scoring information that support educators in interpreting student performance. In Conocimiento 10 Guía del maestro lesson 1, the “Guía de evaluación de la escritura explicativa/informativa para Grado 1” provides criteria for evaluating student writing based on content, organization, and conventions across beginning, on-level, and advanced performance levels. For example, students performing at the advanced level select a topic that meets assignment requirements, develop ideas with specific details, and demonstrate awareness of the writing purpose. These scoring criteria help educators interpret student performance and identify strengths and areas for growth in writing.
Additionally, Conocimiento 2 Guía del maestro lesson 4 provides scoring guidance that supports evaluation of student responses on assessed skills. The scoring information includes performance categories that help educators analyze student performance and determine areas of strength and need. For example, students are assessed on their ability to identify letter names, and the accompanying scoring guide categorizes performance as intervention needed, progressing, mastery, or above mastery. These supports help educators interpret assessment results and make instructional decisions based on student performance.
Evaluation for 2.2b
The materials include guidance for using assessment results to respond to student performance trends. Conocimiento 1’s review section provides remediation and enrichment activities linked to the unit assessment. For example, educators use assessment results to determine whether students should participate in remediation activities for additional support or enrichment activities that extend learning. The provided resources help educators use assessment data to address student needs and adjust instruction based on student performance.
The materials also provide guidance for responding to assessment results through reteaching and targeted instructional support. The assessment guidance directs educators to review student results, identify patterns of understanding and misunderstanding, and select appropriate follow-up activities. For example, after administering the “Evaluación de la unidad,” educators use the provided remediation activities to address specific skills where students need additional practice. These supports help educators analyze assessment data and implement instructional responses based on identified areas of need.
Evaluation for 2.2c
The materials include educator-facing tools for tracking student progress and growth over time. In Habilidades y Destrezas 2 Guía del maestro, lesson 9’s “Teacher Resources” section includes assessment record sheets that support ongoing progress monitoring. For example, the “Registro de observación de mezcla y segmentación en voz alta” and “Hoja de evaluación de nivelación” allow educators to document individual student performance across multiple assessment opportunities and compare results over time. These tools help educators monitor student growth, identify students who need additional support, and make instructional decisions based on assessment data.
The materials also include tools that support students in monitoring and reflecting on their own learning progress. The planning documents include resources like “Mi reflexión semanal,” which provides a structured opportunity for students to reflect on their learning and progress. Using this tool, students can identify what they learned, reflect on areas of improvement, and recognize skills or concepts that may require additional practice. These supports encourage students to monitor their growth over time and take an active role in evaluating their own learning.
2.1 Instructional Assessments
2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
3 out of 3 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
3 out of 3 points
At the lesson level, the materials include multiple assessment opportunities that measure student understanding of literacy concepts taught during instruction. These opportunities include discussion questions, performance-based tasks, independent practice activities, and exit tickets. Formative assessments are embedded within daily lessons and allow educators to monitor understanding during instruction, while performance tasks and independent activities provide additional evidence of learning. The variety of assessment types and response formats allows students to demonstrate learning in multiple ways and provides educators with ongoing information to guide instructional decisions.
2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
Additionally, the materials explain how educators use assessment data to inform instructional decisions, as demonstrated in the assessment section of the K–5 Guía del usuario. This resource advises educators on how to interpret results, identify student needs, and adjust instruction based on assessment outcomes. The materials further clarify the purpose of assessment types through charts that identify each assessment’s type, its purpose, key features, and recommended use of the data collected. These supports help educators understand the role of diagnostic, formative, summative, and progress-monitoring assessments and connect assessment results to responsive instruction.
2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
Evaluation for 2.1c
Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
In Conocimiento 6 “La historia de la Tierra,” the Guía del maestro for the lessons provides explicit educator scripts and visual supports, including image cards and setup guidance for the “Tabla ¿Dónde estamos?” resource, ensuring that the assessment data reflects true student understanding rather than confusion about directions. Embedded “Verificar la comprensión” questions allow educators to monitor responses in real time and determine mastery before students progress to independent tasks. Furthermore, the materials include differentiated guidance within the “Apoyo a la enseñanza” sections to help educators use assessment results to make immediate instructional decisions. These recommendations offer specific scaffolds for emerging learners, grade-level prompts for on-level students, and complex oral language opportunities for advanced students during the lesson’s formative tasks.
2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
Evaluation for 2.1d
Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
The materials also include lesson-level formative assessments aligned to lesson objectives and unit goals. For example, in Conocimiento 1 lesson 1 “El pastorcito y el lobo,” the formative assessment is identified within the “Enfoque principal de la lección” and aligns to the TEKS addressed during instruction. The assessment provides opportunities for educators to monitor student understanding of key concepts from the lesson and determine whether students are progressing toward the intended learning outcomes.
2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
Evaluation for 2.1e
Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
The materials include the TEKS-aligned assessment items at varying levels of complexity and provide embedded formative assessment opportunities throughout instruction. In Conocimiento 6 “La historia de la Tierra,” comprehension questions following the read-aloud lessons are intentionally structured to assess student understanding across multiple levels of cognitive demand. The Guía del maestro includes literal questions that require students to recall explicitly stated information, such as identifying what geologists study. Inferential questions prompt students to analyze language and make meaning from word parts, such as explaining that geo means “earth” and -logía means “the study of.” Additionally, the unit includes an embedded formative assessment in the application section, “Dibujar la lectura en voz alta,” aligned to the TEKS 1.7.B and 1.7.E. During this activity, students illustrate and write about three important facts they learned from the lesson, providing educators with immediate evidence of students’ ability to synthesize information and communicate understanding through both written and visual responses.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
Additionally, Conocimiento 2 Guía del maestro lesson 4 provides scoring guidance that supports evaluation of student responses on assessed skills. The scoring information includes performance categories that help educators analyze student performance and determine areas of strength and need. For example, students are assessed on their ability to identify letter names, and the accompanying scoring guide categorizes performance as intervention needed, progressing, mastery, or above mastery. These supports help educators interpret assessment results and make instructional decisions based on student performance.
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
The materials also provide guidance for responding to assessment results through reteaching and targeted instructional support. The assessment guidance directs educators to review student results, identify patterns of understanding and misunderstanding, and select appropriate follow-up activities. For example, after administering the “Evaluación de la unidad,” educators use the provided remediation activities to address specific skills where students need additional practice. These supports help educators analyze assessment data and implement instructional responses based on identified areas of need.
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
The materials also include tools that support students in monitoring and reflecting on their own learning progress. The planning documents include resources like “Mi reflexión semanal,” which provides a structured opportunity for students to reflect on their learning and progress. Using this tool, students can identify what they learned, reflect on areas of improvement, and recognize skills or concepts that may require additional practice. These supports encourage students to monitor their growth over time and take an active role in evaluating their own learning.
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
100% (18 out of 18 points)
Evaluation for 3.1a
The materials include educator guidance for differentiated instruction and activities that reinforce fundamental skills, provide additional practice, and support students who have not yet reached proficiency in grade-level content and skills. In Habilidades y Destrezas 1 lesson 4 “Apoyo adicional,” the materials provide targeted intervention activities to strengthen foundational literacy skills. For example, the “¡Encuentra la palabra!” section directs students to blend syllables to form words and identify corresponding objects represented in pictures after reviewing vocabulary with the educator. These supports help educators address learning gaps and provide additional practice as students work toward mastery of grade-level objectives.
The lessons also offer guidance for adapting instruction to support students with varying learning needs. In Habilidades y Destrezas 1 lesson 2 provides additional resources and targeted support for students who have difficulty writing the letters e and i. For example, students trace three-dimensional letter outlines using materials such as rice, lentils, or straw and then complete the letters with markers or crayons. These supports help strengthen letter formation skills through multisensory practice and provide additional opportunities for students to develop foundational writing skills.
Evaluation for 3.1b
The materials include pre-teaching and embedded supports for unfamiliar vocabulary and in-text references. The lessons include “Vistazo previo al vocabulario esencial,” which identifies key vocabulary needed to access lesson texts and participate in discussions. For example, Habilidades y Destrezas 3 Guía del maestro lesson 1 instructs educators to pre-teach words such as tienen and muestro by writing the words on the board, explaining their meanings, and providing examples of their use in sentences. These supports help students build the vocabulary knowledge necessary to comprehend texts and engage in academic discussions.
The materials also include explicit vocabulary instruction to support understanding of unfamiliar words and language structures encountered in lessons. In Habilidades y Destrezas 8 lesson 1, the grammar lesson introduces the prefix des- through direct instruction and guided practice. Educators explain how the prefix changes the meaning of a base word and use examples such as congelado and descongelado to demonstrate the concept. These supports help students develop vocabulary knowledge and understand unfamiliar language encountered in reading and writing tasks.
Evaluation for 3.1c
The materials include guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills. In Habilidades y Destrezas 8 lesson 6 “Más ayuda con los pronombres personales,” the materials provide opportunities for students to extend their understanding of personal pronouns through collaborative practice. For example, students work in small groups to create sentences using personal pronouns and generate original sentences such as ellas corren rápido and ustedes están a nuestro lado. These activities help students apply and extend grade-level language skills through meaningful use of personal pronouns.
The materials also include enrichment activities that extend students’ application of previously learned skills. In Habilidades y Destrezas 8 lesson 7, the Guía del maestro includes a challenge activity focused on alliteration. In this task, students identify alliterative sounds in the tongue twister “Tres tristes tigres tragaban trigo en un trigal” and then create their own examples using the same sound pattern. These activities provide opportunities for students to extend their understanding of language concepts through independent application of alliteration.
Evaluation for 3.2a
The materials provide explicit prompts and guidance that support educators in modeling and explaining lesson concepts. In Conocimiento 1 Guía del maestro lesson 1 “El pastorcito y el lobo,” the materials provide guidance for introducing the word asustado through educator modeling and student discussion. For example, educators explain that the boy in the story felt asustado and then prompt students to share a time when they felt asustado. These supports help students connect new vocabulary to personal experiences and deepen understanding of word meanings.
Additionally, the materials include educator guidance that supports building on students’ prior knowledge through think-alouds and discussions. In Conocimiento 6, lesson 1 provides scripted educator language, think-alouds, differentiation supports, and background knowledge reminders that help educators connect previously learned content to new learning. For example, educators use a globe to help students connect their own location to the study of Earth and build background knowledge for the unit. These supports ensure that educators can model connections between familiar concepts and new content.
Evaluation for 3.2b
The materials include educator guidance and recommendations for effective lesson delivery using a variety of instructional approaches as demonstrated through the Guía del maestro. In Conocimiento 1 lesson 8 “Preparación previa,” the materials provide recommendations for using visual supports and interactive tools to facilitate instruction. For example, educators use a map of Spain, a story map during read-alouds, and a characters chart to record information about characters as they are introduced. These resources help educators deliver instruction through visual and interactive approaches that support student understanding.
Additionally, the materials include guidance for engaging students through active participation and physical responses. Conocimiento 1 lesson 10 features a role-playing activity in which students represent story characters and move to designated areas of the classroom that correspond to different story settings. Students determine which characters belong in each setting while the educator monitors participation and understanding. These supports help educators engage students in learning activities while providing opportunities to assess student understanding during instruction.
Evaluation for 3.2c
The materials support multiple types of practice and include guidance for educators on recommended instructional groupings to support effective implementation. In Conocimiento 4 Guía del maestro lesson 4 “Los mayas: El Festival de la Primera Estrella,” the “Vistazo a la lección” identifies structures for whole-group instruction and collaborative learning. For example, the guidance recommends whole-group instruction during the read-aloud and then small-group collaboration during the application activities. The explicit direction helps educators implement instruction using a variety of grouping structures and provides opportunities for guided and collaborative practice.
Additionally, the materials include resources for implementing guided, collaborative, independent, and educator-directed practice. In Habilidades y Destrezas 5 lesson 5, the “Vistazo a la lección” section identifies lesson components completed in whole-group, small-group, partner, and independent settings. For example, students participate in educator-led instruction, collaborate with partners and small groups, and complete independent practice activities throughout the lesson. These supports help educators effectively organize instruction and provide multiple opportunities for students to practice skills in different learning contexts.
Evaluation for 3.3a
The materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs. The K–5 Guía del usuario provides information about bilingual program models and guidance for implementation within different instructional settings. For example, the materials describe early-exit, late-exit, dual-language one-way, and dual-language two-way program models and explain how language allocation may vary across grade levels. The guide also provides information about the use of Spanish language arts in the early grades and the integration of English language arts in later grades according to the program model. These supports help educators understand how the materials are designed to be used within approved bilingual and ESL program structures.
The materials also include implementation guidance that supports educators in addressing the needs of bilingual students during instruction. In Habilidades y Destrezas 1 lesson 11, “Apoyo a la enseñanza,” the materials provide instructional support for developing phonological awareness and syllable recognition. The Guía del maestro directs educators to use finger taps and finger movements to help students hear and distinguish syllables in words before gradually reducing support as students demonstrate readiness and independence. These resources help educators implement targeted instructional strategies that reinforce effective practices for bilingual and multilingual learners.
Evaluation for 3.3b
The materials include embedded guidance that supports comprehension and background knowledge development for emergent bilingual students. Conocimiento 1 Guía del maestro’s “Introducción” provides guidance for connecting new content to students’ prior knowledge before instruction. For example, the materials identify background knowledge that is important for understanding the upcoming read-alouds on “Rimas y fábulas infantiles” and explain how this knowledge supports overall comprehension of texts that will be encountered throughout the unit. These supports help educators build the contextual knowledge necessary for students to access new content and deepen their understanding of complex texts.
The materials also include embedded guidance that supports emergent bilingual students in making cross-linguistic connections and building cultural awareness through oral and written discourse. For example, in Conocimiento 3 “Tierras diferentes, cuentos similares,” students work in small groups to debate folktale variations before using a graphic organizer to collaboratively write an adapted version of a classic tale, such as setting Cinderella in Mexico. This transition from peer discussion to written narrative is enriched by family interviews regarding traditional home-country stories, providing a framework where educators explicitly leverage students’ bilingual repertoires to deepen both oral and written expression. These supports help emergent bilingual students deepen their linguistic and cultural knowledge while engaging in meaningful oral and written discourse.
Evaluation for 3.3c
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
The lessons also offer guidance for adapting instruction to support students with varying learning needs. In Habilidades y Destrezas 1 lesson 2 provides additional resources and targeted support for students who have difficulty writing the letters e and i. For example, students trace three-dimensional letter outlines using materials such as rice, lentils, or straw and then complete the letters with markers or crayons. These supports help strengthen letter formation skills through multisensory practice and provide additional opportunities for students to develop foundational writing skills.
3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
2 out of 2 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
2 out of 2 points
The materials also include explicit vocabulary instruction to support understanding of unfamiliar words and language structures encountered in lessons. In Habilidades y Destrezas 8 lesson 1, the grammar lesson introduces the prefix des- through direct instruction and guided practice. Educators explain how the prefix changes the meaning of a base word and use examples such as congelado and descongelado to demonstrate the concept. These supports help students develop vocabulary knowledge and understand unfamiliar language encountered in reading and writing tasks.
3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
1 out of 1 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
1 out of 1 points
The materials also include enrichment activities that extend students’ application of previously learned skills. In Habilidades y Destrezas 8 lesson 7, the Guía del maestro includes a challenge activity focused on alliteration. In this task, students identify alliterative sounds in the tongue twister “Tres tristes tigres tragaban trigo en un trigal” and then create their own examples using the same sound pattern. These activities provide opportunities for students to extend their understanding of language concepts through independent application of alliteration.
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
Additionally, the materials include educator guidance that supports building on students’ prior knowledge through think-alouds and discussions. In Conocimiento 6, lesson 1 provides scripted educator language, think-alouds, differentiation supports, and background knowledge reminders that help educators connect previously learned content to new learning. For example, educators use a globe to help students connect their own location to the study of Earth and build background knowledge for the unit. These supports ensure that educators can model connections between familiar concepts and new content.
3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
Evaluation for 3.2b
Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
Additionally, the materials include guidance for engaging students through active participation and physical responses. Conocimiento 1 lesson 10 features a role-playing activity in which students represent story characters and move to designated areas of the classroom that correspond to different story settings. Students determine which characters belong in each setting while the educator monitors participation and understanding. These supports help educators engage students in learning activities while providing opportunities to assess student understanding during instruction.
3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
Additionally, the materials include resources for implementing guided, collaborative, independent, and educator-directed practice. In Habilidades y Destrezas 5 lesson 5, the “Vistazo a la lección” section identifies lesson components completed in whole-group, small-group, partner, and independent settings. For example, students participate in educator-led instruction, collaborate with partners and small groups, and complete independent practice activities throughout the lesson. These supports help educators effectively organize instruction and provide multiple opportunities for students to practice skills in different learning contexts.
3.3 Support for Emergent Bilingual Students
3.3a
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Evaluation for 3.3a
Evaluation for 3.3a
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
The materials also include implementation guidance that supports educators in addressing the needs of bilingual students during instruction. In Habilidades y Destrezas 1 lesson 11, “Apoyo a la enseñanza,” the materials provide instructional support for developing phonological awareness and syllable recognition. The Guía del maestro directs educators to use finger taps and finger movements to help students hear and distinguish syllables in words before gradually reducing support as students demonstrate readiness and independence. These resources help educators implement targeted instructional strategies that reinforce effective practices for bilingual and multilingual learners.
3.3b
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
Evaluation for 3.3b
Evaluation for 3.3b
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
The materials also include embedded guidance that supports emergent bilingual students in making cross-linguistic connections and building cultural awareness through oral and written discourse. For example, in Conocimiento 3 “Tierras diferentes, cuentos similares,” students work in small groups to debate folktale variations before using a graphic organizer to collaboratively write an adapted version of a classic tale, such as setting Cinderella in Mexico. This transition from peer discussion to written narrative is enriched by family interviews regarding traditional home-country stories, providing a framework where educators explicitly leverage students’ bilingual repertoires to deepen both oral and written expression. These supports help emergent bilingual students deepen their linguistic and cultural knowledge while engaging in meaningful oral and written discourse.
3.3c
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Evaluation for 3.3c
Evaluation for 3.3c
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Rubric Section 4
Phonics Rule Compliance
Materials comply with state requirements for explicit (direct) and systematic phonics instruction.
Total
100% (31 out of 31 points)
Evaluation for 4.1a
The materials include systematic and sequenced instruction of phonics skills, as demonstrated in Habilidades y Destrezas 1 Guía del maestro’s introduction, “Bienvenidos, maestros de grado 1.” The resource explains that the program begins by reviewing the most common and least ambiguous spellings for sounds that students learned in grade K before introducing spelling alternatives for sounds that can be represented in multiple ways. The materials further explain that students first master the five vowel spellings, consonant sounds, consonant blends, and digraphs, and then progress to more complex phonics concepts, including additional spelling patterns, diphthongs, and hiatuses in later grades. The guide notes that the system starts with simple and predictable sound–spelling relationships and gradually increases in complexity as students develop confidence and automaticity in reading and writing.
The materials also include a clearly sequenced phonics scope and sequence, as demonstrated in the Habilidades y Destrezas “Mapa curricular de grado 1.” The scope and sequence organizes instruction beginning with previously learned foundational phonics skills and builds to more complex sound–symbol correspondence patterns. For example, students begin the year reviewing foundational letter–sound correspondences and decoding skills learned in grade K before progressing to more advanced spelling patterns. In Habilidades y Destrezas 7, students learn to decode and encode words containing the /j/ sound spelled ge and gi across the first four lessons and then review these patterns together with previously taught sound–symbol correspondences in lesson 5. This sequence provides systematic opportunities for students to build, review, and extend phonics knowledge throughout the year.
Evaluation for 4.1b
The materials include explicit and intentional ongoing practice opportunities for phonics skills in isolation, as demonstrated in Habilidades y Destrezas 4 lesson 4. Daily phonics routines provide repeated practice in identifying initial sounds, blending, and segmenting. For example, students are introduced to the sound–symbol correspondence /ue/ and participate in activities that require them to identify, produce, and manipulate the target sound before applying it in reading. Students then read the decodable text “¿Dónde está Lili?” providing an opportunity to transfer the targeted phonics skill from isolated practice to connected reading. These activities support explicit and ongoing practice of taught sound–symbol correspondences.
The materials also include intentional ongoing practice opportunities for phonics skills through decodable texts. For example, in Habilidades y Destrezas 5 lesson 2 “Destrezas de lectura,” students work with a partner to complete “Página de actividades 3.1.” During the activity, students apply previously taught phonics skills, including the vowel pattern /ei/, while reading decodable words such as siempre and mientras. Students then apply the same phonics pattern while reading the connected decodable text “Un regalo para el abuelo,” which aligns with the grade 1 phonics sequence. These opportunities provide continued practice with taught sound–symbol correspondences in both isolated word reading and connected decodable text.
Evaluation for 4.2a
The materials include daily lessons with explicit phonics instruction and educator modeling, as demonstrated in Habilidades y Destrezas 1 Guía del maestro lesson 2. The lesson provides specific educator language for modeling how to blend syllables to form words. Students are told that syllables will be said aloud and blended to form complete words. Educators are instructed to use a finger-gesture routine to model the blending process before guiding students to use the same strategy with additional words. The lesson includes explicit opportunities for students to observe, practice, and apply syllable blending during phonics activities. This direct modeling supports students’ understanding of how syllables combine to form words before they practice the skill independently.
The materials also include explicit educator modeling of sound–symbol correspondence, as demonstrated in Habilidades y Destrezas 3 Guía del maestro lesson 1. The lesson introduces the diphthong /ai/ through a structured sequence that includes oral blending, sound identification, and spelling instruction. The educator explicitly models how the letters a and i combine to represent the diphthong /ai/ and demonstrates the individual sounds before blending them together. Students practice producing the sound with the educator and then work with a partner in a movement activity that illustrates how two sounds combine to create a new sound. Students subsequently identify, produce, and read words containing /ai/. This sequence provides explicit educator modeling before students independently apply the targeted phonics skill.
Evaluation for 4.2b
The materials include opportunities for explicit guided instruction with corrective feedback, as demonstrated in Habilidades y Destrezas 4 Guía del maestro lesson 1. During the oral segmenting activity, the educator first models and guides students in segmenting words as part of structured phonics instruction. As students respond, the educator uses the “Registro de observación” to monitor and document student performance. The lesson provides corrective guidance for students who struggle with the finger-gesture routine by directing the educator to have students tap each finger with the pointer finger of the opposite hand while saying each sound. These embedded supports enable educators to provide immediate feedback and corrective instruction based on student performance during the lesson.
The materials also include guided instruction with immediate corrective feedback, as demonstrated in Habilidades y Destrezas 7 lesson 5. The lesson introduces the /s/ sound represented by s, z, and c through educator-directed modeling followed by guided student practice. As students practice identifying and reading words with the target sound, the educator monitors student responses and identifies students who experience difficulty. The Guía del maestro directs educators to provide additional practice using “Página de actividades 5.1,” in which students work with a partner to read words, determine the missing letter, and then reread the completed word. This guided practice ensures that educators are able to identify errors and provide immediate corrective support as students apply the targeted phonics pattern.
Evaluation for 4.2c
The materials include opportunities for students to practice phonics skills through collaborative learning and independent practice, as demonstrated in Habilidades y Destrezas 4 lesson 3. During the reading of “Mi oruga,” students work with a partner and take turns reading the chapter aloud, with each student reading a complete sentence before passing the turn to a classmate. Students are expected to listen attentively to their partner’s reading, identify and correct reading errors, and discuss the content of the chapter after reading. The educator monitors reading performance and provides support as needed. This collaborative reading activity provides opportunities for students to apply previously taught phonics skills in connected text while receiving peer and educator feedback.
The materials also include opportunities for independent phonics practice, as demonstrated in Habilidades y Destrezas 7 Guía del maestro lesson 6. During the “Sonidos aislados /s/” activity, the educator first models how to listen for and identify the /s/ sound in spoken words. Students then engage in guided practice by identifying the target sound in word pairs such as rosa and roca. After several modeled and guided examples, students independently identify words that contain the /s/ sound. This gradual release from educator modeling to independent application provides students with opportunities to practice and demonstrate mastery of the targeted phonics skill on their own.
Evaluation for 4.3a
The materials include intentional cumulative phonics review and practice activities throughout the curriculum, as demonstrated in the “Vistazo del Año” document. The document explains that systematic and explicit instruction is provided through the Habilidades y Destrezas component of the curriculum. Phonics skills are systematically developed throughout the year, beginning with letter–sound correspondence, progressing to blending and segmenting syllables, and advancing to reading and writing words. This cumulative design is reflected in the scope and sequence, where students review and apply previously taught skills, such as vowel sounds, syllable blending and segmenting, consonant blends, and decodable reading, before progressing to new phonics patterns, including the diphthongs /ai/, /au/, /ei/, and /ie/. Previously taught phonics skills are revisited and practiced as new skills are introduced, providing ongoing opportunities for review, reinforcement, and cumulative application throughout subsequent lessons and unit assessments.
The materials also include structured lesson routines and practice activities that provide opportunities for cumulative review of explicitly taught phonics skills. For example, in Habilidades y Destrezas 4 lesson 4, students are introduced to the diphthong /ue/ through a consistent instructional routine. Instruction begins with “Mezclar y segmentar las sílabas,” followed by “Presentar el sonido y la ortografía,” in which students connect the sound to its spelling pattern. In the “Ortografía” section, students read and write sentences containing words with /ue/ while continuing to apply previously taught letter–sound correspondences and syllable-reading skills. “Página de actividades 4.1” provides additional practice by including words such as escuela, nuez, and fuego and skills are further reinforced through a take-home activity which extends practice beyond the lesson. These components ensure that students have repeated opportunities to review previously taught phonics skills while practicing newly introduced sound–spelling patterns across multiple instructional activities.
Evaluation for 4.3b
The materials include practice opportunities that contain only phonics skills that have been explicitly taught, as demonstrated throughout the Habilidades y Destrezas Guía del maestro for each unit. For example, in unit 4 lesson 8, students review previously taught diphthongs, including /ue/ and /ui/, and practice words containing the silent letter h. Instruction follows a sequence in which students hear, say, read, build, and write words containing these target phonics patterns. Students decode and construct multisyllabic words with diphthongs and the silent h only after these patterns have been explicitly taught during prior instruction. Through this sequence, all practice activities are directly aligned to taught phonics skills and do not require students to apply untaught sound–spelling patterns.
The materials also include decodable texts that provide opportunities to practice only previously taught phonics skills. The Guía del usuario, under “Documentos de planificación para el grado,” explains that students in grades K–2 use decodable texts aligned to the phonics scope and sequence. These texts contain sound–spelling correspondences and word patterns that have already been introduced during instruction. For example, in Habilidades y Destrezas 5 lesson 10, students read the decodable text “Hola, Tito,” which includes words containing the sounds /t/ and /d/, after those phonics patterns have been taught. This structured use of decodable texts ensures that students practice and apply only explicitly taught phonics skills in connected reading.
Evaluation for 4.3c
The materials include decodable texts that incorporate cumulative practice of taught phonics skills, as demonstrated throughout Habilidades y Destrezas 2 Guía del maestro. For example, in lesson 3, students read from the Libro de lectura text “Gabi descubre algo.” The chapter “La sorpresa” highlights orthographic patterns such as /gu/ and /g/ while also requiring students to apply previously taught letter–sound correspondences, syllable-reading skills, and decoding strategies. These reading opportunities allow students to practice newly introduced phonics patterns while reinforcing skills taught in prior lessons.
The materials also provide guidance explaining that decodable texts are embedded within the “Lectura” portion of each lesson, creating opportunities for students to apply phonics skills taught during instruction. For example, in Habilidades y Destrezas 2 lesson 5, students read “Mi isla, Maui,” where they practice reading multisyllabic words while applying previously taught sound–spelling correspondences alongside newly introduced phonics patterns. This lesson design requires students to continuously apply earlier phonics learning while building new phonics knowledge through connected text reading. The Guía del maestro further directs educators to use the Libro de lectura and Libro grande to extend learning opportunities for students who have mastered previously taught phonics patterns and literacy skills. Together, these decodable texts provide cumulative practice aligned with the phonics scope and sequence and support the ongoing application and reinforcement of taught phonics skills across lessons.
Evaluation for 4.3d
The materials include lessons with an instructional focus that provide opportunities for students to practice phonics skills in isolation and in decodable connected text. For example, in Habilidades y Destrezas 5 lesson 5 “Palabras multisilábicas y sílabas trabadas,” students participate in explicit phonics instruction and practice focused on reading multisyllabic words and words containing consonant blends. Students first practice the targeted skills through structured phonics routines and isolated word reading before applying the same skills in connected text. The Guía del maestro directs educators to continue the lesson with “El gran día,” a decodable text that provides opportunities for students to read and apply the phonics patterns taught during instruction. The sequence moves from isolated phonics practice to connected decodable reading, supporting students’ application of taught skills in authentic reading contexts and strengthening decoding accuracy and fluency.
Habilidades y Destrezas 9 Guía del maestro also includes lessons that provide opportunities to practice taught word patterns in isolation and in decodable connected text. For example, in lesson 6 “Gramática: Los prefijos des- y re-” students receive explicit instruction on the prefixes des- and re- and complete practice activities in “Página de actividades 6.1.” Students then read the decodable text “El pastel,” which includes words such as recuerdo, destapo, releí, and descubrí, providing opportunities to apply the targeted patterns in connected reading. This instructional sequence moves from explicit instruction and isolated word practice to application in decodable text, reinforcing the targeted patterns through multiple practice opportunities.
Evaluation for 4.4a
The materials include a variety of developmentally appropriate assessment tools, as explained in Habilidades y Destrezas 2 Guía del maestro. The unit features diagnostic, formative, and summative assessment opportunities that measure students’ application of phonics, decoding, spelling, and comprehension skills. Furthermore, the unit calendar provides structured assessment opportunities throughout the unit, including in lessons 1, 2, 5, 6, 9, and 13. For example, students are assessed on blending syllables and reading words and phrases containing the letter j, while the mid-unit assessment evaluates students’ ability to read and comprehend the decodable text “Gabi descubre algo.” These assessment opportunities align with the skills taught during instruction and demonstrate evidence of students’ application of phonics skills in reading and writing tasks.
The materials also include developmentally appropriate assessments aligned to the phonics skills taught in the unit. For example, in Habilidades y Destrezas 4 Guía del maestro, the “Evaluación de destrezas” includes multiple assessment measures, such as “Evaluación del desempeño” and “Evaluación de comprensión.” These assessments provide opportunities for educators to evaluate student performance across phonics, spelling, reading, and comprehension skills taught throughout the unit. Together, the assessment measures allow educators to gather evidence of student learning across multiple instructional and assessment contexts.
Evaluation for 4.4b
The materials include progress-monitoring tools that systematically measure students’ acquisition of grade-level phonics skills throughout the unit. For example, in Habilidades y Destrezas 3 Guía del maestro, lesson 9’s “Evaluación intermedia de la unidad” measures students’ application of phonics and word-analysis skills, including decoding multisyllabic words. In lesson 18, the “Evaluación final de la unidad” provides additional opportunities for students to demonstrate mastery of previously taught decoding and word-reading skills. The materials also include the “Registro de observación,” which educators use to document student performance in blending and segmenting sounds over time. These tools provide evidence of student progress and support systematic monitoring of phonics development across the unit.
The materials feature progress-monitoring tools aligned to specific phonics skills taught during instruction. For example, Habilidades y Destrezas 6 Guía del maestro lesson 9’s “Evaluación intermedia de la unidad” asks students to demonstrate their ability to identify, read, and segment words containing diptongos and hiatos. The materials contain recording tools, including the “Registro anecdótico de la fluidez,” which educators use to document student reading performance and monitor students’ application of taught decoding skills over time. The progress-monitoring tools provide evidence of students’ mastery of targeted phonics patterns and help educators identify students who may require additional instruction or practice.
Evaluation for 4.4c
The materials include assessment opportunities across the school year that align directly with progress-monitoring tools. In Habilidades y Destrezas 4 Guía del maestro lesson 1, the “Registro de observación de mezclar y segmentar sílabas” provides a tool for documenting student performance throughout the unit. Educators use the record to monitor students’ ability to blend and segment syllables across multiple instructional and assessment opportunities. Because observations are collected over time, the tool allows educators to document growth, identify patterns in student performance, and monitor progress toward mastery of targeted phonics skills.
The materials also include assessment opportunities at multiple points within a unit to support ongoing progress monitoring. For example, in Habilidades y Destrezas 6 students participate in ongoing reading and writing activities through the “Evaluación intermedia de la unidad” and the “Evaluación final de la unidad.” In lesson 9, the mid-unit assessment measures students’ ability to read and apply skills related to words containing diptongos and hiatos. In lesson 18, the final unit assessment includes a cumulative review of previously taught skills, including reading and writing words with the consonant blends /bl/, /pl/, /fl/, /cl/, and /gl/. Additionally, the “Pausa” lessons ensure that educators have opportunities to analyze assessment results, monitor student progress, and provide additional instruction based on student performance.
Evaluation for 4.5a
The materials include data-management tools that support the documentation and analysis of individual student performance across multiple skill areas. For example, in Habilidades y Destrezas 4 Guía del maestro, the “Evaluación de la unidad” includes assessment records and anecdotal documentation tools that allow educators to track student performance in phonics, grammar, spelling, writing, and reading comprehension. In lesson 9, the “Evaluación intermedia de la unidad” measures students’ application of spelling patterns such as diptongos, hiatos, and the syllable patterns gue and gui. Educators use the assessment records to identify strengths and areas of need, monitor individual student progress, and plan review, reinforcement, or extension activities during “Pausa 1” based on documented results.
Additionally, the materials feature data-management tools for tracking individual student progress and informing instructional decisions. In Habilidades y Destrezas 5 Guía del maestro, the lesson 9 “Instrucciones para el registro de la evaluación de destreza” provide a table that educators use to record and monitor individual student performance. The materials direct educators to analyze assessment results, identify students who require additional support, and provide targeted instruction based on performance data, which enables educators to document student growth over time and use assessment information to make instructional decisions that support accelerated learning.
Evaluation for 4.5b
The materials include data-management tools that support the ongoing monitoring of whole-class student progress. For example, in Habilidades y Destrezas 7 Guía del maestro, the “Registro de segmentación oral” enables educators to document student performance in segmenting syllables and analyze whole-class results. In lesson 8, students receive explicit instruction on the consonant blend /pl/ and then apply the skill by writing words containing /pl/ and identifying words that begin with /pl/. Educators then use the recorded results to identify patterns and trends in whole-class performance, determine which students require additional support with syllable segmentation and phonics skills, and make informed instructional decisions in response to the data.
The materials also include evaluation tools that help educators analyze whole-class performance across multiple assessed skills. For example, in Habilidades y Destrezas 8 Guía del maestro, the “Hoja de Registro para la evaluación de desempeño” provides a structured tool for documenting and analyzing student performance. Educators are guided to use the evaluation record to collect whole-class assessment data and identify patterns and trends in student performance in order to determine areas in which students require additional support or intervention.
Evaluation for 4.5c
The materials include specific guidance for determining the frequency of progress monitoring based on students’ strengths and needs, as demonstrated in the K–5 Guía de la evaluación. The “Pautas para el monitoreo del progreso” section identifies tier one, tier two, and tier three students and recommends progress-monitoring schedules based on student performance. For example, the materials recommend monitoring tier one students three times per year, tier two students once per week, and tier three students once or twice per week.
The materials also provide ongoing formative assessment opportunities that generate the data used to inform progress-monitoring decisions. For example, in Habilidades y Destrezas 6 Guía del maestro, lesson 8’s “Verificar la comprensión” activity requires students to identify whether a sentence is written in the past or present tense. Similar “Preguntas para comentar” are embedded throughout the lessons and provide educators with information about student understanding before, during, and after instruction. Educators can use the results of these formative assessments in conjunction with the progress-monitoring guidance provided in the Guía de la evaluación to determine the level of support students need and the appropriate frequency for monitoring their progress.
Evaluation for 4.5d
The materials include guidance for accelerating learning based on progress-monitoring data, as demonstrated in the K–5 Guía de la evaluación. The guide explains how educators should use progress-monitoring results to identify student strengths and areas of need and then adjust instruction accordingly. For example, the guide emphasizes that progress monitoring should be implemented across grade levels and that the resulting data should be analyzed to determine appropriate instructional responses. By using progress-monitoring data to identify learning gaps and target instruction accordingly, educators can provide additional support that helps students progress toward mastery of specific concepts.
Additionally, the materials contain guidance for using assessment results to provide targeted review and reinforcement of previously taught skills. For example, in Habilidades y Destrezas 5 Guía del maestro, “Pausa 2” provides opportunities for educators to review student performance on skills such as reading decodable texts, diptongos, hiatos sin acento, pronouns, and nouns. Educators use assessment information gathered throughout the unit to identify areas requiring additional instruction and then select appropriate review, reinforcement, or extension activities. These instructional responses are designed to address identified skill gaps, strengthen prerequisite knowledge, and accelerate student learning toward mastery of grade-level concepts.
4.1 Explicit (Direct) and Systematic Phonics Instruction
4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
2 out of 2 points
The materials also include a clearly sequenced phonics scope and sequence, as demonstrated in the Habilidades y Destrezas “Mapa curricular de grado 1.” The scope and sequence organizes instruction beginning with previously learned foundational phonics skills and builds to more complex sound–symbol correspondence patterns. For example, students begin the year reviewing foundational letter–sound correspondences and decoding skills learned in grade K before progressing to more advanced spelling patterns. In Habilidades y Destrezas 7, students learn to decode and encode words containing the /j/ sound spelled ge and gi across the first four lessons and then review these patterns together with previously taught sound–symbol correspondences in lesson 5. This sequence provides systematic opportunities for students to build, review, and extend phonics knowledge throughout the year.
4.1b
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
4 out of 4 points
Evaluation for 4.1b
Evaluation for 4.1b
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
4 out of 4 points
The materials also include intentional ongoing practice opportunities for phonics skills through decodable texts. For example, in Habilidades y Destrezas 5 lesson 2 “Destrezas de lectura,” students work with a partner to complete “Página de actividades 3.1.” During the activity, students apply previously taught phonics skills, including the vowel pattern /ei/, while reading decodable words such as siempre and mientras. Students then apply the same phonics pattern while reading the connected decodable text “Un regalo para el abuelo,” which aligns with the grade 1 phonics sequence. These opportunities provide continued practice with taught sound–symbol correspondences in both isolated word reading and connected decodable text.
4.2 Daily Instructional Sequence and Routines
4.2a
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
1 out of 1 points
The materials also include explicit educator modeling of sound–symbol correspondence, as demonstrated in Habilidades y Destrezas 3 Guía del maestro lesson 1. The lesson introduces the diphthong /ai/ through a structured sequence that includes oral blending, sound identification, and spelling instruction. The educator explicitly models how the letters a and i combine to represent the diphthong /ai/ and demonstrates the individual sounds before blending them together. Students practice producing the sound with the educator and then work with a partner in a movement activity that illustrates how two sounds combine to create a new sound. Students subsequently identify, produce, and read words containing /ai/. This sequence provides explicit educator modeling before students independently apply the targeted phonics skill.
4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
3 out of 3 points
Evaluation for 4.2b
Evaluation for 4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
3 out of 3 points
The materials also include guided instruction with immediate corrective feedback, as demonstrated in Habilidades y Destrezas 7 lesson 5. The lesson introduces the /s/ sound represented by s, z, and c through educator-directed modeling followed by guided student practice. As students practice identifying and reading words with the target sound, the educator monitors student responses and identifies students who experience difficulty. The Guía del maestro directs educators to provide additional practice using “Página de actividades 5.1,” in which students work with a partner to read words, determine the missing letter, and then reread the completed word. This guided practice ensures that educators are able to identify errors and provide immediate corrective support as students apply the targeted phonics pattern.
4.2c
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
4 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
4 out of 4 points
The materials also include opportunities for independent phonics practice, as demonstrated in Habilidades y Destrezas 7 Guía del maestro lesson 6. During the “Sonidos aislados /s/” activity, the educator first models how to listen for and identify the /s/ sound in spoken words. Students then engage in guided practice by identifying the target sound in word pairs such as rosa and roca. After several modeled and guided examples, students independently identify words that contain the /s/ sound. This gradual release from educator modeling to independent application provides students with opportunities to practice and demonstrate mastery of the targeted phonics skill on their own.
4.3 Ongoing Practice Opportunities
4.3a
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
2 out of 2 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
2 out of 2 points
The materials also include structured lesson routines and practice activities that provide opportunities for cumulative review of explicitly taught phonics skills. For example, in Habilidades y Destrezas 4 lesson 4, students are introduced to the diphthong /ue/ through a consistent instructional routine. Instruction begins with “Mezclar y segmentar las sílabas,” followed by “Presentar el sonido y la ortografía,” in which students connect the sound to its spelling pattern. In the “Ortografía” section, students read and write sentences containing words with /ue/ while continuing to apply previously taught letter–sound correspondences and syllable-reading skills. “Página de actividades 4.1” provides additional practice by including words such as escuela, nuez, and fuego and skills are further reinforced through a take-home activity which extends practice beyond the lesson. These components ensure that students have repeated opportunities to review previously taught phonics skills while practicing newly introduced sound–spelling patterns across multiple instructional activities.
4.3b
Practice opportunities include only phonics skills that have been explicitly taught.
Practice opportunities include only phonics skills that have been explicitly taught.
1 out of 1 points
Evaluation for 4.3b
Evaluation for 4.3b
Practice opportunities include only phonics skills that have been explicitly taught.
1 out of 1 points
The materials also include decodable texts that provide opportunities to practice only previously taught phonics skills. The Guía del usuario, under “Documentos de planificación para el grado,” explains that students in grades K–2 use decodable texts aligned to the phonics scope and sequence. These texts contain sound–spelling correspondences and word patterns that have already been introduced during instruction. For example, in Habilidades y Destrezas 5 lesson 10, students read the decodable text “Hola, Tito,” which includes words containing the sounds /t/ and /d/, after those phonics patterns have been taught. This structured use of decodable texts ensures that students practice and apply only explicitly taught phonics skills in connected reading.
4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.
Decodable texts incorporate cumulative practice of taught phonics skills.
1 out of 1 points
Evaluation for 4.3c
Evaluation for 4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.
1 out of 1 points
The materials also provide guidance explaining that decodable texts are embedded within the “Lectura” portion of each lesson, creating opportunities for students to apply phonics skills taught during instruction. For example, in Habilidades y Destrezas 2 lesson 5, students read “Mi isla, Maui,” where they practice reading multisyllabic words while applying previously taught sound–spelling correspondences alongside newly introduced phonics patterns. This lesson design requires students to continuously apply earlier phonics learning while building new phonics knowledge through connected text reading. The Guía del maestro further directs educators to use the Libro de lectura and Libro grande to extend learning opportunities for students who have mastered previously taught phonics patterns and literacy skills. Together, these decodable texts provide cumulative practice aligned with the phonics scope and sequence and support the ongoing application and reinforcement of taught phonics skills across lessons.
4.3d
Lessons include an instructional focus with opportunities for practice in isolation and decodable connected text.
Lessons include an instructional focus with opportunities for practice in isolation and decodable connected text.
2 out of 2 points
Evaluation for 4.3d
Evaluation for 4.3d
Lessons include an instructional focus with opportunities for practice in isolation and decodable connected text.
2 out of 2 points
Habilidades y Destrezas 9 Guía del maestro also includes lessons that provide opportunities to practice taught word patterns in isolation and in decodable connected text. For example, in lesson 6 “Gramática: Los prefijos des- y re-” students receive explicit instruction on the prefixes des- and re- and complete practice activities in “Página de actividades 6.1.” Students then read the decodable text “El pastel,” which includes words such as recuerdo, destapo, releí, and descubrí, providing opportunities to apply the targeted patterns in connected reading. This instructional sequence moves from explicit instruction and isolated word practice to application in decodable text, reinforcing the targeted patterns through multiple practice opportunities.
4.4 Assessment
4.4a
Materials include a variety of assessment tools that are developmentally appropriate.
Materials include a variety of assessment tools that are developmentally appropriate.
2 out of 2 points
Evaluation for 4.4a
Evaluation for 4.4a
Materials include a variety of assessment tools that are developmentally appropriate.
2 out of 2 points
The materials also include developmentally appropriate assessments aligned to the phonics skills taught in the unit. For example, in Habilidades y Destrezas 4 Guía del maestro, the “Evaluación de destrezas” includes multiple assessment measures, such as “Evaluación del desempeño” and “Evaluación de comprensión.” These assessments provide opportunities for educators to evaluate student performance across phonics, spelling, reading, and comprehension skills taught throughout the unit. Together, the assessment measures allow educators to gather evidence of student learning across multiple instructional and assessment contexts.
4.4b
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
2 out of 2 points
Evaluation for 4.4b
Evaluation for 4.4b
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
2 out of 2 points
The materials feature progress-monitoring tools aligned to specific phonics skills taught during instruction. For example, Habilidades y Destrezas 6 Guía del maestro lesson 9’s “Evaluación intermedia de la unidad” asks students to demonstrate their ability to identify, read, and segment words containing diptongos and hiatos. The materials contain recording tools, including the “Registro anecdótico de la fluidez,” which educators use to document student reading performance and monitor students’ application of taught decoding skills over time. The progress-monitoring tools provide evidence of students’ mastery of targeted phonics patterns and help educators identify students who may require additional instruction or practice.
4.4c
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
1 out of 1 points
Evaluation for 4.4c
Evaluation for 4.4c
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
1 out of 1 points
The materials also include assessment opportunities at multiple points within a unit to support ongoing progress monitoring. For example, in Habilidades y Destrezas 6 students participate in ongoing reading and writing activities through the “Evaluación intermedia de la unidad” and the “Evaluación final de la unidad.” In lesson 9, the mid-unit assessment measures students’ ability to read and apply skills related to words containing diptongos and hiatos. In lesson 18, the final unit assessment includes a cumulative review of previously taught skills, including reading and writing words with the consonant blends /bl/, /pl/, /fl/, /cl/, and /gl/. Additionally, the “Pausa” lessons ensure that educators have opportunities to analyze assessment results, monitor student progress, and provide additional instruction based on student performance.
4.5 Progress Monitoring and Student Support
4.5a
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
1 out of 1 points
Evaluation for 4.5a
Evaluation for 4.5a
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
1 out of 1 points
Additionally, the materials feature data-management tools for tracking individual student progress and informing instructional decisions. In Habilidades y Destrezas 5 Guía del maestro, the lesson 9 “Instrucciones para el registro de la evaluación de destreza” provide a table that educators use to record and monitor individual student performance. The materials direct educators to analyze assessment results, identify students who require additional support, and provide targeted instruction based on performance data, which enables educators to document student growth over time and use assessment information to make instructional decisions that support accelerated learning.
4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
2 out of 2 points
Evaluation for 4.5b
Evaluation for 4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
2 out of 2 points
The materials also include evaluation tools that help educators analyze whole-class performance across multiple assessed skills. For example, in Habilidades y Destrezas 8 Guía del maestro, the “Hoja de Registro para la evaluación de desempeño” provides a structured tool for documenting and analyzing student performance. Educators are guided to use the evaluation record to collect whole-class assessment data and identify patterns and trends in student performance in order to determine areas in which students require additional support or intervention.
4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
2 out of 2 points
Evaluation for 4.5c
Evaluation for 4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
2 out of 2 points
The materials also provide ongoing formative assessment opportunities that generate the data used to inform progress-monitoring decisions. For example, in Habilidades y Destrezas 6 Guía del maestro, lesson 8’s “Verificar la comprensión” activity requires students to identify whether a sentence is written in the past or present tense. Similar “Preguntas para comentar” are embedded throughout the lessons and provide educators with information about student understanding before, during, and after instruction. Educators can use the results of these formative assessments in conjunction with the progress-monitoring guidance provided in the Guía de la evaluación to determine the level of support students need and the appropriate frequency for monitoring their progress.
4.5d
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
1 out of 1 points
Evaluation for 4.5d
Evaluation for 4.5d
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
1 out of 1 points
Additionally, the materials contain guidance for using assessment results to provide targeted review and reinforcement of previously taught skills. For example, in Habilidades y Destrezas 5 Guía del maestro, “Pausa 2” provides opportunities for educators to review student performance on skills such as reading decodable texts, diptongos, hiatos sin acento, pronouns, and nouns. Educators use assessment information gathered throughout the unit to identify areas requiring additional instruction and then select appropriate review, reinforcement, or extension activities. These instructional responses are designed to address identified skill gaps, strengthen prerequisite knowledge, and accelerate student learning toward mastery of grade-level concepts.
Rubric Section 5
Foundational Skills
Materials include guidance for explicit (direct) and systematic instruction in foundational skills, instructional routines, student practice, and cumulative review.
Total
100% (94 out of 94 points)
Evaluation for 5.A.1a
In Habilidades y Destrezas 7 Guía del maestro lesson 1 “Repaso: Sustantivos plurales y palabras multisilábicas,” the materials provide educator guidance for explicit and systematic instruction in print awareness through scripted directions that support students’ understanding of print concepts. When presenting the chapter “Un nuevo día,” educators explicitly introduce features of print before reading by prompting students to identify the book title and predict the story using questions such as “¿Cuál es el título?” and “¿De qué creen que se trate el libro?” Educators then direct students to read the chapter title aloud and remind them that “el título nos ayudará a saber de qué va a tratar la historia.” This scripted guidance explicitly teaches students how to interact with print and use text features to support comprehension before reading begins.
The materials also include explicit and systematic educator guidance for teaching and reviewing print awareness concepts, including the purposes and features of different types of print. For example, in Habilidades y Destrezas Guía del maestro unit 9 lesson 1, the educator explicitly guides students in comparing a story and an informational text to develop an understanding that different texts serve different purposes. During instruction, students identify and discuss key features of informational texts, such as the title, images, captions, and illustrated glossary, while the educator models how these features support comprehension and help readers gather information. Students then apply this understanding as they engage with the informational text “Este es el maíz” through listening and discussion activities. This lesson provides direct instruction in foundational print concepts and supports ongoing review and application of informational text features throughout the unit.
Evaluation for 5.A.1b
In Habilidades y Destrezas 4 Guía del maestro lesson 1 “Ortografía: Dictado,” the “Lectura” section includes frequent opportunities for students to apply print awareness knowledge while engaging with a variety of texts and formats. During the dictation activity, students listen to the sentence Esta es una oruga, write it independently, and review their work by checking spelling, capitalization, spacing, and end punctuation. Later, during the reading of the Libro grande chapter “Vamos a volar,” educators guide students in discussing the title, table of contents, and purpose for reading before following along during the read-aloud. Educators also ask print-awareness questions such as “How many sentences are on this page?” and “How do you know?” prompting students to identify print features such as capital letters at the beginning of sentences and periods at the end. These activities provide multiple opportunities for students to apply print awareness skills while engaging with both written sentences and authentic texts in different formats.
The materials include frequent opportunities for students to apply print awareness knowledge during reading instruction. For example, in Habilidades y Destrezas 7 Guía del maestro lesson 1 “Presentar el capítulo,” students engage with the chapter text and its organizational features as they prepare to read. The educator directs students to examine and discuss elements of the chapter structure, supporting their understanding of how print is organized and navigated. As students interact with headings, text layout, and other print features, they apply print awareness skills in an authentic reading context. These opportunities reinforce previously taught print concepts and support students’ ability to use print features purposefully during reading.
Evaluation for 5.B.1a
In Conocimiento 2 Guía del maestro lesson 2, the “Practicar palabras” section provides opportunities for students to discuss the read-aloud while developing oral language and oracy. Educators model and coach students to support communication in academic and social settings by prompting them to describe examples of what their body systems allow them to do and encouraging them to include the word sistemas in their responses. For students who need additional support, the materials provide the sentence stem, “Los sistemas de mi cuerpo me permiten. . .” to scaffold oral responses.
The materials include additional guidance for developing oral language and oracy through educator modeling, guided practice, coaching, feedback, and independent practice in Conocimiento 6 Guía del maestro lesson 5. After the whole-group read-aloud, educators use inferential and evaluative questions to assess students’ understanding of the selection. In the “Verificar la comprensión” section, educators direct students to work in pairs to discuss the read-aloud by responding to prompts such as “¿Qué creían en la antigüedad sobre el movimiento de la Tierra?” and “¿Tenían razón?” Students explain their reasoning before selected pairs share responses with the class. This sequence provides structured opportunities for students to develop oral language through partner discussions and whole-group sharing with educator guidance and feedback.
Evaluation for 5.B.1b
The materials include opportunities for students to engage in social and academic communication for different purposes. For example, in Conocimiento 1 Guía del maestro lesson 1, educators guide students to recall details from a previously heard read-aloud, draw three details remembered from the text, and write one complete sentence about each detail. Educators also provide multistep directions for students to follow and repeat in the correct order before directing them to share their drawings and sentences with a partner or the whole class. These structured opportunities develop students’ ability to communicate ideas in both social and academic contexts.
Conocimiento 3 Guía del maestro also includes opportunities for students to engage in social and academic communication for different purposes and audiences. For example, in lesson 8 “Hu Gu Po,” students participate in the “¿Qué cuento popular es?” venn diagram activity to compare and contrast “Caperucita Roja” and “Hu Gu Po.” Educators guide students to discuss story elements, contribute ideas, and explain their thinking while recording responses on a class graphic organizer. Students communicate with peers as they listen, build on one another’s ideas, and share their analyses with the class. Educators explain that students’ contributions will be recorded and shared, providing an authentic audience for their responses.
Evaluation for 5.B.1c
The materials include authentic opportunities in Spanish for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. For example, in Conocimiento 6 Guía del maestro lesson 7, educators use comprehension questions following a read-aloud to engage students in literal, inferential, and evaluative discussions. Students respond to questions such as “¿Por qué Genaro, el geólogo, tiene tantas rocas?” and “¿Cómo podemos adivinar cómo eran los dinosaurios?” before comparing and contrasting minerals discussed in the text through a Think-Pair-Share activity. These structured discussions require students to listen actively, exchange ideas with peers, and support their responses with information from the text.
Conocimiento 9 Guía del maestro lesson 5 specifically includes authentic opportunities in Spanish for students to listen actively, ask questions, engage in discussion, and share information and ideas. Following a read-aloud, in the “Preguntas para comprensión” section, educators pose literal, inferential, and evaluative questions to support text understanding. For example, educators ask the evaluative prompt “¿En qué piensan cuando escuchan estas palabras de la Declaración de Independencia: ‘Sostenemos como evidentes estas verdades: que todos los hombres son creados iguales?” Students engage with the prompt in a Think-Pair-Share activity before responding to one another’s ideas in pairs. These authentic discussions support active listening, collaboration, and communication.
Evaluation for 5.C.1a
This guidance is not applicable to grade 1, grade 2, and grade 3 because it only applies to kindergarten.
Evaluation for 5.C.1b
This guidance is not applicable to grade 1, grade 2, and grade 3 because it only applies to kindergarten.
Evaluation for 5.C.1c
This guidance is not applicable to grade 1, grade 2, and grade 3 because it only applies to kindergarten.
Evaluation for 5.C.1d
This guidance is not applicable to grade 1, grade 2, and grade 3 because it only applies to kindergarten.
Evaluation for 5.C.2a
Habilidades y Destrezas 1 Guía del maestro lesson 3 presents letter–sound relationships through a structured sequence that builds students’ decoding and encoding skills in Spanish. The lesson introduces and reinforces the letter–sound correspondences /m/ = m and /p/ = p. Students build and read words using syllable cards, segment words into syllables, decode increasingly complex multisyllabic words, and participate in word-chain activities. Educators model articulation and guide students in encoding and generating additional words using the target letter–sound correspondences. This instructional sequence supports students’ application of sound–symbol relationships during reading and spelling.
The materials maintain this systematic progression in Habilidades y Destrezas 2 Guía del maestro lesson 4, which explicitly introduces letter–sound relationships that support phonics application in Spanish. Lesson 4 reviews the /k/, /w/, /y/, and /z/ sound–symbol correspondences and provides opportunities for students to apply these relationships during reading and writing. For example, in the “Practicar con palabras” section, the educator has students decode the words kimono, karate, kiwi, wok, and xilofono in the word bank and write the identified word for the picture on “Página de actividades 4.2.” This instructional sequence reinforces sound–symbol relationships and strengthens foundational decoding and encoding skills.
Evaluation for 5.C.2b
Through structured planning tools and targeted intervention frameworks, the materials provide educators with explicit guidance in Spanish to connect phonemes to letters while delivering responsive feedback for common student misconceptions. For example, within the Habilidades y Destrezas planning documents, under “Herramienta para planear la ayuda correctiva a los estudiantes,” educators receive explicit guidance for delivering corrective feedback when students struggle with phonological awareness or phonics skills. This resource guides educators in addressing student errors in both isolated phonemes and complete words, reinforcing accurate phoneme-grapheme correspondences and correcting specific misconceptions.
In Habilidades y Destrezas 8 Guía del maestro, lesson 6 “Repaso: Sílabas güe, güi y pronombres personales” includes educator guidance for providing explicit instruction focused on connecting phonemes to letters within words. Educators explain that the diéresis is placed over the letter u in the syllables güe and güi so students pronounce the u with the e or i. The lesson reinforces phoneme-grapheme correspondences through the analysis and pronunciation of multisyllabic words such as cigüeña, trilingüe, and merengue. Educators also address a common misconception by prompting students to consider how trilingüe would sound without a diéresis and determine which words require the güe/güi spelling pattern and which do not. Through these cumulative review activities, students practice applying letter–sound correspondences to decode multisyllabic words in isolation while receiving explicit feedback that addresses common pronunciation and spelling errors associated with the güe/güi pattern.
Evaluation for 5.C.2c
Through a variety of student readers, practice pages, and cumulative review structures, the materials provide multiple opportunities in Spanish for students to practice and reinforce letter–sound correspondences when decoding single-syllable and multisyllabic words both in isolation and within authentic connected text. Structured practice opportunities are provided in the Cuaderno de actividades across units to support decoding skills in both isolated word work and contextual reading. For example, in Habilidades y Destrezas 4 Guía del maestro lesson 1, the curriculum offers a take-home multisyllabic reading task to extend learning beyond the classroom. Additionally, “Página de actividades 4.1” provides practice with the letter–sound correspondence of the /ue/ diphthong, while “Páginas de actividades 4.2 and 4.3” allow opportunities to reinforce this skill through further work at home with words and complete sentences. These components deliver repeated and varied practice for applying phonics skills to decode words in both isolation and meaningful connected Spanish text.
Furthermore, Habilidades y Destrezas 8 Guía del maestro lesson 4 reinforces previously taught letter–sound relationships through varied practice activities and authentic Spanish decodable text. During a “Repaso” activity students practice decoding words with the diphthongs /ie/, /ia/, /ue/, /ui/ through “A calentar motores,” “Página de actividades 4.1,” and the Libro de lectura text, “Vacaciones en la nieve.” Students apply the letter–sound correspondences while decoding one-syllable and multisyllable words in isolation and then reinforce the same patterns while reading connected decodable text in the student reader. These activities provide cumulative practice of previously taught phonics skills across multiple instructional resources.
Evaluation for 5.D.1a
In Habilidades y Destrezas 5 Guía del maestro, the “Alcance y secuencia” table establishes an authentic Spanish instructional sequence for phonological awareness that systematically moves from larger, simpler units of sound to smaller, more complex phonemic manipulations in alignment with the grade-level Spanish TEKS. The sequence begins in lessons 1, 3, and 5, where students practice blending and segmenting syllables. It then progresses to lesson 2, where students isolate sounds, and to lesson 6, where students recognize changes in words when syllables are added or removed to address the TEKS 1.2.A.iii. The unit culminates in lessons 10, 13, and 15, where students distinguish minimal pairs such as /t/ and /d/. This progression aligns with the grade-level Spanish TEKS by systematically building phonological awareness from larger sound units to more complex phonemic skills, supporting the development of phonological processing in Spanish.
Furthermore, Habilidades y Destrezas 8 Guía del maestro includes the “TEKS Correlations” section, which documents a systematic and authentic Spanish sequence for introducing phonological awareness skills that progresses from larger units of sound to more complex phonological tasks. The sequence begins in lesson 3, where students recognize spoken alliteration, and continues in lesson 4, where students segment spoken words into syllables. In lesson 5, students revisit previously taught phonological awareness skills through cumulative review, and in lesson 7, they continue reinforcing those skills before learning to produce rhyming words in lesson 8. The materials then provide formal progress-monitoring opportunities in lesson 9, followed by additional cumulative review in lesson 17 and a final assessment in lesson 18. This progression reflects an authentic Spanish literacy approach in which awareness of larger sound units is developed first and reinforced through cumulative practice before students apply more advanced phonological analysis skills.
Evaluation for 5.D.1b
This guidance is not applicable to the program because it is a duplicate guidance of 5.D.2a.
Evaluation for 5.D.1c
The materials provide explicit educator direction and specific scripts for corrective feedback designed to target and resolve student misconceptions during Spanish phonological awareness instruction. For example, the Habilidades y Destrezas component provides the “Herramienta para planear la ayuda correctiva a los estudiantes” in the planning documents to address student misconceptions. Specifically, the “Conciencia fonológica/fonémica” section addresses difficulties with word segmentation and directs educators to prompt students with “Vamos a escuchar las sílabas de la palabra” and ask them “¿Puedes dividir esta palabra en sílabas?” Additionally, prompts such as “Vamos a encontrar palabras que rimen” address challenges with rhyming, syllable blending, and segmentation. These prompts deliver explicit instructional guidance and corrective feedback in authentic Spanish, supporting the identification and correction of misconceptions and the reinforcement of phonological awareness skills.
Furthermore, in Habilidades y Destrezas 4 Guía del maestro lesson 1 “Patrones ortográficos y dictado,” the materials include instruction authentic to Spanish for teaching phonological awareness skills. The materials guide the educator to explain to students that the educator will say some syllables aloud and they will have to blend them to form complete words. The educator then models the process using the specific example /ma/-/ri/-/po/-/sa/ for mariposa. The educator shows students the image and directs them to “Mezcle los sonidos y diga la palabra mariposa.” The “Registro de observación” tool provides guidance for feedback, directing the educator to observe students individually, document performance, and identify errors such as incorrect blending, partial word repetition, or omitted syllables. Finally, the materials guide educators to reteach using the modeled routine as needed. This guidance supports corrective feedback by ensuring that educators identify and address errors in syllable blending and segmentation through immediate, structured instructional support.
Evaluation for 5.D.1d
In Habilidades y Destrezas 3 Guía del maestro lesson 5 “Repaso: Lectura con propósito,” the materials include memory-building strategies to strengthen phonological awareness through repeated oral routines, gestures, and multisensory rehearsal. During “Mezclar y segmentar sílabas,” students hear segmented words and repeatedly blend and segment them using the established “protocolo de gestos.” Students join their fingers while blending and move one finger for each syllable while segmenting, connecting movement to oral language processing. They repeatedly practice with words such as bailo /bai/-/lo/ and additional words containing previously learned diphthongs /ai/, /au/, /ei/, /ia/, and /ua/. These repeated oral routines, gestures, and multisensory practice strengthen students’ retention and retrieval of previously taught sound patterns over time.
The Habilidades y Destrezas 4 Guía de maestro lesson 6 “Código básico: El diptongo ui” provides a variety of activities and resources in Spanish for developing, practicing, and reinforcing phonological awareness skills through cumulative review. During the “Destrezas fundamentales” activity, multisyllabic words containing both newly learned and previously taught diphthongs are blended and segmented orally. Picture cards representing words such as familia, auto, diente, bailar, reina, buitre, and fuente are used to support practice as students apply phonological awareness skills acquired in earlier lessons. Cumulative review is explicitly incorporated through the use of previously studied words with diphthongs, allowing previously taught skills to be reinforced alongside new learning. In addition, educators use a “Registro de observación” tool to monitor student performance during the activity, providing a resource for tracking progress and informing continued reinforcement of phonological awareness skills.
Evaluation for 5.D.2a
The materials include a systematic and authentic Spanish sequence for introducing phonemic awareness activities, progressing from syllable-level awareness to more complex analysis and manipulation of sounds as demonstrated through the Habilidades y Destrezas 4 Guía de maestro “Alcance y Secuencia” chart. For example, in lessons 1, 4, and 6, blending and segmenting of syllables is practiced to establish foundational phonological awareness skills. Lesson 7 shifts attention to the identification of isolated sounds, requiring analysis of smaller units of spoken language. In lesson 8, these skills are applied during the reading of multisyllabic words, supporting the connection between phonemic awareness and decoding. The materials create an authentic Spanish literacy progression by placing an emphasis on syllable awareness as a foundation, with complexity gradually increasing by first analyzing and manipulating phonological units before applying the skill to word reading.
In Habilidades y Destrezas 5 Guía de maestro’s “Alcance y Secuencia” chart, a systematic and authentic sequence for introducing and developing phonemic awareness skills is provided, with skills increasing in complexity over time. Lesson 1 introduces foundational phonological awareness skills through activities focused on segmenting and blending syllables. By lesson 6, these skills are extended to multisyllabic words, requiring increased auditory processing and manipulation of larger word parts. Previously taught skills are reinforced and applied in increasingly complex contexts throughout the unit. Through this sequenced progression, explicit instruction and repeated opportunities for practice with increasingly complex language structures support the gradual development of phonemic and phonological awareness.
Evaluation for 5.D.2b
The materials provide explicit instruction in phonemic awareness and include guidance for addressing common student errors and misconceptions through targeted educator support. For example, in Habilidades y Destrezas 2 Guía del maestro, lesson 2 provides explicit instruction authentic to Spanish for teaching phonemic awareness through the “Destrezas fundamentales: Mezclar y segmentar sílabas” activity, during which students practice blending and segmenting spoken multisyllabic words. Educators use the “Registro de observación” tool to document student performance, identify difficulties with syllable blending and segmentation, and provide additional support and guided practice to address misconceptions and strengthen skill development. The lesson also includes review and reinforcement opportunities that allow students to continue practicing the targeted skill through ongoing observation, feedback, and instruction.
In Habilidades y Destrezas 7 Guía del maestro lesson 2, the “Reconocer el dígrafo ll y la letra y para /y/” activity provides explicit phonemic awareness instruction through structured listening and oral language routines. Students review and identify the digraph /ll/ and the letter y by listening to orally presented words and determining whether each word contains ll or y. Students demonstrate their responses through whole-body gestures while educators monitor performance and provide immediate corrective feedback and individualized support as needed. These instructional routines reinforce accurate sound discrimination and address misunderstandings as they arise during phonemic awareness instruction.
Evaluation for 5.D.2c
In Habilidades y Destrezas 5 Guía de maestro lesson 8, explicit guidance for connecting phonemic awareness skills to the alphabetic principle is provided through a progression from oral language activities to decoding and encoding tasks. Students practice blending syllables and oral segmentation of words, including words containing consonant blends. Oral language activities reinforce pronunciation of consonant blends /br/, /tr/, /pr/, and /fr/ in various word positions, with the blends used as clues to solve riddles. The materials also include opportunities to read words containing the targeted blends, allowing phonemic awareness skills to be connected to printed text. Through this sequence, connections between oral sound manipulation, letter–sound correspondences, and basic decoding are established to support development of the alphabetic principle.
In Habilidades y Destrezas 6 Guía de maestro, lesson 6 “Código básico: El diptongo ui” provides explicit guidance in Spanish for connecting phonemic awareness skills to the alphabetic principle through a sequence that moves from oral language activities to decoding and encoding tasks. During the “Mezclar y segmentar sílabas” activity, multisyllabic words are orally blended and segmented to reinforce phonological awareness. These oral language skills are then connected to print as students listen to and read words containing the /ui/ sound represented by the graphemes ui and uy. Educators also provide students with opportunities to practice writing words containing the target spelling pattern. In the lesson’s “Enfoque principal” section, a clear progression is established from phonological awareness, in which multisyllabic words are blended and segmented orally, to decoding, in which students read words with /ui/ represented by ui and uy, and to encoding, when students write the words containing the target spelling pattern.
Evaluation for 5.D.2d
The Habilidades y Destrezas 1 Guía del maestro provides daily lessons and academic reinforcement “Pausa” sections that allow students to practice blending, segmenting, and sound discrimination across multiple lessons. For example, lesson 1’s “A calentar motores” section develops phonemic awareness through the “Mezclar y segmentar sílabas” routine with two- to three-syllable words, oso, oruga, and iguana, using specific gesture protocols. This target skill is practiced further in lesson 2 by identifying initial vowels via the “Hablar con un compañero” routine, and it is reinforced cumulatively in “Pausa 1” through a “Dictado de sonidos” activity that reviews the eleven previously taught sounds /a/, /e/, /i/, /o/, /u/, /m/, /p/, /s/, /l/, /d/, and /n/. These frequent, structured opportunities support student mastery and long-term retention of phonemic awareness skills in Spanish.
In grade 1, the materials include a variety of student-directed activities and resources that develop phonemic awareness skills through the oral manipulation of syllables before students transition into print. For example, in Habilidades y Destrezas 3 Guía del maestro, the lesson 5 “Destrezas fundamentales” routine directs students to participate in structured oral exercises supported by “Componente digital 5.1.” The digital resource provides key image supports and spoken word prompts. Students listen to words, orally blend syllables to form complete words, and then reverse the process by segmenting those same words back into their component syllables. Throughout this routine, students actively manipulate sounds by repeating, blending, and separating spoken words while utilizing the provided visual cues to anchor their understanding. Specifically, students develop phonemic awareness with words such as bailo /bai/-/lo/, reina /rei/-/na/, flauta /flau/-/ta/, aplauso /a/-/plau/-/so/, glaciar /gla/-/ciar/, and agua /a-/gua/ as they orally identify syllable boundaries and reconstruct the complete words.
Evaluation for 5.E.1a
Within Habilidades y Destrezas, the “Mapa curricular de Grado 1” outlines a coherent progression of instruction across units rather than presenting sound–spelling patterns in isolation. In units 1–2, the materials review exact letter–sound correspondences, reinforce oral syllable blending and segmentation, and apply foundational syllable patterns alongside the Spanish digraphs /rr/, /ll/, and /ch/ to decode single and multisyllabic words. The sequence then advances in units 3-4 to introduce more complex Spanish orthographic and syllable patterns, including words with diptongos and hiatos, syllable patterns such as güe and güi, and words containing silent h. In subsequent units, the instructional sequence extends to common spelling patterns, multiple letters representing the same sound, and prefixes and suffixes, supporting the decoding of increasingly complex multisyllabic words. This systematic progression guides grade 1 students from decoding words with sílabas trabadas (e.g., /bla/, /bra/, and /gla/) and complex orthographic variations (e.g., que, qui, gue, gui) up to three- and four-syllable words in complete alignment with the Spanish TEKS decoding expectations.
The Habilidades y Destrezas 3 materials anchor a systematic sequence, with the “Introducción” section establishing an intentional progression that builds directly on previously learned phonics skills. The unit focuses heavily on diphthongs, presenting the patterns /ai/ › ai in lesson 1, /au/ › au in lesson 2, and /ei/ › ei in lesson 3, before advancing to /ie/ › ie in lesson 6 and /ia/ › ia in lesson 8, ultimately culminating in lesson 13 with hiatos. Each new sound–spelling correspondence follows a consistent instructional framework where educators explicitly introduce the target pattern, guide students in reading and spelling isolated words, and provide immediate opportunities to apply the patterns in authentic connected text. Students practice these newly taught correlations while reading decodable stories from the Libro de lectura text “Jaime y el cactus gigante,” including “Jaime y Nana” in lesson 1, “¡Un gigante!” in lesson 2, “La visita de Leila” in lesson 3, “Cosas de Arizona” in lesson 6, and “Paseo al parque” in lesson 8. By coupling explicit, educator-directed instruction with immediate text application, the materials ensure students systematically build their knowledge from basic sound–spelling relationships to complex orthographic patterns through a continuous cycle of cumulative application.
Evaluation for 5.E.1b
To build decoding skills, the materials include explicit educator guidance, structured instructional routines, and decodable readings in Spanish to provide direct instruction on grade-level sound–spelling patterns as demonstrated in Habilidades y Destrezas 3 Guía del maestro. In lesson 1’s “Presentar el diptongo /ai/ › ai” routine, for example, the materials explicitly introduce the target sound–spelling correspondence. The educator first guides students to identify and pronounce the target sound and then to read and write words containing the ai spelling pattern. Following this direct modeling, students immediately apply the newly learned correspondence while reading the decodable chapter “Jaime y Nana.” Throughout the lesson, the educator models the sound–spelling pattern, provides structured practice with direct support, and facilitates application in connected text, leveraging a gradual release of responsibility model to ensure students master the pattern before independent application.
The materials maintain this explicit, educator-directed support in Habilidades y Destrezas 5 Guía del maestro lesson 6, where the Guía del maestro provides scripted instructions and contextualized dictation routines to teach the consonant cluster /br/. During the “Dictado día 1” section, the educator guidance explicitly directs the instructor to introduce the dictation by stating, “Hoy voy a dictarles una oración con una sílaba trabada que tiene la letra r.” Students are then prompted to find and underline the word with the letter r in the sentence, abraza, and read it aloud. This overt instructional routine isolates, identifies, and reinforces the /br/ sound–spelling pattern within the context of a complete sentence, providing the direct educator guidance necessary to support students’ accurate understanding and orthographic application of target sound–spelling correspondences.
Evaluation for 5.E.1c
Habilidades y Destrezas 3 Guía del maestro features educator guidance and a variety of activities and resources authentic to Spanish to develop grade-level sound–spelling patterns through explicit instruction of the diphthong /ai/ spelled ai. Lesson 1’s instruction begins with “A calentar motores,” where previously taught vowel sounds are reviewed using large letter cards for the letters a, e, i, o, and u and “Tarjetas de imágenes” for the words mariposa, llave, nudo, dedo, and camisa before the new sound–spelling pattern is introduced. The /ai/ > ai correspondence is then explicitly presented using “Tarjetas de imágenes” for caimán and bailar. Students are guided through oral blending and segmentation activities before the pattern is applied in reading and writing tasks. Multiple educator-directed resources are provided to support instruction, including “Componente digital 1.1,” “Página de actividades 1.1,” and the Libro de lectura text “Jaime y el cactus gigante.” Additionally, preparation guidance directs educators to identify words in the text containing the target pattern, such as Jaime, paisaje, aire, gaita, and baila, prior to instruction.
Furthermore, Habilidades y Destrezas 5 Guía del maestro lesson 6 provides structured practice routines in which the identification and differentiation of diphthongs and hiatuses are reinforced across multiple lessons. For example, in the activity “Escribir palabras con diptongos e hiatos,” students read target words, such as aeropuerto, fiel, miedo, fuerte, viaje, and avión, and then circle the diphthongs and underline the hiatuses. A cumulative review of previously taught sound–spelling patterns is provided. In this way, mastery and retention of Spanish phonemic awareness and sound–spelling skills are supported through repeated, contextualized practice.
Evaluation for 5.E.1d
In Habilidades y Destrezas 5 Guía del maestro lesson 6, “Patrones ortográficos comunes,” the materials include a variety of activities to support the decoding and encoding of Spanish words. The lesson introduces decoding practice using syllable cards that contain familiar syllables such as des, cui, do, rui, cru, nu, mie, so, pue, rue, and da. Students then apply these syllables during the “Cadena de palabras” activity, where they reinforce word building and word recognition through sequences such as descuido > cuido > ruido > crudo > nudo and miedoso > miedo > dado > puedo > ruedo. During the dictation routine, the educator directs students to write the sentence, “Julio abraza a su muñeco Miel,” which includes a syllable blend. In the “Apoyo a la enseñanza” sidebar, additional guidance instructs the educator to model the syllables on the board and guide students to identify and apply them in words before writing the sentence. The dictation activity reinforces previously taught sound–spelling patterns, including the /br/ consonant cluster and the diphthongs and hiatuses /io/ and /ie/. The materials provide additional practice through the game “Adivina la palabra,” where the educator presents clues and students identify words such as auto, aplauso, miedo, aeropuerto, and Luisa to reinforce previously taught decoding and encoding skills. Finally, the reading of “El gran día” ensures that students have multiple opportunities to apply learned syllable patterns in connected text. Overall, the materials offer varied practice in both isolated words and connected text to strengthen Spanish decoding and encoding skills.
Additionally, in Habilidades y Destrezas 8 Guía del maestro lesson 1, “Gramática: El prefijo des-,” the educator guides students in a collaborative construction of a sentence before they independently write the completed connected sentence. The educator progressively expands the sentence from “Luis juega” to “Luis juega baloncesto,” “Luis juega baloncesto con Pedrito,” and finally “Luis juega baloncesto con Pedrito en la escuela.” Students read each version of the sentence out loud before they write the completed sentence independently on blank paper. Students then complete “Página de actividades 1.2,” where they organize and write declarative sentences. The construction, reading, and writing of increasingly complex connected Spanish text reinforces student encoding skills, providing opportunities to apply previously taught words and syllable patterns in a meaningful context.
Evaluation for 5.E.2a
This guidance is not applicable to kindergarten, grade 1, and grade 2 because it only applies to grade 3.
Evaluation for 5.E.2b
This guidance is not applicable to kindergarten, grade 1, and grade 2 because it only applies to grade 3.
Evaluation for 5.E.2c
This guidance is not applicable to kindergarten, grade 1, and grade 2 because it only applies to grade 3.
Evaluation for 5.E.2d
This guidance is not applicable to kindergarten, grade 1, and grade 2 because it only applies to grade 3.
Evaluation for 5.E.3a
In Habilidades y Destrezas 5 Guía del maestro, lesson 16 presents a systematic and authentic Spanish sequence for introducing grade-level morphemes through a structured progression that builds on previously taught skills. For example, in the section “Código básico: Formación de plurales,” the educator directs students to work in small groups to locate nouns ending in -s or -es in their reading book. The educator first models the task using examples such as murallas and deportes to ensure understanding. The educator then guides students to identify additional examples and record them in their journals. After students collect the words, the class reviews the plural nouns together and identifies the corresponding singular forms orally. In the “Apoyo de la enseñanza” sidebar, additional instructions encourage educators to use classroom objects to reinforce the distinction between singular and plural forms. Finally, “Página de actividades 16” provides an opportunity for independent application, where students check their responses with a partner. A systematic progression of educator modeling, guided practice, collaborative learning, and independent application supports students’ understanding of Spanish word structure and meaning.
Subsequently, Habilidades y Destrezas Guía del maestro 7’s “Alcance y Secuencia” includes a systematic and authentic Spanish sequence for introducing grade-level morphemes by progressing from previously learned inflectional endings to new derivational suffixes in alignment with the Spanish TEKS. For example, the sequence begins in lesson 1, “Repaso: Sustantivos plurales y palabras multisilábicas,” where educators review plural noun forms and revisit previously taught word endings that change meaning and quantity. During the activity “¿Y si son muchos?” the educator guides students to transform singular nouns into plural forms and plural nouns into singular forms using authentic Spanish examples. This activity reinforces morphemes such as -s and -es through examples including estuche-estuches and lápiz-lápices. The sequence then progresses in lesson 2, “Código básico: Sufijos -or/-ora,” where the educator explicitly introduces the suffixes -or and -ora. The educator guides students to identify the suffixes, read and write words containing them, and discuss their meanings. The materials organize instruction through “Componente digital 2.2” and “Página de actividades 2.1” so that students first recognize the morphemes, then apply them during reading, and finally use them to support meaning and spelling during writing. This sequence demonstrates a systematic progression in which students review familiar inflectional morphemes, such as -s and -es, before they introduce and apply new derivational suffixes, such as -or and -ora, through reading and writing.
Evaluation for 5.E.3b
In Habilidades y Destrezas 7 Guía del maestro, lesson 4 “Identificar los sufijos -or/-ora” provides step-by-step instructional routines for teaching how suffixes create new word meanings using affixes, roots, and base words. For example, during the “Trabajar en mi espacio” routine, the educator explicitly defines the suffix and models its function using “Componente digital 2.2” by adding the suffixes -or and -ora to the base word nadar to form nadador and nadadora. The class then analyzes word families, such as vender, vendedor, vendedora, and venta, to demonstrate how related words are formed. The educator guides students to complete “Página de actividades 2.1” by categorizing words according to how the agentive suffixes transform an action into the person or tool performing it. Explicit modeling and guided application of Spanish morphemes supports decoding, encoding, vocabulary development, and reading comprehension.
Furthermore, in Habilidades y Destrezas 8 Guía del maestro lesson 1, the educator explicitly introduces the prefix des- and models its meaning using the words congelado and descongelado to demonstrate how adding the prefix changes the meaning of the base word. The educator guides students to analyze additional word pairs, such as ordenado/desordenado and peinada/despeinada, to identify how the prefix consistently modifies meaning and to generate additional examples orally. Morphological instruction then connects to decoding, encoding, and comprehension as students read base and derived words, add the prefix des- to form new words on “Página de actividades 1.1,” and explain the resulting meaning changes. The materials provide additional educator guidance through linguistic background, explaining that des- derives from Latin prefixes and may express opposition, privation, or excess, which supports authentic Spanish language instruction. The educator revisits the instructional routine later in the unit with the prefix re- to reinforce predictable relationships between prefixes and word meaning. This systematic sequence supports accurate word reading, spelling, vocabulary development, and comprehension through repeated application of Spanish morphemes.
Evaluation for 5.E.3c
In Habilidades y Destrezas 8 Guía del maestro lesson 8, the “Gramática” section provides interactive routines in which educators reinforce the application of the prefixes des- and re- across multiple lessons. For example, during the “Prefijos des- y re-“ routine, the educator directs students to read target words such as descansar, despeinar, desatar, releer, recortar, and rehacer aloud, use physical mimicry (mímica) to demonstrate how the prefixes change the meanings of the base words, and then orally generate and write complete sentences using the target morphological structures. Repeated, multisensory opportunities to identify, apply, and explain the meanings of common Spanish prefixes reinforce student morphological knowledge.
Subsequently, in Habilidades y Destrezas 9 Guía del maestro lesson 9’s “Más ayuda con los prefijos y sufijos” section, the educator directs students to select the correct prefix or suffix card and place it in the appropriate position to complete each word. If students do not complete the activity within the allotted time, the educator provides additional practice by having students orally identify the morpheme needed to complete the remaining words. Students repeatedly apply the prefixes des- and re- and the suffixes -or/-ora and -ito/-ita as they analyze word structure and discuss correct word formation with peers. Repeated practice in constructing and verifying words using common Spanish prefixes and suffixes reinforces grade-level morphological skills.
Evaluation for 5.E.3d
In Habilidades y Destrezas 6 Guía del maestro lesson 7, “Verbos en tiempo pasado y el verbo dar,” students are guided to use “Componente digital 7.1” to read a conjugation chart and orally decode each conjugated form before applying it. Students first read the conjugated forms di, diste, dio, dimos, and dieron aloud, then copy and reread them while they alternate pronouns and match them to the appropriate verb forms in oral sentence prompts. Students distinguish among isolated word forms such as Yo-di, Tú-diste, Él-dio, Nosotros-dimos, and Ustedes/Ellos-dieron before selecting the correct form to complete oral sentences. “Página de actividades 7.1” provides additional practice, where students apply the same conjugated forms in small-group activities. This sequence reinforces the decoding of grammatical morphemes by requiring students to distinguish inflected forms of the base word dar and use the changing morphemes to determine meaning and grammatical function before applying them in sentences.
The materials incorporate a variety of activities and resources through student worksheets and print resources that support decoding and encoding words containing Spanish morphemes. In Habilidades y Destrezas 7, the Cuaderno de actividades provides many opportunities for students to identify, sort, and write derived and inflected words in isolation and within authentic Spanish connected text. For example, in “Página de actividades 2.1,” the educator directs students to read isolated words such as desarmador, computadora, and conductor and sort and write them according to the agentive suffixes -or and -ora. The materials provide additional practice in “Actividades 3.1” and “Actividades 9.4,” where students transform singular nouns such as toalla, diente, and reloj into their plural forms using -s or -es. Students then apply morphological knowledge as they transform base verbs into agentive nouns and use them to complete connected sentences. These activities support the application of Spanish morphology to authentic decoding and encoding tasks.
Evaluation for 5.F.1a
In Conocimiento 1 Guía del maestro for “Fábulas y cuentos,” the materials provide instructional support for using illustrations and contextual information before reading to develop vocabulary and comprehension. For example, in lesson 2, during the read-aloud for “La lechera y el cántaro de leche,” the guidance directs the educator to display “Image 2A-1,” which depicts a woman spilling milk while a cántaro flies through the air. The educator uses the illustration to introduce the story title and support students in determining the meaning of unfamiliar Spanish words before reading the text aloud. The materials provide explicit educator explanations to define lechera as a person who milks cows and to explain how a person carried a cántaro on their head, allowing the illustration to reinforce these concepts visually. Educators develop students’ background knowledge and vocabulary before reading through the combined use of visual context and explicit explanations, supporting students’ comprehension of the text.
Subsequently, the materials support students in determining the meaning of unfamiliar Spanish words through “Vistazo previo al vocabulario esencial” and the reading activity “Un viaje increíble” in accordance with the Spanish language arts TEKS. In Habilidades y Destrezas 4 Guía del maestro lesson 15, the educator previews unfamiliar vocabulary before reading and guides students to determine the meaning of unfamiliar Spanish words with illustrations and the chapter text during reading. The educator directs students to observe the illustrations and discuss how the images support their understanding of the vocabulary and events in the story. Students interpret vocabulary, such as país, capullo, vacío, estómago, and creer using both visual and textual context. Students determine the meanings of unfamiliar words through contextual analysis rather than isolated definitions, supporting vocabulary development and guidance in the use of context during connected reading.
Evaluation for 5.F.1b
In Habilidades y Destrezas 6 Guía del maestro lesson 5 “Repaso: Diptongos,” students preview vocabulary and chapter features before reading. Guidance directs the educator to display the “Componente digital 5.1” resource, the “Diccionario de imágenes,” and to guide students in using the digital resource to access word meanings. The educator and students use the digital image dictionary alongside chapter reading and vocabulary discussion to provide direct instruction on the purpose and use of digital resources and to support the interpretation of unfamiliar words. The materials ensure explicit guidance for integrating the digital vocabulary tool into instruction and modeling its use to determine word meanings.
Similarly, Habilidades y Destrezas 6 Guía del maestro lesson 6 “Presentar el capítulo: ‘Saludos desde Hawái’” provides direct instructional modeling for using text features and informational tools. The guidance directs the educator to have students examine the illustrated glossary at the end of the book and to explain that the publisher organizes the words in alphabetical order so students can consult the print resource when they encounter an unfamiliar word. This instruction explicitly teaches the purpose and use of a glossary and models how it functions as a reference tool in alignment with the TEKS 1.3.A. This guidance provides explicit (direct) instruction to support students in developing the ability to locate and verify word meanings and pronunciations independently.
Evaluation for 5.F.1c
This guidance is not applicable to kindergarten and grade 1 because it only applies to grades 2–3.
Evaluation for 5.G.1a
The Habilidades y Destrezas 1 Guía del maestro directs the educator to model fluent reading skills through oral reading while tracking each word, allowing students to observe appropriate pacing and expression. Across the program, the materials gradually shift responsibility for reading from educator modeling to student performance as fluency passages increase in complexity alongside decoding skills development. These passages include varied genres and sentence types, such as statements, questions, and exclamations, which support the development of expressive reading and prosody. Similarly, Habilidades y Destrezas 5’s “Resumen de la unidad” provides additional repeated reading opportunities, where guidance indicates that students may read Libro de lectura chapters in whole-group, partner, or small-group formats to reinforce fluency and comprehension. The materials explain that repeated readings support fluency development and that text length increases progressively throughout the year. The educator monitors student progress using the “Registro para la evaluación de fluidez” tool, which supports suggestions for educator feedback based on performance.
Following this, in Habilidades y Destrezas 9 Guía del maestro, lesson 17’s end of year evaluation asks the educator to explicitly review characteristics of fluent reading before students conduct independent reading. The educator instructs students that effective reading includes appropriate volume and expression, accurate use of punctuation for intonation and pauses, and an appropriate reading rate. Prior to the assessment, the educator draws attention to punctuation in “La galería de Telma,” including exclamatory and interrogative sentences, commas, and periods, and guides students to use these features to support expression and phrasing. Each student then reads the passage aloud independently while the educator observes their performance and uses the structured criteria of the “Rúbrica de evaluación de fluidez” and the “Registro para la evaluación de fluidez” in their assessment. The educator evaluates various elements of student performance, including expresión y volumen, fraseo, and pausas al leer. Each rubric level includes explicit descriptors to guide documentation and inform suggestions for educator feedback. Overall, the materials support fluency development through educator modeling, progressively complex texts, repeated reading practice, and ongoing assessment and feedback.
Evaluation for 5.G.1b
The materials include embedded modeling and practice with authentic Spanish reading practice using decodable phrases, connected texts, and grade-level Libros grandes. Instruction follows a gradual release of responsibility model across all units. The educator first models the target skill, students then practice with support using word lists and dictation, and finally apply the skill independently in connected text. For example, in Habilidades y Destrezas 6 Guía del maestro lesson 6, the section “Código básico: Palabras multisilábicas” has students work with a set of related vocabulary words prior to reading and directs them to use the words orally during lesson activities. The educator introduces and examines vocabulary terms such as corriente, océano, profundidad, superficie, costa, and marino before students encounter them in context. Students observe the words, discuss meanings supported by visuals, repeat the words orally, and connect them to the upcoming reading selection. Embedded modeling and practice support word knowledge development and prepare students for comprehension of the text.
Similarly, in Habilidades y Destrezas 9 Guía del maestro lesson 2 “Repaso de sílabas trabadas,” students review consonant blends /br/, /bl/, and /gr/ after the educator introduces the objective. Using “Componente digital 2.1” the educator models pronunciation for words such as cabra, establo, and grillo. Students repeat the words while emphasizing the target syllables before generating additional examples. Guided practice continues during dictation, with the educator reading the sentence “En mi familia, siempre hablamos por señas” aloud with appropriate pace and expression, while students write it down. Students then identify the target spelling pattern and apply appropriate intonation and prosody. Finally, students transfer the skill to connected reading in the chapter “Las superseñas,” where the educator models fluent reading and directs attention to intonation and pauses. This progression from explicit modeling to guided practice and independent application provides repeated opportunities to apply phonics skills in meaningful contexts, supporting fluent, accurate, and expressive reading in Spanish.
Evaluation for 5.G.1c
In Habilidades y Destrezas 5 Guía del maestro lesson 5 “Observación: Mezclar y segmentar sílabas,” the educator provides explicit oral modeling of blending and segmenting syllables in words containing sílabas trabadas. Students first practice using “Tarjetas de imágenes” with images of words such as brazo, fresa, mariposa, primavera, and trompo, applying the modeled strategy before engaging in additional collaborative and independent tasks. The educator then employs “Componente digital 5.1” to model syllable-by-syllable reading of multisyllabic words and has the students repeat each word. In educator-facilitated small groups, students build words using syllable cards while the educator monitors performance and provides immediate support. The materials further reinforce fluency through “Actividad 5.1: Palabras con sílabas trabadas y verbos,” where students complete sentence-level reading tasks after educator modeling, including sentences such as “El brazo de mi papá es grande,” “La fresa es roja,” “La princesa del castillo pasea en el jardín,” and “Juego con mi trompo.” The educator then differentiates instruction by grouping some students for partner readings of “El gran día” while others receive educator-led small-group support with guided oral reading and feedback. The educator also conducts weekly anecdotal reading observations to document error patterns and inform instruction. These multiple practice activities and tasks in Spanish develop word reading fluency, accuracy, and automaticity across a variety of settings.
Subsequently, in Habilidades y Destrezas 6 Guía del maestro’s lesson 1, the educator conducts a whole-group reading of the chapter “Saludos desde Hawái,” reading it aloud as students follow along in their texts. Students then transition into partner practice, where they complete rereading collaboratively. The educator directs students to work with a partner and respond to questions in “Página de actividades 1.2” while locating evidence in the text. Students underline responses in the text and return to the reading to support accuracy and automatic word recognition. The materials provide additional oral language practice in small groups, where students respond to prompts using complete sentences with targeted structures. Repeated opportunities for students to read and interact with authentic Spanish texts across whole-group, partner, and collaborative settings aid in developing word reading fluency.
Evaluation for 5.G.1d
In Habilidades y Destrezas 6 Guía del maestro lesson 12, students revisit the lesson’s writing activity after reading and respond to questions that require both literal and inferential thinking. Students identify the central idea and the educator guides them to support their responses with information from the text. Educators are prompted to ask students if what they have read answers “las preguntas que plantearon durante la presentación del capítulo” before asking them to once again identify the central idea of the text. Students respond orally using complete sentences and discuss questions such as “¿Qué instrumento musical toca la mujer?” “¿Por qué en el hula se relatan historias del mar?” and “¿Cuáles son las tres acciones que se realizan durante el hula?” Rereading authentic connected text, answering text-dependent questions, and using textual evidence to support their understanding is vital for developing student comprehension.
Additionally, the Guía del maestro provides multiple educator modeling, guided reading, collaborative practice, and comprehension activities that support fluent reading and meaning construction. The Habilidades y Destrezas 5 unit summary explicitly states that students complete reading chapters in whole-group, partner, or small-group formats and that each reading experience addresses both fluency and comprehension. During instruction, the educator directs lessons to model appropriate pace, expression, intonation, and phrasing to demonstrate fluent reading. For example, in Habilidades y Destrezas 9 lesson 1 “Un músico especial,” the educator activates background knowledge and poses prediction questions before reading. Then the educator reads the chapter aloud while students participate through choral reading of the final paragraph of each page. After reading, students work in pairs to answer comprehension questions in “Página de actividades 1.2,” where the educator provides modeling for the first item and students identify textual evidence before completing remaining questions independently. Students use sentence stems such as “Felipe practica mucho porque. . .” and “La familia utiliza señas para. . .” to support text-based responses, along with page references to locate evidence. A cumulative assessment of fluency, vocabulary, and comprehension is included in the final unit to monitor overall reading development. These routines support the development of accuracy, fluency, expressive reading, and comprehension in Spanish.
Evaluation for 5.H.1a
Grade 1 materials include explicit educator-directed handwriting instruction by modeling the correct formation of uppercase and lowercase letters before independent practice. For example, in Habilidades y Destrezas 2 Guía del maestro, lesson 3 “Repaso: Decodificar palabras” provides guidance for introducing the letter g in both uppercase and lowercase forms and reminds students that every letter can be written in either form. The educator models each handwriting stroke on the board using explicit language, such as, “Empiezo entre la línea punteada y la línea de abajo. Círculo hacia la izquierda. Gancho que termine después de la línea de abajo.” For the uppercase letter, the educator models and states, “Empiezo justo debajo de la línea de arriba. Círculo casi completo hacia la izquierda. Línea horizontal.” Students then trace and independently write both forms of the letter. Handwriting instruction is integrated with the literacy content of the lesson as students discuss the initial syllable in gato and apply the newly practiced letter while working with the words gato, guepardo, guitarra, gorila, and gusano. Image cards support students as they write and discuss words containing the target letter.
The materials continue to provide explicit instruction in handwriting skills connected to current learning. For example, in Habilidades y Destrezas 6 Guía del maestro, lesson 17, the “Gramática” section features explicit guidance for teaching appropriate handwriting strokes through modeling and guided practice. Students trace the dotted líneas onduladas in “Página de actividades 17.1” and if needed, continue practicing the same handwriting stroke on a blank sheet of paper. The lesson integrates handwriting practice into the grammar activity by having students underline verbs, allowing them to apply the handwriting stroke in an authentic learning context while reinforcing both handwriting development and current literacy instruction.
Evaluation for 5.H.1b
In Habilidades y Destrezas 5 Guía del maestro, lesson 6 provides frequent opportunities, resources, and activities in Spanish for students to authentically practice and develop handwriting skills. Handwriting practice is embedded across the instructional sequence as students trace newly introduced letters, syllables, and words while learning sound–spelling correspondences, including h, ch, z, ce/ci, g (/ge/, /gi/), y, w, k, and x. The “Apoyo adicional” sections extend handwriting development through targeted practice activities and reproducible resources. For example, students use “Página de actividades RM 6.1” to repeatedly trace uppercase and lowercase z using different colors and then complete “Zapatero a tu zapato” using “RM 6.2” to order letters, complete words, and write them independently. Additional differentiated handwriting support is provided following the “Evaluación intermedia” through “Práctica del trazo de palabras RM 9.2,” in which students look at pictures and trace the corresponding words. Following the “Evaluación de mitad de año,” “¡A escribir!” provides RM 18.2 and RM 18.3, where students read words, trace letters using directional arrows, and retrace complete words with dotted lines while reinforcing correct stroke formation. These embedded and intervention-based activities support continued handwriting development through authentic practice with letters and words aligned to current phonics instruction.
The materials also include a biweekly dictado routine that provides frequent opportunities to develop Spanish handwriting skills. In Habilidades y Destrezas 6 Guía del maestro lesson 1, the “Ortografía” section ensures that structured handwriting practice is embedded within authentic literacy instruction through sentence dictation and self-correction. Students participate in eight dictation sessions throughout the unit in which they open their Cuaderno de dictado, write a title and a complete sentence from dictation, and then review and correct their work using a different-colored pencil. These recurring handwriting opportunities reinforce sentence-level writing, appropriate spacing, and legibility while supporting the development and maintenance of grade-level handwriting skills in Spanish.
5.A.1 Print Awareness (K-1)
5.A.1a
Materials include teacher guidance to provide explicit (direct) and systematic instruction in print awareness and for regular review of print concepts, including how print has different purposes (K-1). (T)
Materials include teacher guidance to provide explicit (direct) and systematic instruction in print awareness and for regular review of print concepts, including how print has different purposes (K-1). (T)
4 out of 4 points
Evaluation for 5.A.1a
Evaluation for 5.A.1a
Materials include teacher guidance to provide explicit (direct) and systematic instruction in print awareness and for regular review of print concepts, including how print has different purposes (K-1). (T)
4 out of 4 points
The materials also include explicit and systematic educator guidance for teaching and reviewing print awareness concepts, including the purposes and features of different types of print. For example, in Habilidades y Destrezas Guía del maestro unit 9 lesson 1, the educator explicitly guides students in comparing a story and an informational text to develop an understanding that different texts serve different purposes. During instruction, students identify and discuss key features of informational texts, such as the title, images, captions, and illustrated glossary, while the educator models how these features support comprehension and help readers gather information. Students then apply this understanding as they engage with the informational text “Este es el maíz” through listening and discussion activities. This lesson provides direct instruction in foundational print concepts and supports ongoing review and application of informational text features throughout the unit.
5.A.1b
Materials include frequent opportunities for students to apply print awareness knowledge while engaging with a variety of texts in a variety of formats. (K-1). (S)
Materials include frequent opportunities for students to apply print awareness knowledge while engaging with a variety of texts in a variety of formats. (K-1). (S)
2 out of 2 points
Evaluation for 5.A.1b
Evaluation for 5.A.1b
Materials include frequent opportunities for students to apply print awareness knowledge while engaging with a variety of texts in a variety of formats. (K-1). (S)
2 out of 2 points
The materials include frequent opportunities for students to apply print awareness knowledge during reading instruction. For example, in Habilidades y Destrezas 7 Guía del maestro lesson 1 “Presentar el capítulo,” students engage with the chapter text and its organizational features as they prepare to read. The educator directs students to examine and discuss elements of the chapter structure, supporting their understanding of how print is organized and navigated. As students interact with headings, text layout, and other print features, they apply print awareness skills in an authentic reading context. These opportunities reinforce previously taught print concepts and support students’ ability to use print features purposefully during reading.
5.B.1 Oral Language Development
5.B.1a
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
8 out of 8 points
Evaluation for 5.B.1a
Evaluation for 5.B.1a
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
8 out of 8 points
The materials include additional guidance for developing oral language and oracy through educator modeling, guided practice, coaching, feedback, and independent practice in Conocimiento 6 Guía del maestro lesson 5. After the whole-group read-aloud, educators use inferential and evaluative questions to assess students’ understanding of the selection. In the “Verificar la comprensión” section, educators direct students to work in pairs to discuss the read-aloud by responding to prompts such as “¿Qué creían en la antigüedad sobre el movimiento de la Tierra?” and “¿Tenían razón?” Students explain their reasoning before selected pairs share responses with the class. This sequence provides structured opportunities for students to develop oral language through partner discussions and whole-group sharing with educator guidance and feedback.
5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
4 out of 4 points
Evaluation for 5.B.1b
Evaluation for 5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
4 out of 4 points
Conocimiento 3 Guía del maestro also includes opportunities for students to engage in social and academic communication for different purposes and audiences. For example, in lesson 8 “Hu Gu Po,” students participate in the “¿Qué cuento popular es?” venn diagram activity to compare and contrast “Caperucita Roja” and “Hu Gu Po.” Educators guide students to discuss story elements, contribute ideas, and explain their thinking while recording responses on a class graphic organizer. Students communicate with peers as they listen, build on one another’s ideas, and share their analyses with the class. Educators explain that students’ contributions will be recorded and shared, providing an authentic audience for their responses.
5.B.1c
Materials include authentic opportunities in Spanish for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
Materials include authentic opportunities in Spanish for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
4 out of 4 points
Evaluation for 5.B.1c
Evaluation for 5.B.1c
Materials include authentic opportunities in Spanish for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
4 out of 4 points
Conocimiento 9 Guía del maestro lesson 5 specifically includes authentic opportunities in Spanish for students to listen actively, ask questions, engage in discussion, and share information and ideas. Following a read-aloud, in the “Preguntas para comprensión” section, educators pose literal, inferential, and evaluative questions to support text understanding. For example, educators ask the evaluative prompt “¿En qué piensan cuando escuchan estas palabras de la Declaración de Independencia: ‘Sostenemos como evidentes estas verdades: que todos los hombres son creados iguales?” Students engage with the prompt in a Think-Pair-Share activity before responding to one another’s ideas in pairs. These authentic discussions support active listening, collaboration, and communication.
5.C.1 Alphabet Knowledge (K only)
5.C.1a
Materials include a systematic sequence that is authentic to Spanish for introducing letter names and their corresponding sounds. (PR 2.A.1).
Materials include a systematic sequence that is authentic to Spanish for introducing letter names and their corresponding sounds. (PR 2.A.1).
Not applicable.
Evaluation for 5.C.1a
Evaluation for 5.C.1a
Materials include a systematic sequence that is authentic to Spanish for introducing letter names and their corresponding sounds. (PR 2.A.1).
Not applicable.
5.C.1b
Materials include teacher guidance to provide explicit (direct) instruction in Spanish for teaching and developing student automaticity in the identification of the 27 letters of the Spanish alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction in Spanish for teaching and developing student automaticity in the identification of the 27 letters of the Spanish alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
Not applicable.
Evaluation for 5.C.1b
Evaluation for 5.C.1b
Materials include teacher guidance to provide explicit (direct) instruction in Spanish for teaching and developing student automaticity in the identification of the 27 letters of the Spanish alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
Not applicable.
5.C.1c
Materials include guidance in Spanish for the teacher to provide explicit (direct), and systematic instruction for letter formation for the 27 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T).
Materials include guidance in Spanish for the teacher to provide explicit (direct), and systematic instruction for letter formation for the 27 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T).
Not applicable.
Evaluation for 5.C.1c
Evaluation for 5.C.1c
Materials include guidance in Spanish for the teacher to provide explicit (direct), and systematic instruction for letter formation for the 27 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T).
Not applicable.
5.C.1d
Materials include a variety of activities and/or resources (including the use of memory building strategies) in Spanish for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources (including the use of memory building strategies) in Spanish for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S)
Not applicable.
Evaluation for 5.C.1d
Evaluation for 5.C.1d
Materials include a variety of activities and/or resources (including the use of memory building strategies) in Spanish for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S)
Not applicable.
5.C.2 Letter-Sound Correspondence
5.C.2a
Materials explicitly (directly), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding in Spanish. (PR 2.A.1)
Materials explicitly (directly), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding in Spanish. (PR 2.A.1)
4 out of 4 points
Evaluation for 5.C.2a
Evaluation for 5.C.2a
Materials explicitly (directly), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding in Spanish. (PR 2.A.1)
4 out of 4 points
The materials maintain this systematic progression in Habilidades y Destrezas 2 Guía del maestro lesson 4, which explicitly introduces letter–sound relationships that support phonics application in Spanish. Lesson 4 reviews the /k/, /w/, /y/, and /z/ sound–symbol correspondences and provides opportunities for students to apply these relationships during reading and writing. For example, in the “Practicar con palabras” section, the educator has students decode the words kimono, karate, kiwi, wok, and xilofono in the word bank and write the identified word for the picture on “Página de actividades 4.2.” This instructional sequence reinforces sound–symbol relationships and strengthens foundational decoding and encoding skills.
5.C.2b
Materials include teacher guidance to provide explicit (direct) instruction in Spanish focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include teacher guidance to provide explicit (direct) instruction in Spanish focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Evaluation for 5.C.2b
Evaluation for 5.C.2b
Materials include teacher guidance to provide explicit (direct) instruction in Spanish focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
In Habilidades y Destrezas 8 Guía del maestro, lesson 6 “Repaso: Sílabas güe, güi y pronombres personales” includes educator guidance for providing explicit instruction focused on connecting phonemes to letters within words. Educators explain that the diéresis is placed over the letter u in the syllables güe and güi so students pronounce the u with the e or i. The lesson reinforces phoneme-grapheme correspondences through the analysis and pronunciation of multisyllabic words such as cigüeña, trilingüe, and merengue. Educators also address a common misconception by prompting students to consider how trilingüe would sound without a diéresis and determine which words require the güe/güi spelling pattern and which do not. Through these cumulative review activities, students practice applying letter–sound correspondences to decode multisyllabic words in isolation while receiving explicit feedback that addresses common pronunciation and spelling errors associated with the güe/güi pattern.
5.C.2c
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and authentic Spanish decodable connected text. (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and authentic Spanish decodable connected text. (PR 2.A & 2.A.3) (S)
6 out of 6 points
Evaluation for 5.C.2c
Evaluation for 5.C.2c
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and authentic Spanish decodable connected text. (PR 2.A & 2.A.3) (S)
6 out of 6 points
Furthermore, Habilidades y Destrezas 8 Guía del maestro lesson 4 reinforces previously taught letter–sound relationships through varied practice activities and authentic Spanish decodable text. During a “Repaso” activity students practice decoding words with the diphthongs /ie/, /ia/, /ue/, /ui/ through “A calentar motores,” “Página de actividades 4.1,” and the Libro de lectura text, “Vacaciones en la nieve.” Students apply the letter–sound correspondences while decoding one-syllable and multisyllable words in isolation and then reinforce the same patterns while reading connected decodable text in the student reader. These activities provide cumulative practice of previously taught phonics skills across multiple instructional resources.
5.D.1 Phonological Awareness (K-1)
5.D.1a
Materials include a systematic and authentic Spanish sequence for introducing phonological awareness activities in accordance with grade-level Spanish TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
Materials include a systematic and authentic Spanish sequence for introducing phonological awareness activities in accordance with grade-level Spanish TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
2 out of 2 points
Evaluation for 5.D.1a
Evaluation for 5.D.1a
Materials include a systematic and authentic Spanish sequence for introducing phonological awareness activities in accordance with grade-level Spanish TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
2 out of 2 points
Furthermore, Habilidades y Destrezas 8 Guía del maestro includes the “TEKS Correlations” section, which documents a systematic and authentic Spanish sequence for introducing phonological awareness skills that progresses from larger units of sound to more complex phonological tasks. The sequence begins in lesson 3, where students recognize spoken alliteration, and continues in lesson 4, where students segment spoken words into syllables. In lesson 5, students revisit previously taught phonological awareness skills through cumulative review, and in lesson 7, they continue reinforcing those skills before learning to produce rhyming words in lesson 8. The materials then provide formal progress-monitoring opportunities in lesson 9, followed by additional cumulative review in lesson 17 and a final assessment in lesson 18. This progression reflects an authentic Spanish literacy approach in which awareness of larger sound units is developed first and reinforced through cumulative practice before students apply more advanced phonological analysis skills.
5.D.1b
Materials include a systematic and authentic Spanish sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and transitions to blending the phonemes into syllables and gradually to more complex manipulation practices such as adding, deleting, and substituting syllables single phonemes in one syllable or multisyllable words. (PR 2.A.1.)
Materials include a systematic and authentic Spanish sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and transitions to blending the phonemes into syllables and gradually to more complex manipulation practices such as adding, deleting, and substituting syllables single phonemes in one syllable or multisyllable words. (PR 2.A.1.)
Not applicable.
Evaluation for 5.D.1b
Evaluation for 5.D.1b
Materials include a systematic and authentic Spanish sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and transitions to blending the phonemes into syllables and gradually to more complex manipulation practices such as adding, deleting, and substituting syllables single phonemes in one syllable or multisyllable words. (PR 2.A.1.)
Not applicable.
5.D.1c
Materials include explicit (direct) instruction authentic to Spanish for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include explicit (direct) instruction authentic to Spanish for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Evaluation for 5.D.1c
Evaluation for 5.D.1c
Materials include explicit (direct) instruction authentic to Spanish for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Furthermore, in Habilidades y Destrezas 4 Guía del maestro lesson 1 “Patrones ortográficos y dictado,” the materials include instruction authentic to Spanish for teaching phonological awareness skills. The materials guide the educator to explain to students that the educator will say some syllables aloud and they will have to blend them to form complete words. The educator then models the process using the specific example /ma/-/ri/-/po/-/sa/ for mariposa. The educator shows students the image and directs them to “Mezcle los sonidos y diga la palabra mariposa.” The “Registro de observación” tool provides guidance for feedback, directing the educator to observe students individually, document performance, and identify errors such as incorrect blending, partial word repetition, or omitted syllables. Finally, the materials guide educators to reteach using the modeled routine as needed. This guidance supports corrective feedback by ensuring that educators identify and address errors in syllable blending and segmentation through immediate, structured instructional support.
5.D.1d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) in Spanish for students to develop, practice, and reinforce phonological awareness skills connected to grade-level Spanish TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources (including the use of memory-building strategies) in Spanish for students to develop, practice, and reinforce phonological awareness skills connected to grade-level Spanish TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)
4 out of 4 points
Evaluation for 5.D.1d
Evaluation for 5.D.1d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) in Spanish for students to develop, practice, and reinforce phonological awareness skills connected to grade-level Spanish TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)
4 out of 4 points
The Habilidades y Destrezas 4 Guía de maestro lesson 6 “Código básico: El diptongo ui” provides a variety of activities and resources in Spanish for developing, practicing, and reinforcing phonological awareness skills through cumulative review. During the “Destrezas fundamentales” activity, multisyllabic words containing both newly learned and previously taught diphthongs are blended and segmented orally. Picture cards representing words such as familia, auto, diente, bailar, reina, buitre, and fuente are used to support practice as students apply phonological awareness skills acquired in earlier lessons. Cumulative review is explicitly incorporated through the use of previously studied words with diphthongs, allowing previously taught skills to be reinforced alongside new learning. In addition, educators use a “Registro de observación” tool to monitor student performance during the activity, providing a resource for tracking progress and informing continued reinforcement of phonological awareness skills.
5.D.2 Phonemic Awareness (K-1)
5.D.2a
Materials include a systematic and authentic Spanish sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and transitions to blending the phonemes into syllables and gradually to more complex manipulation practices such as adding, deleting, and substituting syllables. (PR 2.A.1)
Materials include a systematic and authentic Spanish sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and transitions to blending the phonemes into syllables and gradually to more complex manipulation practices such as adding, deleting, and substituting syllables. (PR 2.A.1)
3 out of 3 points
Evaluation for 5.D.2a
Evaluation for 5.D.2a
Materials include a systematic and authentic Spanish sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and transitions to blending the phonemes into syllables and gradually to more complex manipulation practices such as adding, deleting, and substituting syllables. (PR 2.A.1)
3 out of 3 points
In Habilidades y Destrezas 5 Guía de maestro’s “Alcance y Secuencia” chart, a systematic and authentic sequence for introducing and developing phonemic awareness skills is provided, with skills increasing in complexity over time. Lesson 1 introduces foundational phonological awareness skills through activities focused on segmenting and blending syllables. By lesson 6, these skills are extended to multisyllabic words, requiring increased auditory processing and manipulation of larger word parts. Previously taught skills are reinforced and applied in increasingly complex contexts throughout the unit. Through this sequenced progression, explicit instruction and repeated opportunities for practice with increasingly complex language structures support the gradual development of phonemic and phonological awareness.
5.D.2b
Materials include explicit (direct) instruction authentic to Spanish for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include explicit (direct) instruction authentic to Spanish for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Evaluation for 5.D.2b
Evaluation for 5.D.2b
Materials include explicit (direct) instruction authentic to Spanish for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
In Habilidades y Destrezas 7 Guía del maestro lesson 2, the “Reconocer el dígrafo ll y la letra y para /y/” activity provides explicit phonemic awareness instruction through structured listening and oral language routines. Students review and identify the digraph /ll/ and the letter y by listening to orally presented words and determining whether each word contains ll or y. Students demonstrate their responses through whole-body gestures while educators monitor performance and provide immediate corrective feedback and individualized support as needed. These instructional routines reinforce accurate sound discrimination and address misunderstandings as they arise during phonemic awareness instruction.
5.D.2c
Materials include explicit (direct) guidance in Spanish for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
Materials include explicit (direct) guidance in Spanish for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
2 out of 2 points
Evaluation for 5.D.2c
Evaluation for 5.D.2c
Materials include explicit (direct) guidance in Spanish for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
2 out of 2 points
In Habilidades y Destrezas 6 Guía de maestro, lesson 6 “Código básico: El diptongo ui” provides explicit guidance in Spanish for connecting phonemic awareness skills to the alphabetic principle through a sequence that moves from oral language activities to decoding and encoding tasks. During the “Mezclar y segmentar sílabas” activity, multisyllabic words are orally blended and segmented to reinforce phonological awareness. These oral language skills are then connected to print as students listen to and read words containing the /ui/ sound represented by the graphemes ui and uy. Educators also provide students with opportunities to practice writing words containing the target spelling pattern. In the lesson’s “Enfoque principal” section, a clear progression is established from phonological awareness, in which multisyllabic words are blended and segmented orally, to decoding, in which students read words with /ui/ represented by ui and uy, and to encoding, when students write the words containing the target spelling pattern.
5.D.2d
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
3 out of 3 points
Evaluation for 5.D.2d
Evaluation for 5.D.2d
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
3 out of 3 points
In grade 1, the materials include a variety of student-directed activities and resources that develop phonemic awareness skills through the oral manipulation of syllables before students transition into print. For example, in Habilidades y Destrezas 3 Guía del maestro, the lesson 5 “Destrezas fundamentales” routine directs students to participate in structured oral exercises supported by “Componente digital 5.1.” The digital resource provides key image supports and spoken word prompts. Students listen to words, orally blend syllables to form complete words, and then reverse the process by segmenting those same words back into their component syllables. Throughout this routine, students actively manipulate sounds by repeating, blending, and separating spoken words while utilizing the provided visual cues to anchor their understanding. Specifically, students develop phonemic awareness with words such as bailo /bai/-/lo/, reina /rei/-/na/, flauta /flau/-/ta/, aplauso /a/-/plau/-/so/, glaciar /gla/-/ciar/, and agua /a-/gua/ as they orally identify syllable boundaries and reconstruct the complete words.
5.E.1 Sound-Spelling Patterns
5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns and syllable combinations to single and/or multisyllabic words as outlined in the Spanish TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level sound-spelling patterns and syllable combinations to single and/or multisyllabic words as outlined in the Spanish TEKS. (PR 2.A.1)
1 out of 1 points
Evaluation for 5.E.1a
Evaluation for 5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns and syllable combinations to single and/or multisyllabic words as outlined in the Spanish TEKS. (PR 2.A.1)
1 out of 1 points
The Habilidades y Destrezas 3 materials anchor a systematic sequence, with the “Introducción” section establishing an intentional progression that builds directly on previously learned phonics skills. The unit focuses heavily on diphthongs, presenting the patterns /ai/ › ai in lesson 1, /au/ › au in lesson 2, and /ei/ › ei in lesson 3, before advancing to /ie/ › ie in lesson 6 and /ia/ › ia in lesson 8, ultimately culminating in lesson 13 with hiatos. Each new sound–spelling correspondence follows a consistent instructional framework where educators explicitly introduce the target pattern, guide students in reading and spelling isolated words, and provide immediate opportunities to apply the patterns in authentic connected text. Students practice these newly taught correlations while reading decodable stories from the Libro de lectura text “Jaime y el cactus gigante,” including “Jaime y Nana” in lesson 1, “¡Un gigante!” in lesson 2, “La visita de Leila” in lesson 3, “Cosas de Arizona” in lesson 6, and “Paseo al parque” in lesson 8. By coupling explicit, educator-directed instruction with immediate text application, the materials ensure students systematically build their knowledge from basic sound–spelling relationships to complex orthographic patterns through a continuous cycle of cumulative application.
5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
1 out of 1 points
Evaluation for 5.E.1b
Evaluation for 5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
1 out of 1 points
The materials maintain this explicit, educator-directed support in Habilidades y Destrezas 5 Guía del maestro lesson 6, where the Guía del maestro provides scripted instructions and contextualized dictation routines to teach the consonant cluster /br/. During the “Dictado día 1” section, the educator guidance explicitly directs the instructor to introduce the dictation by stating, “Hoy voy a dictarles una oración con una sílaba trabada que tiene la letra r.” Students are then prompted to find and underline the word with the letter r in the sentence, abraza, and read it aloud. This overt instructional routine isolates, identifies, and reinforces the /br/ sound–spelling pattern within the context of a complete sentence, providing the direct educator guidance necessary to support students’ accurate understanding and orthographic application of target sound–spelling correspondences.
5.E.1c
Materials include a variety of activities and/or resources authentic to Spanish for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
Materials include a variety of activities and/or resources authentic to Spanish for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
3 out of 3 points
Evaluation for 5.E.1c
Evaluation for 5.E.1c
Materials include a variety of activities and/or resources authentic to Spanish for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
3 out of 3 points
Furthermore, Habilidades y Destrezas 5 Guía del maestro lesson 6 provides structured practice routines in which the identification and differentiation of diphthongs and hiatuses are reinforced across multiple lessons. For example, in the activity “Escribir palabras con diptongos e hiatos,” students read target words, such as aeropuerto, fiel, miedo, fuerte, viaje, and avión, and then circle the diphthongs and underline the hiatuses. A cumulative review of previously taught sound–spelling patterns is provided. In this way, mastery and retention of Spanish phonemic awareness and sound–spelling skills are supported through repeated, contextualized practice.
5.E.1d
Materials provide a variety of activities and/or resources in Spanish to support students in decoding and encoding words that include taught syllable correlations, both in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Materials provide a variety of activities and/or resources in Spanish to support students in decoding and encoding words that include taught syllable correlations, both in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
4 out of 4 points
Evaluation for 5.E.1d
Evaluation for 5.E.1d
Materials provide a variety of activities and/or resources in Spanish to support students in decoding and encoding words that include taught syllable correlations, both in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
4 out of 4 points
Additionally, in Habilidades y Destrezas 8 Guía del maestro lesson 1, “Gramática: El prefijo des-,” the educator guides students in a collaborative construction of a sentence before they independently write the completed connected sentence. The educator progressively expands the sentence from “Luis juega” to “Luis juega baloncesto,” “Luis juega baloncesto con Pedrito,” and finally “Luis juega baloncesto con Pedrito en la escuela.” Students read each version of the sentence out loud before they write the completed sentence independently on blank paper. Students then complete “Página de actividades 1.2,” where they organize and write declarative sentences. The construction, reading, and writing of increasingly complex connected Spanish text reinforces student encoding skills, providing opportunities to apply previously taught words and syllable patterns in a meaningful context.
5.E.2 Decoding and Encoding One-Syllable or Multisyllabic Words including Diphthongs, Hiatus, and Word Types
5.E.2a
Materials include a systematic sequence, as outlined in the Spanish language arts TEKS, for decoding and encoding multi-syllabic words depending on syllable stress (sílaba tónica), diphthongs, hiatus, the different word types (agudas, graves, esdrújulas, and sobreesdrújulas) and accent marks. (PR 2.A.1)
Materials include a systematic sequence, as outlined in the Spanish language arts TEKS, for decoding and encoding multi-syllabic words depending on syllable stress (sílaba tónica), diphthongs, hiatus, the different word types (agudas, graves, esdrújulas, and sobreesdrújulas) and accent marks. (PR 2.A.1)
Not applicable.
Evaluation for 5.E.2a
Evaluation for 5.E.2a
Materials include a systematic sequence, as outlined in the Spanish language arts TEKS, for decoding and encoding multi-syllabic words depending on syllable stress (sílaba tónica), diphthongs, hiatus, the different word types (agudas, graves, esdrújulas, and sobreesdrújulas) and accent marks. (PR 2.A.1)
Not applicable.
5.E.2b
Materials include teacher guidance to provide explicit (direct) authentic Spanish instruction on syllable division principles to decode and encode multisyllabic words depending on diphthongs, hiatus, syllable stress (sílaba tónica), word type and accent mark rules. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) authentic Spanish instruction on syllable division principles to decode and encode multisyllabic words depending on diphthongs, hiatus, syllable stress (sílaba tónica), word type and accent mark rules. (PR 2.A.1) (T)
Not applicable.
Evaluation for 5.E.2b
Evaluation for 5.E.2b
Materials include teacher guidance to provide explicit (direct) authentic Spanish instruction on syllable division principles to decode and encode multisyllabic words depending on diphthongs, hiatus, syllable stress (sílaba tónica), word type and accent mark rules. (PR 2.A.1) (T)
Not applicable.
5.E.2c
Materials include a variety of activities and/or resources in Spanish for students to develop, practice and reinforce skills to decode and encode multisyllabic words including diphthongs, hiatus, and word types (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources in Spanish for students to develop, practice and reinforce skills to decode and encode multisyllabic words including diphthongs, hiatus, and word types (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Not applicable.
Evaluation for 5.E.2c
Evaluation for 5.E.2c
Materials include a variety of activities and/or resources in Spanish for students to develop, practice and reinforce skills to decode and encode multisyllabic words including diphthongs, hiatus, and word types (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Not applicable.
5.E.2d
Materials include a variety of activities and/or resources for students to practice decoding and encoding multisyllabic words, using knowledge of syllable patterns and syllable division principles, in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to practice decoding and encoding multisyllabic words, using knowledge of syllable patterns and syllable division principles, in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
Not applicable.
Evaluation for 5.E.2d
Evaluation for 5.E.2d
Materials include a variety of activities and/or resources for students to practice decoding and encoding multisyllabic words, using knowledge of syllable patterns and syllable division principles, in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
Not applicable.
5.E.3 Morphological Awareness (1-3)
5.E.3a
Materials include a systematic and authentic Spanish sequence for introducing grade-level morphemes, as outlined in the Spanish language arts TEKS. (PR 2.A.1)
Materials include a systematic and authentic Spanish sequence for introducing grade-level morphemes, as outlined in the Spanish language arts TEKS. (PR 2.A.1)
1 out of 1 points
Evaluation for 5.E.3a
Evaluation for 5.E.3a
Materials include a systematic and authentic Spanish sequence for introducing grade-level morphemes, as outlined in the Spanish language arts TEKS. (PR 2.A.1)
1 out of 1 points
Subsequently, Habilidades y Destrezas Guía del maestro 7’s “Alcance y Secuencia” includes a systematic and authentic Spanish sequence for introducing grade-level morphemes by progressing from previously learned inflectional endings to new derivational suffixes in alignment with the Spanish TEKS. For example, the sequence begins in lesson 1, “Repaso: Sustantivos plurales y palabras multisilábicas,” where educators review plural noun forms and revisit previously taught word endings that change meaning and quantity. During the activity “¿Y si son muchos?” the educator guides students to transform singular nouns into plural forms and plural nouns into singular forms using authentic Spanish examples. This activity reinforces morphemes such as -s and -es through examples including estuche-estuches and lápiz-lápices. The sequence then progresses in lesson 2, “Código básico: Sufijos -or/-ora,” where the educator explicitly introduces the suffixes -or and -ora. The educator guides students to identify the suffixes, read and write words containing them, and discuss their meanings. The materials organize instruction through “Componente digital 2.2” and “Página de actividades 2.1” so that students first recognize the morphemes, then apply them during reading, and finally use them to support meaning and spelling during writing. This sequence demonstrates a systematic progression in which students review familiar inflectional morphemes, such as -s and -es, before they introduce and apply new derivational suffixes, such as -or and -ora, through reading and writing.
5.E.3b
Materials include teacher guidance to provide explicit (direct) instruction authentic to Spanish for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction authentic to Spanish for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
4 out of 4 points
Evaluation for 5.E.3b
Evaluation for 5.E.3b
Materials include teacher guidance to provide explicit (direct) instruction authentic to Spanish for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
4 out of 4 points
Furthermore, in Habilidades y Destrezas 8 Guía del maestro lesson 1, the educator explicitly introduces the prefix des- and models its meaning using the words congelado and descongelado to demonstrate how adding the prefix changes the meaning of the base word. The educator guides students to analyze additional word pairs, such as ordenado/desordenado and peinada/despeinada, to identify how the prefix consistently modifies meaning and to generate additional examples orally. Morphological instruction then connects to decoding, encoding, and comprehension as students read base and derived words, add the prefix des- to form new words on “Página de actividades 1.1,” and explain the resulting meaning changes. The materials provide additional educator guidance through linguistic background, explaining that des- derives from Latin prefixes and may express opposition, privation, or excess, which supports authentic Spanish language instruction. The educator revisits the instructional routine later in the unit with the prefix re- to reinforce predictable relationships between prefixes and word meaning. This systematic sequence supports accurate word reading, spelling, vocabulary development, and comprehension through repeated application of Spanish morphemes.
5.E.3c
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
3 out of 3 points
Evaluation for 5.E.3c
Evaluation for 5.E.3c
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
3 out of 3 points
Subsequently, in Habilidades y Destrezas 9 Guía del maestro lesson 9’s “Más ayuda con los prefijos y sufijos” section, the educator directs students to select the correct prefix or suffix card and place it in the appropriate position to complete each word. If students do not complete the activity within the allotted time, the educator provides additional practice by having students orally identify the morpheme needed to complete the remaining words. Students repeatedly apply the prefixes des- and re- and the suffixes -or/-ora and -ito/-ita as they analyze word structure and discuss correct word formation with peers. Repeated practice in constructing and verifying words using common Spanish prefixes and suffixes reinforces grade-level morphological skills.
5.E.3d
Materials include a variety of activities and/or resources authentic to Spanish for students to decode and encode words with morphemes in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources authentic to Spanish for students to decode and encode words with morphemes in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
4 out of 4 points
Evaluation for 5.E.3d
Evaluation for 5.E.3d
Materials include a variety of activities and/or resources authentic to Spanish for students to decode and encode words with morphemes in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
4 out of 4 points
The materials incorporate a variety of activities and resources through student worksheets and print resources that support decoding and encoding words containing Spanish morphemes. In Habilidades y Destrezas 7, the Cuaderno de actividades provides many opportunities for students to identify, sort, and write derived and inflected words in isolation and within authentic Spanish connected text. For example, in “Página de actividades 2.1,” the educator directs students to read isolated words such as desarmador, computadora, and conductor and sort and write them according to the agentive suffixes -or and -ora. The materials provide additional practice in “Actividades 3.1” and “Actividades 9.4,” where students transform singular nouns such as toalla, diente, and reloj into their plural forms using -s or -es. Students then apply morphological knowledge as they transform base verbs into agentive nouns and use them to complete connected sentences. These activities support the application of Spanish morphology to authentic decoding and encoding tasks.
5.F.1 Vocabulary Development
5.F.1a
Materials include teacher guidance to support students in determining the meaning of unfamiliar Spanish words with illustrations, texts, and guidance in the use of context according to grade-level Spanish language arts TEKS. (S)
Materials include teacher guidance to support students in determining the meaning of unfamiliar Spanish words with illustrations, texts, and guidance in the use of context according to grade-level Spanish language arts TEKS. (S)
3 out of 3 points
Evaluation for 5.F.1a
Evaluation for 5.F.1a
Materials include teacher guidance to support students in determining the meaning of unfamiliar Spanish words with illustrations, texts, and guidance in the use of context according to grade-level Spanish language arts TEKS. (S)
3 out of 3 points
Subsequently, the materials support students in determining the meaning of unfamiliar Spanish words through “Vistazo previo al vocabulario esencial” and the reading activity “Un viaje increíble” in accordance with the Spanish language arts TEKS. In Habilidades y Destrezas 4 Guía del maestro lesson 15, the educator previews unfamiliar vocabulary before reading and guides students to determine the meaning of unfamiliar Spanish words with illustrations and the chapter text during reading. The educator directs students to observe the illustrations and discuss how the images support their understanding of the vocabulary and events in the story. Students interpret vocabulary, such as país, capullo, vacío, estómago, and creer using both visual and textual context. Students determine the meanings of unfamiliar words through contextual analysis rather than isolated definitions, supporting vocabulary development and guidance in the use of context during connected reading.
5.F.1b
Materials include teacher guidance in Spanish to provide explicit (direct) instruction on the purpose and use of both print and digital resources such as picture dictionaries, primary dictionaries, glossaries, eBooks, and online dictionaries. (T)
Materials include teacher guidance in Spanish to provide explicit (direct) instruction on the purpose and use of both print and digital resources such as picture dictionaries, primary dictionaries, glossaries, eBooks, and online dictionaries. (T)
4 out of 4 points
Evaluation for 5.F.1b
Evaluation for 5.F.1b
Materials include teacher guidance in Spanish to provide explicit (direct) instruction on the purpose and use of both print and digital resources such as picture dictionaries, primary dictionaries, glossaries, eBooks, and online dictionaries. (T)
4 out of 4 points
Similarly, Habilidades y Destrezas 6 Guía del maestro lesson 6 “Presentar el capítulo: ‘Saludos desde Hawái’” provides direct instructional modeling for using text features and informational tools. The guidance directs the educator to have students examine the illustrated glossary at the end of the book and to explain that the publisher organizes the words in alphabetical order so students can consult the print resource when they encounter an unfamiliar word. This instruction explicitly teaches the purpose and use of a glossary and models how it functions as a reference tool in alignment with the TEKS 1.3.A. This guidance provides explicit (direct) instruction to support students in developing the ability to locate and verify word meanings and pronunciations independently.
5.F.1c
[2nd grade only] Materials include activities and tasks in Spanish for students to use print and digital resources to determine the meaning of words and their pronunciations. (S) [3rd grade only] Materials include activities and tasks in Spanish for students to use print and digital resources for determining the meaning of words and their pronunciation and syllabication. (S)
[2nd grade only] Materials include activities and tasks in Spanish for students to use print and digital resources to determine the meaning of words and their pronunciations. (S) [3rd grade only] Materials include activities and tasks in Spanish for students to use print and digital resources for determining the meaning of words and their pronunciation and syllabication. (S)
Not applicable.
Evaluation for 5.F.1c
Evaluation for 5.F.1c
[2nd grade only] Materials include activities and tasks in Spanish for students to use print and digital resources to determine the meaning of words and their pronunciations. (S) [3rd grade only] Materials include activities and tasks in Spanish for students to use print and digital resources for determining the meaning of words and their pronunciation and syllabication. (S)
Not applicable.
5.G.1 Reading Fluency (1-3)
5.G.1a
Materials include lessons, activities and tasks with modeling and practice of fluent reading skills in and out context in Spanish with suggestions for teacher feedback. (T)
Materials include lessons, activities and tasks with modeling and practice of fluent reading skills in and out context in Spanish with suggestions for teacher feedback. (T)
3 out of 3 points
Evaluation for 5.G.1a
Evaluation for 5.G.1a
Materials include lessons, activities and tasks with modeling and practice of fluent reading skills in and out context in Spanish with suggestions for teacher feedback. (T)
3 out of 3 points
Following this, in Habilidades y Destrezas 9 Guía del maestro, lesson 17’s end of year evaluation asks the educator to explicitly review characteristics of fluent reading before students conduct independent reading. The educator instructs students that effective reading includes appropriate volume and expression, accurate use of punctuation for intonation and pauses, and an appropriate reading rate. Prior to the assessment, the educator draws attention to punctuation in “La galería de Telma,” including exclamatory and interrogative sentences, commas, and periods, and guides students to use these features to support expression and phrasing. Each student then reads the passage aloud independently while the educator observes their performance and uses the structured criteria of the “Rúbrica de evaluación de fluidez” and the “Registro para la evaluación de fluidez” in their assessment. The educator evaluates various elements of student performance, including expresión y volumen, fraseo, and pausas al leer. Each rubric level includes explicit descriptors to guide documentation and inform suggestions for educator feedback. Overall, the materials support fluency development through educator modeling, progressively complex texts, repeated reading practice, and ongoing assessment and feedback.
5.G.1b
Materials include embedded modeling and practice with authentic Spanish word lists, decodable phrases/sentences, and decodable connected texts in the lesson. (S)
Materials include embedded modeling and practice with authentic Spanish word lists, decodable phrases/sentences, and decodable connected texts in the lesson. (S)
3 out of 3 points
Evaluation for 5.G.1b
Evaluation for 5.G.1b
Materials include embedded modeling and practice with authentic Spanish word lists, decodable phrases/sentences, and decodable connected texts in the lesson. (S)
3 out of 3 points
Similarly, in Habilidades y Destrezas 9 Guía del maestro lesson 2 “Repaso de sílabas trabadas,” students review consonant blends /br/, /bl/, and /gr/ after the educator introduces the objective. Using “Componente digital 2.1” the educator models pronunciation for words such as cabra, establo, and grillo. Students repeat the words while emphasizing the target syllables before generating additional examples. Guided practice continues during dictation, with the educator reading the sentence “En mi familia, siempre hablamos por señas” aloud with appropriate pace and expression, while students write it down. Students then identify the target spelling pattern and apply appropriate intonation and prosody. Finally, students transfer the skill to connected reading in the chapter “Las superseñas,” where the educator models fluent reading and directs attention to intonation and pauses. This progression from explicit modeling to guided practice and independent application provides repeated opportunities to apply phonics skills in meaningful contexts, supporting fluent, accurate, and expressive reading in Spanish.
5.G.1c
Materials include practice activities and tasks in Spanish to develop word reading fluency in a variety of settings (e.g., independently, in partners, in teacher-facilitated small groups, etc.). (S)
Materials include practice activities and tasks in Spanish to develop word reading fluency in a variety of settings (e.g., independently, in partners, in teacher-facilitated small groups, etc.). (S)
1 out of 1 points
Evaluation for 5.G.1c
Evaluation for 5.G.1c
Materials include practice activities and tasks in Spanish to develop word reading fluency in a variety of settings (e.g., independently, in partners, in teacher-facilitated small groups, etc.). (S)
1 out of 1 points
Subsequently, in Habilidades y Destrezas 6 Guía del maestro’s lesson 1, the educator conducts a whole-group reading of the chapter “Saludos desde Hawái,” reading it aloud as students follow along in their texts. Students then transition into partner practice, where they complete rereading collaboratively. The educator directs students to work with a partner and respond to questions in “Página de actividades 1.2” while locating evidence in the text. Students underline responses in the text and return to the reading to support accuracy and automatic word recognition. The materials provide additional oral language practice in small groups, where students respond to prompts using complete sentences with targeted structures. Repeated opportunities for students to read and interact with authentic Spanish texts across whole-group, partner, and collaborative settings aid in developing word reading fluency.
5.G.1d
Materials include various authentic Spanish connected texts for the building of accuracy, fluency, prosody, and comprehension.
Materials include various authentic Spanish connected texts for the building of accuracy, fluency, prosody, and comprehension.
4 out of 4 points
Evaluation for 5.G.1d
Evaluation for 5.G.1d
Materials include various authentic Spanish connected texts for the building of accuracy, fluency, prosody, and comprehension.
4 out of 4 points
Additionally, the Guía del maestro provides multiple educator modeling, guided reading, collaborative practice, and comprehension activities that support fluent reading and meaning construction. The Habilidades y Destrezas 5 unit summary explicitly states that students complete reading chapters in whole-group, partner, or small-group formats and that each reading experience addresses both fluency and comprehension. During instruction, the educator directs lessons to model appropriate pace, expression, intonation, and phrasing to demonstrate fluent reading. For example, in Habilidades y Destrezas 9 lesson 1 “Un músico especial,” the educator activates background knowledge and poses prediction questions before reading. Then the educator reads the chapter aloud while students participate through choral reading of the final paragraph of each page. After reading, students work in pairs to answer comprehension questions in “Página de actividades 1.2,” where the educator provides modeling for the first item and students identify textual evidence before completing remaining questions independently. Students use sentence stems such as “Felipe practica mucho porque. . .” and “La familia utiliza señas para. . .” to support text-based responses, along with page references to locate evidence. A cumulative assessment of fluency, vocabulary, and comprehension is included in the final unit to monitor overall reading development. These routines support the development of accuracy, fluency, expressive reading, and comprehension in Spanish.
5.H.1 Handwriting Development
5.H.1a
Materials include explicit (direct) instruction in Spanish on the teaching of handwriting skills, including handwriting strokes, as appropriate for each grade-level and, when possible, connected to current student learning. (T)
Materials include explicit (direct) instruction in Spanish on the teaching of handwriting skills, including handwriting strokes, as appropriate for each grade-level and, when possible, connected to current student learning. (T)
2 out of 2 points
Evaluation for 5.H.1a
Evaluation for 5.H.1a
Materials include explicit (direct) instruction in Spanish on the teaching of handwriting skills, including handwriting strokes, as appropriate for each grade-level and, when possible, connected to current student learning. (T)
2 out of 2 points
The materials continue to provide explicit instruction in handwriting skills connected to current learning. For example, in Habilidades y Destrezas 6 Guía del maestro, lesson 17, the “Gramática” section features explicit guidance for teaching appropriate handwriting strokes through modeling and guided practice. Students trace the dotted líneas onduladas in “Página de actividades 17.1” and if needed, continue practicing the same handwriting stroke on a blank sheet of paper. The lesson integrates handwriting practice into the grammar activity by having students underline verbs, allowing them to apply the handwriting stroke in an authentic learning context while reinforcing both handwriting development and current literacy instruction.
5.H.1b
Materials include frequent opportunities, resources, and activities and tasks in Spanish for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
Materials include frequent opportunities, resources, and activities and tasks in Spanish for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
1 out of 1 points
Evaluation for 5.H.1b
Evaluation for 5.H.1b
Materials include frequent opportunities, resources, and activities and tasks in Spanish for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
1 out of 1 points
The materials also include a biweekly dictado routine that provides frequent opportunities to develop Spanish handwriting skills. In Habilidades y Destrezas 6 Guía del maestro lesson 1, the “Ortografía” section ensures that structured handwriting practice is embedded within authentic literacy instruction through sentence dictation and self-correction. Students participate in eight dictation sessions throughout the unit in which they open their Cuaderno de dictado, write a title and a complete sentence from dictation, and then review and correct their work using a different-colored pencil. These recurring handwriting opportunities reinforce sentence-level writing, appropriate spacing, and legibility while supporting the development and maintenance of grade-level handwriting skills in Spanish.
Rubric Section 6
Knowledge Coherence
Materials support the development of connected background knowledge and key academic vocabulary within and across grade-levels.
Total
100% (33 out of 33 points)
Evaluation for 6.A.1a
The materials intentionally organize grade 1 Conocimiento units around disciplinary topics that build students’ understanding of literature, science, history, and related content areas throughout the school year. The “Mapa curricular de Grado 1” presents a coherent sequence of units organized by discipline and text type. Literary units include Conocimiento 1 “Fábulas y cuentos,” Conocimiento 3 “Tierras diferentes, cuentos similares,” and Conocimiento 8 “Cuentos de hadas,” while informational units focus on disciplinary content such as Conocimiento 2 “El cuerpo humano,” Conocimiento 4 “Antiguas civilizaciones de América,” Conocimiento 5 “Astronomía: la exploración del espacio,” Conocimiento 6 “La historia de la Tierra,” Conocimiento 7 “Los animales y sus hábitats: el mundo que compartimos,” and Conocimiento 9 “Una nueva nación: la independencia de los Estados Unidos.” Unit summaries identify the disciplinary concepts and content knowledge developed through connected Spanish texts and instructional activities, demonstrating a logical progression across multiple academic fields. This organization is illustrated in Conocimiento 4 Guía del maestro’s introduction, which explains that students will examine the Maya, Aztec, and Inca civilizations by studying agriculture, religion, cities, governments, and archaeological discoveries while comparing and contrasting the civilizations and learning how archaeologists have reconstructed their histories. Throughout the unit, disciplinary content is integrated with literacy instruction through discussion, comparison activities, and informational writing. Together, the curriculum map and unit introduction demonstrate that the grade 1 knowledge sequence is intentionally organized around coherent disciplinary studies that build content knowledge through connected reading, discussion, and writing rather than isolated literacy skills.
Conocimiento 3 Guía del maestro is organized around global literary traditions that build knowledge through literature and the arts while expanding students’ understanding of culture and geography. The unit introduction “¿Por qué es importante Tierras diferentes, cuentos similares?” explains that students will explore classic fairy tales and folk stories passed down through generations by reading variations from different lands and countries. Through these connected read-alouds, students analyze literary elements, universal themes, and lessons across cultures while developing an appreciation for storytelling as a literary tradition. Students also build knowledge of diverse cultures and geographies by comparing stories from different regions and connecting fictional cautionary tales to real-world concepts, such as the importance of following directions from trusted family members. These connected literary experiences demonstrate how the unit intentionally builds knowledge through literature while integrating cultural understanding across the arts and humanities.
Evaluation for 6.A.1b
The Guía del maestro for each unit provides an “Introducción” section that illustrates how topics, concepts, and skills are developed throughout the unit while connecting new learning to previous and future instruction. For example, in Conocimiento 2 Guía del maestro, the “Introducción” features cross-grade background information. The “¿Qué han aprendido los estudiantes hasta ahora?” subsection illustrates how topics, concepts, and skills are developed over time. The introduction explicitly identifies the prior knowledge unit, “Los cinco sentidos,” taught in grade K, establishing a clear cross-grade sequence in which foundational learning about the five senses serves as prerequisite knowledge for grade 1 instruction on body systems. Vertical alignment is demonstrated by connecting previously acquired content to new disciplinary learning, supporting coherent instructional planning and cumulative knowledge development across the curriculum in the process.
In Conocimiento 5 Guía del maestro, the “Introducción” begins by addressing the question, “¿Por qué es importante la astronomía?” and outlines the sequence of knowledge development across the unit. Foundational concepts about the solar system are introduced first, including that Earth is one of many celestial bodies, that the Sun is a star and the primary source of Earth’s light and energy, and that Earth’s rotation and orbit explain day and night. This knowledge is then extended through the study of space exploration, including la NASA, la Carrera Espacial, las misiones Apollo, and the role of astronauts. The “Introducción” further explains that the unit establishes the foundation for a more in-depth study of the solar system still to come in grade 3, demonstrating intentional vertical alignment across grade levels. In addition, the “Conocimientos previos de los estudiantes” section identifies the background knowledge students are expected to have before instruction begins, supporting connections between prior learning and new concepts. Collectively, these introductory and instructional planning resources demonstrate how knowledge is intentionally developed within the unit and across grade levels, enabling coherent instructional planning and supporting cumulative knowledge-building throughout the curriculum.
Evaluation for 6.A.1c
The Conocimientos planning documents and the “Mapa curricular de Grado 1” demonstrate that the materials allocate extended instructional time for each knowledge-building unit. The planning documents show that all units span at least 14 instructional days, with most lasting 15–18 days and one extending to 22 days. Units lasting 15 or more instructional days provide students with at least three weeks of sustained instruction on connected knowledge-building topics and Spanish texts. For example, Conocimiento 1 Guía del maestro “Fábulas y cuentos” highlights this extended instructional sequence through 16 instructional days that include lessons, pausa days, review, assessment, and culminating activities. Throughout the unit, students engage with connected Spanish texts, including “Las fábulas de Esopo,” the folktale of Anansi, and “El cuento de Pedro Conejo,” to develop vocabulary, strengthen comprehension, identify story elements, and analyze lessons about characters and behavior. The extended sequence enables students to revisit ideas across multiple texts while deepening their understanding of the unit’s literary focus.
Conocimiento 3 Guía del maestro’s “Introducción” further demonstrates sustained knowledge-building over multiple weeks through connected literary texts and instructional activities. The unit incorporates resources such as the “Rotafolio de imágenes,” “Tarjetas de imágenes,” and Cuaderno de actividades, with instruction organized around a “Pausa” after lesson 6, followed by “Repaso,” “Evaluación,” and culminating activities. This instructional sequence provides repeated opportunities for students to revisit vocabulary, connect ideas across related Spanish texts, and deepen their understanding of the unit’s literary and cultural themes. Together, the planning documents and unit structures demonstrate that the materials provide extended time for students to build knowledge through connected topics and Spanish texts.
Evaluation for 6.A.1d
The materials connect lessons through anchor Spanish texts and text sets that intentionally build students’ background knowledge over time. In Conocimiento 1 Guía del maestro, the “Introducción” explains that students develop understanding through a connected sequence of fables and traditional stories. During the first part of the unit, students listen to fables such as “El pastorcito y el lobo,” “La gallina de los huevos de oro,” and “El oso perezoso y el jaguar” to learn the characteristics and moral lessons of the genre. The unit then transitions to traditional stories, including “Medio Pollito” and “La casa ruidosa,” allowing students to compare different types of fiction while building vocabulary, comprehension, story elements, and cultural knowledge across related texts. Similarly, Conocimiento 10 “Cuentos de aventuras: relatos desde los confines de la Tierra” organizes lessons around a connected text set of adventure stories that integrates literature with science and social studies. Students read about explorers such as Julio C. Tello and Sophia Danenberg alongside literary works by Gabriel García Márquez and Gabriela Mistral, building content knowledge through related texts that reinforce common themes and concepts across the unit.
In Conocimiento 4 Guía del maestro, the “Introducción” explains that students build understanding of the Maya, Aztec, and Inca civilizations through a connected sequence of read-alouds and discussions. The unit first introduces major concepts, including agriculture, cities and government, religion, significant historical figures, and archaeology, and then expands those ideas as students compare and contrast the civilizations throughout the lessons. The guide explains that the concepts and factual information gained through the read-alouds “servirán como base para un aprendizaje posterior más profundo,” demonstrating that the texts are intentionally sequenced to build knowledge over time. Throughout the unit, recurring instructional tools and routines such as “Tabla de civilizaciones,” “Línea de tiempo,” “Preguntas de comprensión,” “Practicar palabras,” and “Escribir sobre el tema” help students organize, compare, and synthesize information across the text set. The unit concludes with “Repaso del Conocimiento,” “Evaluación del Conocimiento,” and “Actividades finales,” requiring students to integrate knowledge developed across the connected readings and demonstrating how the anchor text sequence builds background knowledge throughout the unit.
Evaluation for 6.A.1e
In Conocimiento 1 Guía del maestro lesson 3 “La gallina de los huevos de oro,” students are guided to develop language while building knowledge about fables and their moral lessons through integrated vocabulary, discussion, and writing activities. Before, during, and after the read-aloud, educators facilitate structured discussions using open-ended questions that require complete-sentence responses and academic vocabulary. Educators explicitly introduce the vocabulary word codicioso within a sentence from the text, leading students to determine its meaning in context and expand their oral responses with richer language. After reading, students discuss the fable’s moral, organize key story elements using an educator-guided story map, and complete “Página de actividades 1.1” by responding to text-based writing prompts. “Página de actividades 1.2” extends learning beyond the classroom by encouraging families to discuss the story, analyze its message, and complete written or illustrated responses. These integrated vocabulary, discussion, and writing activities reinforce students’ understanding of the lesson’s literary content while supporting Spanish language development.
In Conocimiento 2 Guía del maestro lesson 9 “La magia de MiPlato,” students apply Spanish grammar, vocabulary, discussion, and writing to the unit’s knowledge-building focus on nutrition and healthy eating. Educators guide students in discussing how the food pyramid and MiPlato represent a balanced diet and explain the meaning of each food-group section using domain-specific vocabulary such as verduras, frutas, granos, proteínas, and lácteos. Students also interpret the expression una manzana al día mantiene al doctor en la lejanía and connect healthy food choices to overall health. In “Página de actividades 9.1,” students apply their understanding by labeling and categorizing the sections of MiPlato, identifying which foods should be consumed in greater quantities, and recording their responses in writing. Throughout the lesson, educators revisit information from the read-aloud and reinforce academic and domain-specific vocabulary, connecting grammar, vocabulary, discussion, and writing directly to the lesson’s knowledge-building focus on nutrition.
Evaluation for 6.A.2a
The materials provide consistent educator guidance that connects new learning to previously acquired content knowledge. Each Conocimiento unit begins read-aloud lessons with the sections “¿Qué hemos aprendido hasta ahora?” and “¿Qué sabemos?” to activate and review prior knowledge before introducing new content. For example, in Conocimiento 1 Guía del maestro lesson 5 “El lobo con piel de cordero,” students revisit “El tigre mentiroso” by reviewing characteristics of fables, including fictional events, morals, and personification, and apply this understanding to the new text. Students also recall “El pastorcito y el lobo” by identifying characters, key events, and lessons learned before engaging with the new selection. The recurring routines activate previously learned content and support students in making connections among texts, concepts, and vocabulary as new learning is introduced.
The materials also provide cross-grade connections that activate background knowledge from prior grade levels. The grade 1 Guía del maestro includes instructional routines that connect current learning to prior grade K knowledge content before students study the history of the American colonies and the Revolutionary War. For example, in Conocimiento 9 lesson 1 “Una nueva era,” the “Conexiones esenciales” and “¿Dónde estamos?” routines activate background knowledge about North America, Native Americans, early explorers, and maps. Students locate North America, discuss its first inhabitants, and connect this learning to Grado K’s Conocimiento 6, where they learned about Native American groups, explored maps of North America, and examined how geography influenced different ways of life. By revisiting these previously developed concepts, the lesson establishes the historical foundation needed to understand European settlement and the development of the colonies. Intentional cross-grade connections support the activation of prior knowledge and help students develop deeper understanding of grade 1 history content.
Evaluation for 6.A.2b
The materials activate students’ background knowledge in Spanish by prompting them to recall learning from an earlier grade 1 Conocimiento unit before introducing new historical content, as demonstrated in Conocimiento 4 Guía del maestro lesson 1 “Los mayas: Una cosecha y un huracán.” The educator begins the unit by directing students to remember what they previously learned about Colón’s arrival in the Americas. The lesson asks, “¿Conocían los europeos a los habitantes y a las civilizaciones que ya existían antes de su llegada?” and guides students to reflect on how the encounter between different peoples changed history before introducing the Maya, Aztec, and Inca civilizations. Students recall prior learning, discuss their responses, and generate questions about the civilizations they will study, intentionally connecting previously learned historical content from an earlier unit to the new knowledge-building topic. The educator continues to activate background knowledge during the “¿Dónde estamos?” routine by asking students to identify the continent where they live, locate North America, Mexico, and the Yucatán Peninsula on a world map, and share what they already know about jungles before introducing the geographic setting of the ancient Maya. Students contribute prior knowledge, answer the educator’s questions, and pose additional questions about the environment, using previously learned geographic concepts to prepare for the read-aloud. These educator-directed routines intentionally connect learning from earlier units to new historical content within grade 1.
In Conocimiento 7 Guía del maestro, lesson 5 “Cantemos la canción de seis peniques” activates students’ prior learning from earlier texts within the grade level before students engage with the new selection. Students revisit their knowledge of Great Britain and the kings introduced in previous read-alouds, while previously taught vocabulary and historical concepts related to English monarchy are reinforced through explanations of terms such as peniques and mirlos and references to un rey y una reina de Inglaterra. Grade-level connections are further developed through the “Repaso de rimas” routine, in which “El viejo rey Cole” from lesson 4 is revisited as students identify rhyming words and apply previous knowledge to the new nursery rhyme. Additional connections are established when students compare the current text with “El rey Midas y el toque de oro” from lesson 3 through guided discussion. These intentional references require students to retrieve and apply previously learned content and vocabulary during new learning. Through these structured connections across units and lessons, the materials support students in activating, expanding, and applying background knowledge to develop deeper understanding of new content.
Evaluation for 6.A.2c
In Conocimiento 3 Guía del maestro, the “Introducción” section builds students’ background knowledge and understanding by providing cultural and literary context before students engage with the connected Spanish texts. The unit introduces classic fairy tales and folk stories from different lands and countries, helping students develop an understanding of cultural traditions, recurring themes, and storytelling elements. The unit includes components such as the “Rotafolio de imágenes,” “Tarjetas de imágenes,” and Cuaderno de actividades, which provide visual supports, vocabulary development, and opportunities for students to connect new concepts to the texts. Educators are directed to structure instruction around related texts and activities, with a “Pausa” after lesson 6, followed by a “Repaso,” “Evaluación,” and culminating activities that reinforce comprehension and extend students’ understanding of the unit concepts. Through these intentionally sequenced supports, students develop the background knowledge needed to make connections among texts and deepen their engagement with the unit’s central concepts.
In Conocimiento 4 Guía del maestro, the lesson 9 “Lectura en voz alta” section ensures that students receive relevant and targeted historical context before engaging with the text “Los incas: ¿Quiénes fueron?” Educators use multiple routines, such as “¿Dónde estamos?” “Información o términos básicos del contexto” and “Línea de tiempo” to introduce the location, historical period, and essential background information about the Inca civilization. Then, relying on the “Rotafolio de imágenes,” “Tarjeta de imágenes 13,” and the classroom timeline resource, students are able to build context before reading. Educators continue to support engagement with the text by introducing domain-specific vocabulary such as aldeanos, posesiones, and recolectar through student-friendly definitions, examples, and vocabulary classifications. During the read-aloud, visual supports and a stated purpose for listening reinforce students’ understanding of the historical content. Students then apply their background knowledge through activities such as “La leyenda de Viracocha” and the “Tabla de civilizaciones,” where they organize and discuss information from the text.
Evaluation for 6.A.3a
In Conocimiento 4 Guía del maestro, lesson 8 “Los aztecas: La carta de Cortés” asks students to engage with the big ideas of civilization, culture, and history through Spanish questions and tasks connected to an informational read-aloud about Tenochtitlán. Using the “Rotafolio de imágenes,” students examine significant features of the Aztec civilization, including its bridges, canals, marketplaces, government, and daily life. Text-dependent questions guide students to analyze information from the text and illustrations to develop an understanding of how the ancient Aztecs organized and governed a complex civilization. Learning is extended through the “Escribir sobre el tema” application, in which small groups use the “Tabla de civilizaciones sobre los antiguos aztecas” and lesson information to compose a paragraph about an important aspect of Aztec civilization. This writing task requires students to organize and communicate their understanding rather than simply restate information. The lesson concludes with a formative writing assessment in which students demonstrate their understanding of the civilization’s defining characteristics while reinforcing the unit’s themes. Through Spanish discussion questions and writing tasks, students analyze, organize, and communicate their understanding of important historical concepts.
Later in the year, Conocimiento 9 Guía del maestro lesson 11 “¿Libertad y justicia para todos?” includes “Preguntas de comprensión” and the “Escribir sobre el tema” application, which require students to engage with the unit’s central ideas of liberty, justice, equality, and citizenship. Students listen to the read-aloud and discuss the meaning of the Declaration of Independence and the Constitution through comprehension questions that ask them to explain why these documents were important, how they helped establish a fair government, why the Constitution was created after the Declaration of Independence, and what the ideas of libertad and justicia meant for the new nation. Students also discuss how the Declaration of Independence and the Constitution worked together to establish the United States and why these founding documents continue to be important today. Students then synthesize what they have learned by completing the “Escribir sobre el tema” task, where they write an informational paragraph explaining the founding of the United States using evidence and vocabulary from the unit, including historical events, important leaders, and founding documents. Rather than recalling isolated facts, students analyze how specific events, people, and documents contributed to the creation of a new nation based on liberty and justice, engaging with the unit’s enduring topics and themes.
Evaluation for 6.A.3b
In Conocimiento 9 Guía del maestro, each lesson begins with the “¿Qué hemos aprendido hasta ahora?” routine, which activates information from previous read-alouds and connects to prior learning before new historical content is introduced. As students progress through the unit, they synthesize ideas from related texts, including “Una nueva era,” “Tiempo de impuestos: El Motín del Té de Boston,” “El disparo que se escuchó en todo el mundo,” “Declarar la independencia,” “George Washington, comandante en jefe,” and “El surgimiento de una nueva nación,” to explain how historical events, figures, and concepts are connected. Application activities, including “Secuencia de eventos,” “Galería de imágenes,” “Actividad de conciencia sintáctica,” and “Expresiones y frases,” require students to integrate information from the current lesson with concepts developed in previous lessons. The unit culminates in “Escribir sobre el tema” and the “Knowledge Review,” where students use knowledge developed throughout the unit to revise an informational paragraph. Students also revisit historical figures, significant events, national symbols, and previously analyzed illustrations as they compose captions and demonstrate their understanding across multiple read-alouds. In this matter, the materials provide Spanish tasks that require students to synthesize information across connected historical texts and demonstrate understanding through cumulative discussion, writing, sequencing, and image-analysis activities.
In Conocimiento 2 Guía del maestro lesson 6, the “Conclusión del párrafo” activity requires students to synthesize information from the five body system texts studied throughout lessons 1–6. Students complete the informative paragraph introduced in lesson 1 by composing a concluding sentence: “Todos los sistemas de mi cuerpo trabajan juntos para mantenerme saludable.” To complete this writing task, students integrate evidence and concepts from multiple read-alouds about the body systems and apply their understanding in a connected written response. The completed paragraph demonstrates knowledge developed across the sequence of lessons rather than information recalled from a single text. This example supports the criterion because the materials require students to synthesize concepts from related Spanish texts and apply their learning through a collaborative writing task that demonstrates understanding of the unit’s central ideas.
Evaluation for 6.A.3c
In Conocimiento 10 Guía del maestro lesson 15’s “Día de la presentación,” students complete the culminating “Galería de aventuras” activity, which requires them to demonstrate knowledge developed throughout the unit. Before the presentation, students review the vocabulary, research, and writing from the previous 14 lessons. Students incorporate information from multiple read-alouds and unit activities as they present what they learned about explorers, adventures, and the environments they studied. The goal is to share their research, written work, charts, and other classroom materials with families and members of the school community to explain their learning. Throughout the presentation, students synthesize information gathered across the unit and communicate their understanding through oral and written language. This culminating task requires students to make connections across related texts and activities while demonstrating their understanding of the unit’s central concepts.
The Conocimiento 9 Guía del maestro directs educators to guide students in a culminating “Escribir sobre el tema” writing task and the “Knowledge Review,” which require students to demonstrate their understanding of the unit topic by connecting information from historical texts studied throughout the unit. For example, in lesson 11 students begin planning an informational paragraph on “Página de actividades 11.1” by selecting and organizing ideas from previous historical read-alouds and the “Galería de imágenes.” In lesson 12, students complete “Página de actividades 12.1” by composing an informational paragraph that integrates evidence from multiple lessons to explain how historical figures, events, and national symbols contributed to the founding of the United States. Students may connect the Second Continental Congress, the Declaration of Independence, and George Washington’s leadership to explain how the colonies gained independence or use Betsy Ross, the American flag, the Liberty Bell, and the bald eagle to explain the development of the nation’s identity. During the “Repaso de Conocimientos,” students revise and edit their writing on “Página de actividades RC.1” using the “Galería de imágenes” to verify that their paragraph incorporates information from multiple historical texts and images. These culminating writing activities require students to synthesize information across related read-alouds about various historical figures, events, and symbols to demonstrate their understanding of the unit topic through a coherent written product.
Evaluation for 6.A.3d
The materials provide home-based activities that encourage students to apply newly acquired understanding beyond the classroom. The Cuaderno de actividades extends unit learning with take-home activities that connect expressions, vocabulary, and concepts developed during instruction to real-life situations through family discussions. For example, in Conocimiento 1 Guía del maestro, “Actividad 1.2: ‘Para llevar a casa’” revisits the expression un lobo con piel de cordero, which students learned through fables and discussions of their morals. Students discuss the meaning of the expression with family members and consider how it applies to everyday situations. Similarly, Conocimiento 7’s “Actividad 7.3: ‘Para llevar a casa’” revisits the expression trata a los demás como te gustaría que te traten a ti and connects the concept to students’ behavior and interactions at home and in the community. Through these activities, students apply unit vocabulary and concepts in authentic contexts outside the classroom.
The materials also include personal application activities that require students to transfer new understanding to their own lives. In Conocimiento 2 Guía del maestro lesson 8, students apply their understanding of wellness practices during the “Cinco claves para la salud” segment by reflecting on their own health habits. Students respond to questions such as “¿Qué hicieron esta semana para estar saludables?” and identify personal examples connected to each health key. They then draw a personal health habit on “Página de actividades 8.1” and write a sentence explaining their response. These activities allow students to connect scientific concepts about health and wellness to their daily routines and apply their learning beyond classroom instruction.
Evaluation for 6.A.4a
Grade 1’s planning documents include the Guía de complejidad de los textos y vocabulario, which outlines a yearlong scope and sequence for developing tier-two and tier-three Spanish academic vocabulary within knowledge-building units. The guide identifies how academic vocabulary is introduced, reinforced, and applied across units, with each Conocimiento unit including organized lists of “Palabras académicas generales” for tier two and “Palabras específicas del tema” for tier three. For example, Conocimiento 5 introduces tier-two vocabulary such as clasificar and abundante and tier-three terms such as astronauta, constelaciones, and sistema solar. This progression continues in Conocimiento 6 where students develop vocabulary connected to geology and Earth science. In later units, such as Conocimiento 9 and Conocimiento 10, students build academic and domain-specific vocabulary related to history and literature. Across the school year, the materials intentionally sequence vocabulary so students encounter, revisit, and apply tier-two and tier-three words within increasingly complex content areas and knowledge-building contexts.
In Conocimiento 2 Guía del maestro lesson 1, the “Vocabulario esencial” section demonstrates how the materials implement this vocabulary progression through explicit categorization and repeated application of academic and domain-specific terms. Each lesson includes a vocabulary table that identifies “Palabras de dominio específico” (tier three) such as esófago, esqueleto, and vasos sanguíneos; “Palabras académicas generales” (tier two) such as apoyo, voluntarios, and complicada; and “Palabras de uso diario.” The structure guides educators in developing vocabulary from familiar language to increasingly complex scientific concepts. Through repeated exposure and application across lessons and units, students develop understanding of key concepts while expanding their use of Spanish academic language in meaningful contexts. Together, the yearlong vocabulary guide and lesson-level vocabulary routines demonstrate an intentional sequence for building and applying tier-two and tier-three vocabulary throughout the curriculum.
Evaluation for 6.A.4b
In Conocimiento 4 Guía del maestro lesson 10 “Los incas: El chasqui,” the “Practicar palabras: prohibido” routine provides explicit instruction and differentiated practice for academic vocabulary development. Educators introduce the word prohibido within the context of the read-aloud, provide a student-friendly definition, model its use, and guide students in applying the word through complete sentences. Sentence stems, such as “Tengo prohibido. . .” support students in expressing their ideas before participating in partner discussions. Throughout the unit, differentiated oral language supports are embedded through “Nivel emergente,” “A nivel,” and “Nivel avanzado” prompts that adjust questioning, response expectations, and language complexity. Emerging speakers respond using simple language supports, students at grade level explain ideas using target vocabulary, and advanced speakers expand responses using increasingly complex academic language. Through explicit vocabulary instruction, guided practice, and differentiated supports, students receive opportunities to practice and apply newly learned Spanish vocabulary within meaningful knowledge-building contexts.
Throughout each Conocimiento unit, the Guía del maestro equips educators to provide sentence frames, differentiated oral language supports, and vocabulary banks that support vocabulary development through content-based activities. For example, in Conocimiento 10 Guía del maestro lesson 1, the “Apoyo al aprendizaje” section features sentence frames such as “El personaje de la fábula es. . .” and “El escenario del cuento es. . .” to support students in applying newly learned vocabulary in complete sentences. Additional supports appear in “Audición y expresión oral: Interacción mediante el español escrito,” where guidance differentiates instruction for “Estudiantes emergentes,” “A nivel,” and “Nivel avanzado.” Emerging students respond to simple yes-or-no questions, students at grade level complete sentence frames using target vocabulary, and advanced students expand responses using sentence starters. During the “Tabla SQA” activity, vocabulary banks with terms such as ubicación, altura, and animales support students in completing the “Sé” and “Quiero saber” sections using academic language. These consistent content and language scaffolds provide educators with tools to differentiate Spanish vocabulary instruction and ensure that students at every level have opportunities to develop and apply academic vocabulary.
Evaluation for 6.A.4c
The grade 1 materials include “Galería de imágenes” activities, informational paragraph writing, and vocabulary brainstorming tasks that require students to purposefully apply key Spanish academic vocabulary. In Conocimiento 9 Guía del maestro lesson 1, students use academic vocabulary such as asentamientos, mercancías, voluntarios, independiente, presidente, almanaque, aniversario, equitativamente, and símbolos during historical discussions, image-caption writing, and informational writing activities. During the “Repaso del Conocimiento,” students select and describe historical images using unit vocabulary, review classmates’ paragraphs, and complete a vocabulary brainstorming activity using the word almanaque by connecting it to figures such as Benjamín Franklin and his publication, “Almanaque del pobre Richard.” These tasks require students to apply vocabulary toward explaining historical concepts and communicate their understanding rather than simply recalling definitions. Throughout the unit, students repeatedly use academic and domain-specific vocabulary in speaking, writing, and discussions as they analyze historical events and ideas.
The materials also include vocabulary follow-up activities that require students to apply key Spanish academic vocabulary across different contexts. In Conocimiento 2 Guía del maestro lesson 1, the “Practicar palabras: sistemas” activity requires students to use the target tier-two vocabulary word sistemas while identifying and explaining organizational structures beyond the study of anatomy. Students identify real-world examples, such as a school bus system, library system, or road system, and explain each example using the word sistemas in complete sentences. This activity extends vocabulary beyond the lesson text and requires students to apply academic language to authentic situations. Through these purposeful vocabulary tasks, students develop the ability to use key Spanish academic vocabulary to communicate understanding across different content areas.
Evaluation for 6.A.4d
In Conocimiento 1 Guía del maestro lesson 6, the “Lectura en voz alta” section uses visual supports, graphic organizers, and kinesthetic activities to support students’ acquisition of key Spanish vocabulary and concepts. Before the read-aloud of “El oso perezoso y el jaguar,” educators use a map to locate the Amazonas de América del Sur and establish background knowledge about the setting of the fable. During the lesson, educators display images of animals and illustrations from the “Rotafolio de imágenes” to reinforce vocabulary and support comprehension. Additionally, students use the “Mapa del cuento” to organize story elements and retell important events. Kinesthetic activities are also incorporated as students respond physically to examples of the expression lobo con piel de cordero, connecting language to actions and meaning. These visual, graphic, and movement-based supports allow students to connect new vocabulary and concepts to concrete representations.
In Conocimiento 4 Guía del maestro lesson 5 “Los aztecas: La leyenda del águila y la serpiente,” educators use the “Rotafolio de imágenes,” “Tarjetas de imágenes,” and “Tabla de civilizaciones” resources to establish meaning before and during the read-aloud. As students encounter vocabulary such as águila, serpiente, nopal, and leyenda, visual representations connect new terms to concrete images rather than relying only on verbal explanations. During the read-aloud, educators revisit illustrations while students analyze events from the Aztec founding legend, respond to comprehension questions, and explore the significance of the eagle, cactus, and serpent as symbols of Aztec civilization. The “Practicar palabras” routine further reinforces vocabulary development by pairing visual representations with contextual examples and opportunities for students to describe and apply target words. Through these intentionally designed routines, students acquire academic vocabulary by using images, visualization, and discussion to connect language with content concepts.
Evaluation for 6.B.1a
In Conocimiento 2 Guía del maestro, lesson 2 provides explicit educator guidance to support students in asking and generating questions in Spanish for inquiry. Before the skeleton read-aloud, the educator reminds students that “hacer preguntas antes, durante y después de la lectura nos permite comprender mejor la información,” establishing questioning as a purposeful strategy for investigating new content. The Guía del maestro prompts the educator to have students generate their own questions by stating, “Anime a los estudiantes a hacer preguntas que puedan tener sobre los esqueletos mientras usted les lee.” Therefore, students are empowered to identify what they want to learn and seek answers as they listen rather than only responding to educator-directed questions. As the read-aloud progresses, student-generated questions establish a purpose for listening, support comprehension of the informational text, and deepen understanding of the skeletal system.
Similarly, in Conocimiento 3 Guía del maestro, lesson 1 provides educator guidance to support students in generating questions to guide inquiry before introducing new content. Students begin the unit by generating questions about the Maya, Aztec, and Inca civilizations and asking classmates for information before the educator introduces the read-aloud. During the “¿Dónde estamos?” section, students examine the Yucatán Peninsula and the rainforest and generate questions about the environment to establish a purpose for listening. Embedded “Apoyo a la enseñanza” and differentiated “Nivel emergente,” “A nivel,” and “Nivel avanzado” supports help students formulate, expand, and refine their questions according to their language proficiency. Throughout the unit, students revisit their questions by adding information to the “Tabla de civilizaciones” and comparing the Maya, Aztec, and Inca civilizations across successive lessons. These structured inquiry routines connect student-generated questions to authentic Spanish texts and ongoing knowledge building while supporting students in asking, refining, and answering questions throughout the unit.
Evaluation for 6.B.1b
In Conocimiento 2 Guía del maestro lesson 1’s “Aplicación: Párrafo” section, “Los sistemas de mi cuerpo,” students are guided through a multi-step research and writing process using the “Póster del proceso de escritura” and the “Tabla del proceso de escritura” tools. The materials explicitly reference the stages of planear and borrador to guide students in organizing information before they begin writing. Students record information gathered from the “SQA” table and unit read-alouds and use their notes to develop a written response. In lesson 1, students create an introductory sentence, then they add detailed sentences about each body system as they acquire new information from the texts across lessons 2–6. Through this cumulative process, students gather, organize, and incorporate information into a final written product, demonstrating how to generate and follow a research plan using evidence collected throughout the unit.
In Conocimiento 9 Guía del maestro lesson 11, “¿Libertad y justicia para todos?” guides students through a structured research and writing process that requires them to organize information from multiple read-alouds before composing an informational response. Students review previously learned content about the Founding Fathers, the Declaration of Independence, Betsy Ross, and the creation of the American flag and use this information to plan their writing. Students complete a graphic organizer to identify the topic, record relevant facts, and sequence ideas before drafting. They discuss their plans with a partner, revise their ideas, and use the completed organizer to compose an informational paragraph explaining how significant individuals and events contributed to the founding of the United States. Students incorporate details such as George Washington leading the Continental Army, Thomas Jefferson writing the Declaration of Independence, and Betsy Ross sewing the first American flag. Through this sequence, students generate a research plan by selecting and organizing information from multiple texts and follow the plan by drafting and revising a written response supported by evidence.
Evaluation for 6.B.1c
In Conocimiento 2 Guía del maestro’s “Pausa” and “Actividades” sections, students are guided to identify and use relevant sources while investigating the human body. Students gather information from multiple print, visual, and human sources, including the “Libro de lectura sobre los sistemas del cuerpo,” student-selected reading texts, “Tarjetas de imágenes,” unit read-alouds, and additional books that reinforce the concepts being studied. The guidance also directs educators to invite the school nurse or family members who are health professionals to serve as expert sources of information. Throughout lessons 2–6, students collect information from these human sources and use it to extend their understanding of body systems. The unit’s varied opportunities support students in identifying relevant sources, organizing information, and developing research skills appropriate for grade 1.
In Conocimiento 10 Guía del maestro lesson 5 “Camino a las estrellas,” the “Recopilar respuestas” section provides students with structured support for identifying appropriate sources based on research questions and communicating information using multiple media sources. Students review the initial steps of the research process by brainstorming topics and generating inquiry questions before moving to the information-gathering stage. Students identify potential resources, evaluate them with the “Tabla para identificar recursos” tool, and select sources based on whether they provide the information needed to answer their investigation questions. Using “Página de actividades 5.1,” students then record three appropriate resources, create drawings to represent each source, collaborate with a partner to select an additional resource, and identify the inquiry question each source will answer. Finally, students share and justify their selections with the class and revise their choices when a resource does not support their research purpose. Through these activities, students practice identifying relevant sources, organizing information through graphic organizers and visual representations, and communicating how selected resources support their research questions.
6.A.1 Connected Knowledge-Building Units and Lessons
6.A.1a
Units are designed to build knowledge based in the fields of science, history, literature, and the arts.
Units are designed to build knowledge based in the fields of science, history, literature, and the arts.
4 out of 4 points
Evaluation for 6.A.1a
Evaluation for 6.A.1a
Units are designed to build knowledge based in the fields of science, history, literature, and the arts.
4 out of 4 points
Conocimiento 3 Guía del maestro is organized around global literary traditions that build knowledge through literature and the arts while expanding students’ understanding of culture and geography. The unit introduction “¿Por qué es importante Tierras diferentes, cuentos similares?” explains that students will explore classic fairy tales and folk stories passed down through generations by reading variations from different lands and countries. Through these connected read-alouds, students analyze literary elements, universal themes, and lessons across cultures while developing an appreciation for storytelling as a literary tradition. Students also build knowledge of diverse cultures and geographies by comparing stories from different regions and connecting fictional cautionary tales to real-world concepts, such as the importance of following directions from trusted family members. These connected literary experiences demonstrate how the unit intentionally builds knowledge through literature while integrating cultural understanding across the arts and humanities.
6.A.1b
Materials provide resources, including a scope and sequence, to demonstrate the approach to knowledge-building within and across grade levels.
Materials provide resources, including a scope and sequence, to demonstrate the approach to knowledge-building within and across grade levels.
2 out of 2 points
Evaluation for 6.A.1b
Evaluation for 6.A.1b
Materials provide resources, including a scope and sequence, to demonstrate the approach to knowledge-building within and across grade levels.
2 out of 2 points
In Conocimiento 5 Guía del maestro, the “Introducción” begins by addressing the question, “¿Por qué es importante la astronomía?” and outlines the sequence of knowledge development across the unit. Foundational concepts about the solar system are introduced first, including that Earth is one of many celestial bodies, that the Sun is a star and the primary source of Earth’s light and energy, and that Earth’s rotation and orbit explain day and night. This knowledge is then extended through the study of space exploration, including la NASA, la Carrera Espacial, las misiones Apollo, and the role of astronauts. The “Introducción” further explains that the unit establishes the foundation for a more in-depth study of the solar system still to come in grade 3, demonstrating intentional vertical alignment across grade levels. In addition, the “Conocimientos previos de los estudiantes” section identifies the background knowledge students are expected to have before instruction begins, supporting connections between prior learning and new concepts. Collectively, these introductory and instructional planning resources demonstrate how knowledge is intentionally developed within the unit and across grade levels, enabling coherent instructional planning and supporting cumulative knowledge-building throughout the curriculum.
6.A.1c
Units are designed for students to spend extended time (e.g., 3 weeks or more) on connected knowledge-building topics and Spanish texts.
Units are designed for students to spend extended time (e.g., 3 weeks or more) on connected knowledge-building topics and Spanish texts.
1 out of 1 points
Evaluation for 6.A.1c
Evaluation for 6.A.1c
Units are designed for students to spend extended time (e.g., 3 weeks or more) on connected knowledge-building topics and Spanish texts.
1 out of 1 points
Conocimiento 3 Guía del maestro’s “Introducción” further demonstrates sustained knowledge-building over multiple weeks through connected literary texts and instructional activities. The unit incorporates resources such as the “Rotafolio de imágenes,” “Tarjetas de imágenes,” and Cuaderno de actividades, with instruction organized around a “Pausa” after lesson 6, followed by “Repaso,” “Evaluación,” and culminating activities. This instructional sequence provides repeated opportunities for students to revisit vocabulary, connect ideas across related Spanish texts, and deepen their understanding of the unit’s literary and cultural themes. Together, the planning documents and unit structures demonstrate that the materials provide extended time for students to build knowledge through connected topics and Spanish texts.
6.A.1d
Lessons are connected by anchoring Spanish texts or text sets designed to intentionally build connected student background knowledge over time.
Lessons are connected by anchoring Spanish texts or text sets designed to intentionally build connected student background knowledge over time.
1 out of 1 points
Evaluation for 6.A.1d
Evaluation for 6.A.1d
Lessons are connected by anchoring Spanish texts or text sets designed to intentionally build connected student background knowledge over time.
1 out of 1 points
In Conocimiento 4 Guía del maestro, the “Introducción” explains that students build understanding of the Maya, Aztec, and Inca civilizations through a connected sequence of read-alouds and discussions. The unit first introduces major concepts, including agriculture, cities and government, religion, significant historical figures, and archaeology, and then expands those ideas as students compare and contrast the civilizations throughout the lessons. The guide explains that the concepts and factual information gained through the read-alouds “servirán como base para un aprendizaje posterior más profundo,” demonstrating that the texts are intentionally sequenced to build knowledge over time. Throughout the unit, recurring instructional tools and routines such as “Tabla de civilizaciones,” “Línea de tiempo,” “Preguntas de comprensión,” “Practicar palabras,” and “Escribir sobre el tema” help students organize, compare, and synthesize information across the text set. The unit concludes with “Repaso del Conocimiento,” “Evaluación del Conocimiento,” and “Actividades finales,” requiring students to integrate knowledge developed across the connected readings and demonstrating how the anchor text sequence builds background knowledge throughout the unit.
6.A.1e
Spanish grammar, vocabulary, discussion, and writing activities are connected to the knowledge-building topic of the lesson.
Spanish grammar, vocabulary, discussion, and writing activities are connected to the knowledge-building topic of the lesson.
4 out of 4 points
Evaluation for 6.A.1e
Evaluation for 6.A.1e
Spanish grammar, vocabulary, discussion, and writing activities are connected to the knowledge-building topic of the lesson.
4 out of 4 points
In Conocimiento 2 Guía del maestro lesson 9 “La magia de MiPlato,” students apply Spanish grammar, vocabulary, discussion, and writing to the unit’s knowledge-building focus on nutrition and healthy eating. Educators guide students in discussing how the food pyramid and MiPlato represent a balanced diet and explain the meaning of each food-group section using domain-specific vocabulary such as verduras, frutas, granos, proteínas, and lácteos. Students also interpret the expression una manzana al día mantiene al doctor en la lejanía and connect healthy food choices to overall health. In “Página de actividades 9.1,” students apply their understanding by labeling and categorizing the sections of MiPlato, identifying which foods should be consumed in greater quantities, and recording their responses in writing. Throughout the lesson, educators revisit information from the read-aloud and reinforce academic and domain-specific vocabulary, connecting grammar, vocabulary, discussion, and writing directly to the lesson’s knowledge-building focus on nutrition.
6.A.2 Context and Student Background Knowledge
6.A.2a
Materials activate or supply background knowledge by making connections to previously learned content from prior grade levels.
Materials activate or supply background knowledge by making connections to previously learned content from prior grade levels.
1 out of 1 points
Evaluation for 6.A.2a
Evaluation for 6.A.2a
Materials activate or supply background knowledge by making connections to previously learned content from prior grade levels.
1 out of 1 points
The materials also provide cross-grade connections that activate background knowledge from prior grade levels. The grade 1 Guía del maestro includes instructional routines that connect current learning to prior grade K knowledge content before students study the history of the American colonies and the Revolutionary War. For example, in Conocimiento 9 lesson 1 “Una nueva era,” the “Conexiones esenciales” and “¿Dónde estamos?” routines activate background knowledge about North America, Native Americans, early explorers, and maps. Students locate North America, discuss its first inhabitants, and connect this learning to Grado K’s Conocimiento 6, where they learned about Native American groups, explored maps of North America, and examined how geography influenced different ways of life. By revisiting these previously developed concepts, the lesson establishes the historical foundation needed to understand European settlement and the development of the colonies. Intentional cross-grade connections support the activation of prior knowledge and help students develop deeper understanding of grade 1 history content.
6.A.2b
Materials activate or supply background knowledge in Spanish by making connections across units within a grade level. (S)
Materials activate or supply background knowledge in Spanish by making connections across units within a grade level. (S)
1 out of 1 points
Evaluation for 6.A.2b
Evaluation for 6.A.2b
Materials activate or supply background knowledge in Spanish by making connections across units within a grade level. (S)
1 out of 1 points
In Conocimiento 7 Guía del maestro, lesson 5 “Cantemos la canción de seis peniques” activates students’ prior learning from earlier texts within the grade level before students engage with the new selection. Students revisit their knowledge of Great Britain and the kings introduced in previous read-alouds, while previously taught vocabulary and historical concepts related to English monarchy are reinforced through explanations of terms such as peniques and mirlos and references to un rey y una reina de Inglaterra. Grade-level connections are further developed through the “Repaso de rimas” routine, in which “El viejo rey Cole” from lesson 4 is revisited as students identify rhyming words and apply previous knowledge to the new nursery rhyme. Additional connections are established when students compare the current text with “El rey Midas y el toque de oro” from lesson 3 through guided discussion. These intentional references require students to retrieve and apply previously learned content and vocabulary during new learning. Through these structured connections across units and lessons, the materials support students in activating, expanding, and applying background knowledge to develop deeper understanding of new content.
6.A.2c
Materials provide students with relevant and targeted context or background knowledge in Spanish to enhance the student's engagement with the text. (T/S).
Materials provide students with relevant and targeted context or background knowledge in Spanish to enhance the student's engagement with the text. (T/S).
1 out of 1 points
Evaluation for 6.A.2c
Evaluation for 6.A.2c
Materials provide students with relevant and targeted context or background knowledge in Spanish to enhance the student's engagement with the text. (T/S).
1 out of 1 points
In Conocimiento 4 Guía del maestro, the lesson 9 “Lectura en voz alta” section ensures that students receive relevant and targeted historical context before engaging with the text “Los incas: ¿Quiénes fueron?” Educators use multiple routines, such as “¿Dónde estamos?” “Información o términos básicos del contexto” and “Línea de tiempo” to introduce the location, historical period, and essential background information about the Inca civilization. Then, relying on the “Rotafolio de imágenes,” “Tarjeta de imágenes 13,” and the classroom timeline resource, students are able to build context before reading. Educators continue to support engagement with the text by introducing domain-specific vocabulary such as aldeanos, posesiones, and recolectar through student-friendly definitions, examples, and vocabulary classifications. During the read-aloud, visual supports and a stated purpose for listening reinforce students’ understanding of the historical content. Students then apply their background knowledge through activities such as “La leyenda de Viracocha” and the “Tabla de civilizaciones,” where they organize and discuss information from the text.
6.A.3 Developing Student Comprehension with Connected Topics, Questions, and Tasks
6.A.3a
Questions and tasks are designed in Spanish and require students to engage with big ideas, topics, and themes. (S)
Questions and tasks are designed in Spanish and require students to engage with big ideas, topics, and themes. (S)
1 out of 1 points
Evaluation for 6.A.3a
Evaluation for 6.A.3a
Questions and tasks are designed in Spanish and require students to engage with big ideas, topics, and themes. (S)
1 out of 1 points
Later in the year, Conocimiento 9 Guía del maestro lesson 11 “¿Libertad y justicia para todos?” includes “Preguntas de comprensión” and the “Escribir sobre el tema” application, which require students to engage with the unit’s central ideas of liberty, justice, equality, and citizenship. Students listen to the read-aloud and discuss the meaning of the Declaration of Independence and the Constitution through comprehension questions that ask them to explain why these documents were important, how they helped establish a fair government, why the Constitution was created after the Declaration of Independence, and what the ideas of libertad and justicia meant for the new nation. Students also discuss how the Declaration of Independence and the Constitution worked together to establish the United States and why these founding documents continue to be important today. Students then synthesize what they have learned by completing the “Escribir sobre el tema” task, where they write an informational paragraph explaining the founding of the United States using evidence and vocabulary from the unit, including historical events, important leaders, and founding documents. Rather than recalling isolated facts, students analyze how specific events, people, and documents contributed to the creation of a new nation based on liberty and justice, engaging with the unit’s enduring topics and themes.
6.A.3b
Questions and tasks are designed in Spanish and prompt students to synthesize knowledge and concepts across texts within and across lessons and units. (S)
Questions and tasks are designed in Spanish and prompt students to synthesize knowledge and concepts across texts within and across lessons and units. (S)
2 out of 2 points
Evaluation for 6.A.3b
Evaluation for 6.A.3b
Questions and tasks are designed in Spanish and prompt students to synthesize knowledge and concepts across texts within and across lessons and units. (S)
2 out of 2 points
In Conocimiento 2 Guía del maestro lesson 6, the “Conclusión del párrafo” activity requires students to synthesize information from the five body system texts studied throughout lessons 1–6. Students complete the informative paragraph introduced in lesson 1 by composing a concluding sentence: “Todos los sistemas de mi cuerpo trabajan juntos para mantenerme saludable.” To complete this writing task, students integrate evidence and concepts from multiple read-alouds about the body systems and apply their understanding in a connected written response. The completed paragraph demonstrates knowledge developed across the sequence of lessons rather than information recalled from a single text. This example supports the criterion because the materials require students to synthesize concepts from related Spanish texts and apply their learning through a collaborative writing task that demonstrates understanding of the unit’s central ideas.
6.A.3c
Culminating tasks require students to demonstrate their knowledge of the unit topic by making connections across related texts. (S)
Culminating tasks require students to demonstrate their knowledge of the unit topic by making connections across related texts. (S)
1 out of 1 points
Evaluation for 6.A.3c
Evaluation for 6.A.3c
Culminating tasks require students to demonstrate their knowledge of the unit topic by making connections across related texts. (S)
1 out of 1 points
The Conocimiento 9 Guía del maestro directs educators to guide students in a culminating “Escribir sobre el tema” writing task and the “Knowledge Review,” which require students to demonstrate their understanding of the unit topic by connecting information from historical texts studied throughout the unit. For example, in lesson 11 students begin planning an informational paragraph on “Página de actividades 11.1” by selecting and organizing ideas from previous historical read-alouds and the “Galería de imágenes.” In lesson 12, students complete “Página de actividades 12.1” by composing an informational paragraph that integrates evidence from multiple lessons to explain how historical figures, events, and national symbols contributed to the founding of the United States. Students may connect the Second Continental Congress, the Declaration of Independence, and George Washington’s leadership to explain how the colonies gained independence or use Betsy Ross, the American flag, the Liberty Bell, and the bald eagle to explain the development of the nation’s identity. During the “Repaso de Conocimientos,” students revise and edit their writing on “Página de actividades RC.1” using the “Galería de imágenes” to verify that their paragraph incorporates information from multiple historical texts and images. These culminating writing activities require students to synthesize information across related read-alouds about various historical figures, events, and symbols to demonstrate their understanding of the unit topic through a coherent written product.
6.A.3d
Materials provide opportunities to apply new understanding based on the topic to contexts beyond the classroom. (S)
Materials provide opportunities to apply new understanding based on the topic to contexts beyond the classroom. (S)
1 out of 1 points
Evaluation for 6.A.3d
Evaluation for 6.A.3d
Materials provide opportunities to apply new understanding based on the topic to contexts beyond the classroom. (S)
1 out of 1 points
The materials also include personal application activities that require students to transfer new understanding to their own lives. In Conocimiento 2 Guía del maestro lesson 8, students apply their understanding of wellness practices during the “Cinco claves para la salud” segment by reflecting on their own health habits. Students respond to questions such as “¿Qué hicieron esta semana para estar saludables?” and identify personal examples connected to each health key. They then draw a personal health habit on “Página de actividades 8.1” and write a sentence explaining their response. These activities allow students to connect scientific concepts about health and wellness to their daily routines and apply their learning beyond classroom instruction.
6.A.4 Key Academic Vocabulary and Grade-Level Concepts
6.A.4a
Materials include a year-long scope and sequence for building tier 2 and 3 Spanish academic vocabulary in the context of intentional knowledge-building.
Materials include a year-long scope and sequence for building tier 2 and 3 Spanish academic vocabulary in the context of intentional knowledge-building.
2 out of 2 points
Evaluation for 6.A.4a
Evaluation for 6.A.4a
Materials include a year-long scope and sequence for building tier 2 and 3 Spanish academic vocabulary in the context of intentional knowledge-building.
2 out of 2 points
In Conocimiento 2 Guía del maestro lesson 1, the “Vocabulario esencial” section demonstrates how the materials implement this vocabulary progression through explicit categorization and repeated application of academic and domain-specific terms. Each lesson includes a vocabulary table that identifies “Palabras de dominio específico” (tier three) such as esófago, esqueleto, and vasos sanguíneos; “Palabras académicas generales” (tier two) such as apoyo, voluntarios, and complicada; and “Palabras de uso diario.” The structure guides educators in developing vocabulary from familiar language to increasingly complex scientific concepts. Through repeated exposure and application across lessons and units, students develop understanding of key concepts while expanding their use of Spanish academic language in meaningful contexts. Together, the yearlong vocabulary guide and lesson-level vocabulary routines demonstrate an intentional sequence for building and applying tier-two and tier-three vocabulary throughout the curriculum.
6.A.4b
Materials include practice and application opportunities with appropriate content and language scaffolds and supports for teachers to differentiate Spanish vocabulary development for all learners. (S)
Materials include practice and application opportunities with appropriate content and language scaffolds and supports for teachers to differentiate Spanish vocabulary development for all learners. (S)
2 out of 2 points
Evaluation for 6.A.4b
Evaluation for 6.A.4b
Materials include practice and application opportunities with appropriate content and language scaffolds and supports for teachers to differentiate Spanish vocabulary development for all learners. (S)
2 out of 2 points
Throughout each Conocimiento unit, the Guía del maestro equips educators to provide sentence frames, differentiated oral language supports, and vocabulary banks that support vocabulary development through content-based activities. For example, in Conocimiento 10 Guía del maestro lesson 1, the “Apoyo al aprendizaje” section features sentence frames such as “El personaje de la fábula es. . .” and “El escenario del cuento es. . .” to support students in applying newly learned vocabulary in complete sentences. Additional supports appear in “Audición y expresión oral: Interacción mediante el español escrito,” where guidance differentiates instruction for “Estudiantes emergentes,” “A nivel,” and “Nivel avanzado.” Emerging students respond to simple yes-or-no questions, students at grade level complete sentence frames using target vocabulary, and advanced students expand responses using sentence starters. During the “Tabla SQA” activity, vocabulary banks with terms such as ubicación, altura, and animales support students in completing the “Sé” and “Quiero saber” sections using academic language. These consistent content and language scaffolds provide educators with tools to differentiate Spanish vocabulary instruction and ensure that students at every level have opportunities to develop and apply academic vocabulary.
6.A.4c
Materials include tasks designed to engage students in purposeful use of key Spanish academic vocabulary. (S)
Materials include tasks designed to engage students in purposeful use of key Spanish academic vocabulary. (S)
1 out of 1 points
Evaluation for 6.A.4c
Evaluation for 6.A.4c
Materials include tasks designed to engage students in purposeful use of key Spanish academic vocabulary. (S)
1 out of 1 points
The materials also include vocabulary follow-up activities that require students to apply key Spanish academic vocabulary across different contexts. In Conocimiento 2 Guía del maestro lesson 1, the “Practicar palabras: sistemas” activity requires students to use the target tier-two vocabulary word sistemas while identifying and explaining organizational structures beyond the study of anatomy. Students identify real-world examples, such as a school bus system, library system, or road system, and explain each example using the word sistemas in complete sentences. This activity extends vocabulary beyond the lesson text and requires students to apply academic language to authentic situations. Through these purposeful vocabulary tasks, students develop the ability to use key Spanish academic vocabulary to communicate understanding across different content areas.
6.A.4d
Materials include nonverbal teaching techniques to support students in the acquisition of key Spanish academic vocabulary, such as the use of images and visualization. (T)
Materials include nonverbal teaching techniques to support students in the acquisition of key Spanish academic vocabulary, such as the use of images and visualization. (T)
1 out of 1 points
Evaluation for 6.A.4d
Evaluation for 6.A.4d
Materials include nonverbal teaching techniques to support students in the acquisition of key Spanish academic vocabulary, such as the use of images and visualization. (T)
1 out of 1 points
In Conocimiento 4 Guía del maestro lesson 5 “Los aztecas: La leyenda del águila y la serpiente,” educators use the “Rotafolio de imágenes,” “Tarjetas de imágenes,” and “Tabla de civilizaciones” resources to establish meaning before and during the read-aloud. As students encounter vocabulary such as águila, serpiente, nopal, and leyenda, visual representations connect new terms to concrete images rather than relying only on verbal explanations. During the read-aloud, educators revisit illustrations while students analyze events from the Aztec founding legend, respond to comprehension questions, and explore the significance of the eagle, cactus, and serpent as symbols of Aztec civilization. The “Practicar palabras” routine further reinforces vocabulary development by pairing visual representations with contextual examples and opportunities for students to describe and apply target words. Through these intentionally designed routines, students acquire academic vocabulary by using images, visualization, and discussion to connect language with content concepts.
6.B.1 Recursive Inquiry Process
6.B.1a
Materials support instruction for students to ask and generate questions in Spanish for inquiry. (S)
Materials support instruction for students to ask and generate questions in Spanish for inquiry. (S)
1 out of 1 points
Evaluation for 6.B.1a
Evaluation for 6.B.1a
Materials support instruction for students to ask and generate questions in Spanish for inquiry. (S)
1 out of 1 points
Similarly, in Conocimiento 3 Guía del maestro, lesson 1 provides educator guidance to support students in generating questions to guide inquiry before introducing new content. Students begin the unit by generating questions about the Maya, Aztec, and Inca civilizations and asking classmates for information before the educator introduces the read-aloud. During the “¿Dónde estamos?” section, students examine the Yucatán Peninsula and the rainforest and generate questions about the environment to establish a purpose for listening. Embedded “Apoyo a la enseñanza” and differentiated “Nivel emergente,” “A nivel,” and “Nivel avanzado” supports help students formulate, expand, and refine their questions according to their language proficiency. Throughout the unit, students revisit their questions by adding information to the “Tabla de civilizaciones” and comparing the Maya, Aztec, and Inca civilizations across successive lessons. These structured inquiry routines connect student-generated questions to authentic Spanish texts and ongoing knowledge building while supporting students in asking, refining, and answering questions throughout the unit.
6.B.1b
K-1: Materials support students in identification of relevant sources based on their questions. (S). K-1: Materials support student practice in understanding, organizing, and communicating ideas and information using multiple media in accordance with the purpose of the research. (S)
K-1: Materials support students in identification of relevant sources based on their questions. (S). K-1: Materials support student practice in understanding, organizing, and communicating ideas and information using multiple media in accordance with the purpose of the research. (S)
2 out of 2 points
Evaluation for 6.B.1b
Evaluation for 6.B.1b
K-1: Materials support students in identification of relevant sources based on their questions. (S). K-1: Materials support student practice in understanding, organizing, and communicating ideas and information using multiple media in accordance with the purpose of the research. (S)
2 out of 2 points
In Conocimiento 9 Guía del maestro lesson 11, “¿Libertad y justicia para todos?” guides students through a structured research and writing process that requires them to organize information from multiple read-alouds before composing an informational response. Students review previously learned content about the Founding Fathers, the Declaration of Independence, Betsy Ross, and the creation of the American flag and use this information to plan their writing. Students complete a graphic organizer to identify the topic, record relevant facts, and sequence ideas before drafting. They discuss their plans with a partner, revise their ideas, and use the completed organizer to compose an informational paragraph explaining how significant individuals and events contributed to the founding of the United States. Students incorporate details such as George Washington leading the Continental Army, Thomas Jefferson writing the Declaration of Independence, and Betsy Ross sewing the first American flag. Through this sequence, students generate a research plan by selecting and organizing information from multiple texts and follow the plan by drafting and revising a written response supported by evidence.
6.B.1c
2-3: Materials require students to gather relevant information from a variety of sources. (S). 2-3: Materials provide guidance for students on differentiating between primary and secondary sources. (S). 2-3: Materials include activities and tasks which require students to differentiate between primary and secondary sources. (S)
2-3: Materials require students to gather relevant information from a variety of sources. (S). 2-3: Materials provide guidance for students on differentiating between primary and secondary sources. (S). 2-3: Materials include activities and tasks which require students to differentiate between primary and secondary sources. (S)
4 out of 4 points
Evaluation for 6.B.1c
Evaluation for 6.B.1c
2-3: Materials require students to gather relevant information from a variety of sources. (S). 2-3: Materials provide guidance for students on differentiating between primary and secondary sources. (S). 2-3: Materials include activities and tasks which require students to differentiate between primary and secondary sources. (S)
4 out of 4 points
In Conocimiento 10 Guía del maestro lesson 5 “Camino a las estrellas,” the “Recopilar respuestas” section provides students with structured support for identifying appropriate sources based on research questions and communicating information using multiple media sources. Students review the initial steps of the research process by brainstorming topics and generating inquiry questions before moving to the information-gathering stage. Students identify potential resources, evaluate them with the “Tabla para identificar recursos” tool, and select sources based on whether they provide the information needed to answer their investigation questions. Using “Página de actividades 5.1,” students then record three appropriate resources, create drawings to represent each source, collaborate with a partner to select an additional resource, and identify the inquiry question each source will answer. Finally, students share and justify their selections with the class and revise their choices when a resource does not support their research purpose. Through these activities, students practice identifying relevant sources, organizing information through graphic organizers and visual representations, and communicating how selected resources support their research questions.
Rubric Section 7
Text Quality and Complexity
Materials ensure students spend a majority of their time interacting with increasingly complex grade-level text.
Total
100% (34 out of 34 points)
Evaluation for 7.1a
In Conocimiento 2 Guía del maestro, lesson 1’s designated core informational read-aloud demonstrates qualitative and quantitative features appropriate for grade 1. The unit includes texts such as “Todos tenemos un cuerpo,” “Las estructuras del cuerpo,” and “Maravillosos músculos en movimiento,” with a reported Lexile measure of 740L. The instructional text introduces domain-specific tier-three science vocabulary, including terms such as órganos, sistemas, oxígeno, and red, within a coherent informational structure that progresses from an introduction to supporting details and a concluding explanation. The educator guidance supports comprehension by explicitly introducing key vocabulary before reading, prompting students to connect new concepts to prior knowledge, and asking literal, inferential, and evaluative questions throughout the read-aloud. Students are directed to revisit the text during guided discussions and follow-up activities that reinforce vocabulary, text meaning, and science concepts. These instructional scaffolds allow students to successfully engage with increasingly complex informational texts while developing background knowledge, comprehension, and analytical thinking appropriate for grade-level expectations.
The Guía de complejidad de los textos y vocabulario explains that the principal instructional read-alouds are textos auténticos and documents how each Conocimiento text collection is evaluated using three complementary research-based measures of text complexity. Quantitative complexity is measured through MCn; qualitative features such as text structure, language demands, and purpose are evaluated using MCI; and the complexity of the accompanying instructional and comprehension tasks is measured through ELC. For example, Conocimiento 8 includes texts such as “La bella durmiente,” “Rapunzel,” and “Maravillosos músculos en movimiento,” with a reported Lexile measure of 850L. Together, these research-based measures determine and justify the grade-level placement of the instructional text collections, demonstrating that the core texts are authentic and appropriate for grade-level instruction.
Evaluation for 7.1b
The Guía de complejidad de los textos y vocabulario identifies the Conocimiento instructional selections as textos auténticos and documents their evaluation using quantitative and qualitative measures to support instructional quality and grade-level placement. In Conocimiento 2 Guía del maestro lesson 10, students listen to the concluding poem, “Los sistemas de mi cuerpo,” which synthesizes the scientific concepts developed throughout the unit by integrating the five body systems into a cohesive poetic structure. The poem incorporates domain-specific vocabulary, including circulación, digestivo, and nervios, naturally within a consistent rhythm and rhyme pattern, reinforcing scientific concepts through authentic literary language. The text revisits previously learned content through purposeful organization, allowing students to consolidate scientific understanding while developing appreciation for poetry. The concluding couplet, “¡Sus sistemas forman una red / Para que yo pueda crecer!” reinforces the unit’s central concept through concise and memorable language. Together, these features demonstrate the qualities of an authentic, publishable Spanish children’s poem while providing a meaningful culmination to the unit’s knowledge-building sequence.
In Conocimiento 9 Guía del maestro, lesson 5 “La leyenda de Betsy Ross” engages students with a historical narrative presented through authentic Spanish language and chronological storytelling appropriate for grade 1. The text introduces Betsy Ross as a skilled costurera and develops the historical setting of colonial Philadelphia through descriptive details and engaging dialogue. Authentic vocabulary, including costurera, Patriota, Congreso Continental, patriotismo, and barras y estrellas, is embedded naturally within the narrative as students learn about the events leading to the creation of the first American flag. Comprehension and discussion activities require students to analyze characteristics of a leyenda, explain historical details, and justify ideas using evidence from the text. Through its purposeful organization, authentic language, and integration of historical content, the text demonstrates high-quality Spanish writing while supporting meaningful engagement with grade-level concepts.
Evaluation for 7.1c
The Guía de complejidad de los textos y vocabulario identifies the instructional selections as textos auténticos and documents the intentional balance of informational and literary texts designed to build knowledge across science, history, literature, and the arts. Conocimiento 2 engages students with a variety of text types, including informational science texts about body systems, biographical texts about Edward Jenner and Louis Pasteur, first-person medical narratives, and the concluding poem “Los sistemas de mi cuerpo,” which synthesizes scientific concepts through rhythm and rhyme. Students also interact with contemporary narrative texts, such as “La magia de MiPlato,” which introduces healthy eating through a fictional narrative that incorporates informational content about the USDA Food Pyramid and MyPlate recommendations. The entire Conocimiento sequence prioritizes student engagement with traditional and culturally diverse Spanish texts. Conocimiento 1, for example, includes “El pastorcito y el lobo,” “La gallina de los huevos de oro,” “El oso perezoso y el jaguar,” “Medio Pollito,” and “La casa ruidosa.” These selections expose students to classic storytelling traditions, moral lessons, and varied cultural perspectives. Through a combination of informational, narrative, biographical, and poetic texts, students explore diverse genres and perspectives while developing scientific knowledge, literacy skills, and cultural understanding across multiple content areas.
In Conocimiento 10, the collection of trade books and instructional texts provides exposure to varied genres, cultures, historical periods, and disciplines. Traditional texts are represented through “El viaje de Kalak” in lesson 6, which introduces students to an Inuit story and cultural traditions. Contemporary texts such as “Galapagueña,” “Señorita Mariposa,” and “Sophia Danenberg: Nubes bajo sus pies” present modern narratives and biographies that connect literature, science, and exploration. Classical texts, including “Me llamo Gabriela” and “Me llamo Gabito,” introduce students to influential Hispanic literary figures such as Gabriela Mistral and Gabriel García Márquez. Additional texts, including “Sharuko: El arqueólogo peruano Julio C. Tello,” represent diverse cultural perspectives from regions such as Peru, Ecuador, Colombia, Chile, Mexico, Alaska, and the Himalayas. Through this intentional selection of authentic Spanish texts across the fields of science, history, literature, and cultural studies, students develop content knowledge, explore multiple genres, and build appreciation for diverse perspectives.
Evaluation for 7.1d
The materials intentionally support students in connecting instructional texts to their own backgrounds and experiences through embedded “Conexión cultural” guidance. For example, in Conocimiento 8 Guía del maestro, the “Introducción” encourages educators to discuss students’ experiences with seasons, weather, and cultural traditions before beginning the unit. This guidance activates prior knowledge and connects new scientific concepts to familiar experiences. Educators also acknowledge that students may have experienced different climates, seasonal traditions, and weather patterns based on their families, communities, and cultural backgrounds. By inviting students to share personal observations before engaging with the informational texts, the materials foster meaningful text-to-self and text-to-world connections that make the authentic Spanish texts relevant and accessible for a wide range of learners.
The “Resumen de conexiones transversales” section further demonstrates how the materials build relevance by integrating content across subject areas. In Conocimiento 9 Guía del maestro, students are directed to connect texts about the founding of the United States to social studies concepts related to government, citizenship, geography, and history. In Conocimiento 10 Guía del maestro, students explore adventure stories from around the world while making connections to geography, history, science, technology, society, and scientific inquiry. These examples of cross-curricular connections expose students to diverse cultures, historical events, and perspectives, helping them develop broader understanding and appreciation of experiences and viewpoints beyond their own.
Evaluation for 7.2a
In Conocimiento 8 Guía del maestro lesson 1 “¿Cómo está el tiempo?” students listen to a grade-level informational read-aloud and respond to text-dependent questions during the “Verificar la comprensión” section. Students discuss their ideas with a partner and use information from the text to compare weather conditions at the South Pole and the Equator. Questions such as “¿En qué se parecen el clima del Polo Sur y el clima del ecuador?” and “¿En qué se diferencian?” require students to return to information from the read-aloud, explain their reasoning, and support responses with details from the text. Throughout the unit, students complete activities such as “Página de actividades 1.1,” where they record weather observations through drawings and writing. By presenting these structured opportunities, educators allow students to communicate their understanding through multiple response modes, including speaking, writing, and visual representation, while practicing how to justify ideas using information from authentic Spanish texts.
In Conocimiento 9 Guía del maestro lesson 12, students listen to an informational read-aloud about national symbols, analyze their significance, and support their ideas using evidence from the text. Through a Think-Pair-Share activity, students respond to questions such as “¿Por qué creen que el águila calva es un símbolo importante de los Estados Unidos?” and “¿Qué símbolo creen que representa mejor a los Estados Unidos? ¿Por qué?” They explain the importance of the bald eagle, the Liberty Bell, and the American flag by referencing details from the read-aloud and discussing their reasoning with peers. Students then complete the “Escribir sobre el tema” activity, where they communicate their opinion about which symbol best represents the nation and justify their response with information learned from the lesson. These activities give students the opportunity to listen attentively, analyze ideas, discuss evidence, and communicate their thinking orally and in writing while developing comprehension and critical-thinking skills.
Evaluation for 7.2b
In Conocimiento 2 Guía del maestro lesson 5, students listen to a read-aloud about the circulatory system and then analyze an informational text feature during “Practicar palabras: corazón” through the use of “Tarjeta de imagen 5A-4,” a labeled diagram of the heart. Students examine the diagram and respond to questions such as “¿Qué cosas notan sobre el corazón?” and “¿Qué preguntas tienen aún sobre el corazón?” As students discuss their observations, they use the domain-specific vocabulary word corazón and connect labels and visual information to the scientific concepts presented in the text. Through analysis of the diagram, academic discussion, and question generation, students examine how authors use text features, visuals, and specialized vocabulary to communicate information in grade-level Spanish informational texts.
Similarly, in Conocimiento 9 Guía del maestro lesson 5, “La leyenda de Betsy Ross,” students discuss specific characteristics of the text after listening to the read-aloud. Students analyze how the text represents a leyenda by identifying historical facts and distinguishing them from legendary elements. They examine the structure of the narrative by tracing the chronological sequence of events, including Betsy Ross’s work as a costurera, her meeting with George Washington, and the creation of the first American flag. Students also analyze the meaning and use of domain-specific vocabulary, including Congreso Continental, patriotismo, barras, and estrellas, within the historical context of the text. Through a Think-Pair-Share routine, students explain how the author’s language, organization, and word choice communicate the importance of Betsy Ross’s contribution while supporting their ideas with evidence from the text. Structured discussions provide opportunities for students to analyze text features, structure, language, and vocabulary while deepening their comprehension of authentic Spanish texts.
Evaluation for 7.2c
In Conocimiento 2 Guía del maestro lesson 6, students listen to an informational read-aloud and participate in “Preguntas de comprensión” that progress from literal understanding to inferential and evaluative thinking. Text-dependent questions guide students in recalling key information, connecting ideas across the text, drawing conclusions, and supporting responses with evidence from the read-aloud. Students respond to questions such as “¿Qué sistemas del cuerpo han aprendido hasta ahora?” and “¿Cómo trabajan juntos los sistemas del cuerpo?” as they recall information from previous lessons and synthesize ideas across the unit. They also answer questions that require them to explain relationships between concepts and justify their thinking using information from the text. Through discussion, students analyze directly stated information as well as ideas that require interpretation and reasoning. Evaluative questions further encourage students to explain the significance of the information and support their responses with evidence. This intentional progression from recall to analysis and evaluation provides students with multiple opportunities to develop comprehension skills and think critically about grade-level informational texts.
In Conocimiento 8 Guía del maestro lesson 8, the “Preguntas de comprensión” section has students analyze how the author organizes the read-aloud to effectively communicate their ideas. Through a Think-Pair-Share activity, students discuss questions such as “¿Cómo ayudan los meteorólogos a las personas?” and “¿Por qué es importante poder predecir el tiempo?” to connect details from the text with broader ideas about weather prediction and its impact on people’s lives. Students identify specific sections from the read-aloud that explain the role of meteorologists and analyze how the organization of information supports the author’s purpose. Additionally, during “Practicar palabras,” students examine the meaning and use of the word alertar by determining its function as a verb and explaining how it represents an action within context. In the course of discussion, students practice analyzing text structure, making connections, interpreting vocabulary, and explaining how authors use language and organization to communicate meaning in grade-level Spanish texts.
Evaluation for 7.3a
Each lesson includes “Apoyo a la enseñanza” sidebars that provide targeted strategies during reading and “Audición y expresión oral” supports that offer differentiated language scaffolds based on students’ levels of language development. Conocimiento 2 Guía del maestro lesson 1 guides educators to support comprehension while maintaining access to grade-level content by instructing them to reread sentences, use diagrams to clarify information, and encourage students to request additional support when meaning is unclear. All students engage with the same grade-level texts and scientific concepts while receiving differentiated opportunities to participate in academic discussions. For example, emergent-level students respond to yes/no questions with visual support, on-level students use sentence frames to organize responses, and advanced-level students answer open-ended questions that require explanations and evidence. These embedded scaffolds provide access to grade-level Spanish texts while maintaining the cognitive demands of the lesson and ensuring every student’s development of academic language and comprehension skills.
Additionally, in Conocimiento 9 Guía del maestro lesson 11 “¿Libertad y justicia para todos?” students access a complex historical text through multiple embedded supports, including explicit vocabulary instruction, the “Rotafolio de imágenes,” educator-led comprehension checks, and a Think-Pair-Share routine. Before the read-aloud, educators introduce key academic and domain-specific vocabulary and use illustrations to activate background knowledge to support understanding of the historical content. During reading, educators pause to ask text-dependent questions that guide students to explain historical events, connect ideas across lessons, and support responses with evidence from the text. Students then collaborate with peers and apply their understanding in “Página de actividades 11.1” by using vocabulary, visuals, and information from the read-aloud to complete written responses. The varied instructional supports allow all students to engage with grade-level Spanish texts, participate in rigorous discussions, and demonstrate comprehension and analytical thinking aligned with grade-level expectations.
Evaluation for 7.3b
In Conocimiento 9 Guía del maestro, lesson 12 “¿Qué tienen en común una bandera, una campana y un águila?” provides an enrichment opportunity for proficient students to engage in deeper analysis of the grade-level informational text. The “Desafío” prompt has students compare the national symbols discussed in the read-aloud with symbols that represent their own community, state, or country and explain the ideas and values communicated by each symbol. They then consider additional examples of symbols and explain what those symbols communicate about a group’s history and identity. Ultimately, students support their comparisons with details from the text and analyze why symbols are created and how they represent shared values. This extension moves beyond basic comprehension by requiring students to make connections, draw conclusions, and apply evidence from the text to new contexts. Through this educator-directed challenge, proficient students extend their understanding while maintaining the rigor of the authentic Spanish informational text.
In Conocimiento 2 Guía del maestro lesson 1, the “Desafío” prompt encourages proficient students to apply their understanding of body systems beyond the information presented in the grade-level scientific text. Students are challenged to extend their thinking by identifying other types of bodies and explaining how they might be organized or what makes them function differently. Throughout the unit, additional “Desafío” activities require students to explain scientific processes, describe the work of researchers, and create multi-sentence responses using domain-specific vocabulary. For example, students further their understanding of body systems by explaining relationships among structures and functions and applying scientific concepts to new situations. The extensions promote deeper analysis by requiring students to synthesize information from the text, justify their thinking, and communicate ideas using academic Spanish. Proficient students benefit from these opportunities to engage in additional analysis while continuing to work with grade-level Spanish texts and unit concepts.
Evaluation for 7.4a
The materials provide quantitative and qualitative analyses of each Spanish core text through the Guía de complejidad de los textos y vocabulario. Conocimiento 9, for example, contains the core read-aloud selections “El paseo de medianoche de Paul Revere,” “George Washington,” “La leyenda de Betsy Ross,” “La Declaración de Independencia,” “Thomas Jefferson,” “Benjamin Franklin,” and “Símbolos de una nueva nación.” The complexity guide includes quantitative measures for the texts through MCn, which reports text complexity, while qualitative measures are documented through MCI and ELC, which evaluate informational features, language demands, and cognitive demands. Each measure helps identify how the texts support instructional purposes by developing historical knowledge, academic vocabulary, and comprehension skills through increasingly complex Spanish texts. The Guía del maestro further supports grade-level placement by aligning each lesson and core text with the grade 1 TEKS and explaining how the selections develop students’ understanding of history, informational text structures, and content-area concepts.
The materials provide additional guidance that includes quantitative and qualitative analyses of Spanish core texts to support instructional planning and grade-level expectations. The Guía del maestro identifies key text characteristics, including text type, quantitative complexity measures, and qualitative language demands, and explains how each selection supports the purpose of instruction. For example, in Conocimiento 2 Guía del maestro lesson 1 “Todos tenemos un cuerpo,” the text information identifies the selection as an informational text with a Lexile level of 790L, as documented in the “Mapa curricular de Grado 1.” The “Tabla de vocabulario” provides qualitative analysis by organizing essential vocabulary into categories such as “Palabras de dominio específico,” “Palabras académicas generales,” and “Palabras de uso diario.” This guidance allows educators to evaluate text complexity, anticipate language and content demands, and implement appropriate supports while maintaining the rigor and grade-level expectations of the Spanish core texts.
Evaluation for 7.4b
Conocimiento 2 Guía del maestro’s instructional text collection is appropriate for grade 1 due to the alignment between documented text complexity measures and the instructional tasks students complete throughout the unit. The Guía de complejidad de los textos y vocabulario documents the collection’s quantitative (MCn), qualitative (MCI), and educational language complexity (ELC) measures, demonstrating how text features, language demands, and cognitive demands are considered when determining grade-level appropriateness. In lesson 10, for example, students engage with the culminating poem “¡Qué red complicada!” which integrates scientific concepts, domain-specific vocabulary such as circulación, digestivo, and nervios, and poetic structures that require interpretation of both content and literary elements. Students first listen to and echo the poem, then identify rhyming words and repeated language. They proceed to perform the poem using movements connected to body systems and complete a written reflection about their learning. The varied tasks require students to interpret vocabulary, analyze text features, and synthesize knowledge developed throughout the unit while maintaining appropriate grade 1 expectations. Through the intentional alignment of text complexity and instructional activities, students engage with authentic Spanish texts and demonstrate comprehension through multiple modes of response.
Additionally, Conocimiento 9 Guía del maestro’s core text “¿Libertad y justicia para todos?” is part of a sequence of 12 historical read-alouds that progressively build students’ knowledge of the founding of the United States. The unit introduction explains that the texts are designed for educator-supported instruction, allowing students to develop understanding, discuss, and retell key ideas before applying their learning to more complex tasks. Throughout the unit, each lesson follows a consistent structure, including “Escuchar con un propósito,” “Lectura en voz alta,” “Preguntas de comprensión,” “Practicar palabras,” and an “Aplicación” activity, which provide scaffolds through manageable text segments, vocabulary development, and comprehension checks. In lesson 11, students listen to the read-aloud, respond to comprehension questions, analyze historical information, practice the academic vocabulary word equitativamente, and complete “Escribir sobre el tema” to apply their understanding through informational writing. The qualitative demands of the historical content are supported through repeated discussions, graphic organizers, vocabulary instruction, and educator guidance that helps students analyze the contributions of historical figures and diverse groups involved in the nation’s founding. Through the alignment of text complexity, instructional supports, and student tasks, the materials provide grade 1 students with access to complex historical concepts while maintaining appropriate cognitive and language demands.
Evaluation for 7.5a
The Guía de complejidad de los textos y vocabulario identifies the Conocimiento instructional selections as textos auténticos and documents their quantitative (MCn), qualitative (MCI), and educational language complexity (ELC) measures, demonstrating how read-aloud and shared reading texts are intentionally aligned to grade 1 expectations. For example, in Conocimiento 2 Guía del maestro lesson 9, students engage with an authentic informational read-aloud about healthy eating that includes complex informational structures, six food-group categories, a color-coded MiPlato diagram, comparative language, and scientific explanations. Educators scaffold access to the text by using the “Rotafolio de imágenes,” food photographs, embedded comprehension questions, and a MiPlato application activity in which students demonstrate understanding of nutritional concepts. The embedded supports allow students to analyze scientific vocabulary and informational text features while maintaining the complexity of the authentic grade-level text.
Later, in Conocimiento 9 Guía del maestro lesson 10 “Construir una nación con palabras e ideas,” students engage with an authentic Spanish informational read-aloud that introduces the work of the nation’s founders through chronological and cause-and-effect text structures. Before reading, educators activate background knowledge by asking “¿Qué hemos aprendido hasta ahora?” and providing basic necessary information for historical context and vocabulary terms. During the read-aloud, educators establish a listening purpose through the “Escuchar con un propósito” routine and use the “Rotafolio de imágenes” tool, maps, and real-world objects to engage students. Additionally, educators pause for “Preguntas de comprensión,” explicitly teach the academic vocabulary word aniversario during “Practicar palabras,” and conclude with the “Galería de imágenes” application activity, where students use evidence from the text to discuss and communicate their understanding. Although the unit emphasizes educator read-alouds, students actively participate in a shared literacy experience by analyzing illustrations, vocabulary, text features, and comprehension questions alongside the educator before independently applying their learning. These embedded scaffolds preserve the rigor of the authentic grade-level historical text while supporting comprehension.
Evaluation for 7.5b
The materials include collaborative reading routines within the Habilidades y Destrezas modules that provide authentic or transadapted Spanish texts for independent reading practice across a range of complexity levels. In Habilidades y Destrezas 7 Guía del maestro lesson 5, the partner-reading sequence for “Mis tías” provides students with opportunities to engage with connected text while developing decoding skills, reading stamina, and fluency. Students work with a partner and take turns reading the final two pages of the chapter, where Sofi describes the contrasting personalities of tía Zulema and tía Celeste. After reading, students complete “Página de actividades 5.2” by locating and recording page numbers to support their responses and creating a text-connected drawing using a descriptive adjective. Through these structured routines, students practice reading independently with peer support, locate evidence from the text, and strengthen comprehension while engaging with appropriately challenging Spanish texts.
Additionally, in the Conocimiento 2 Guía del maestro “Repaso del Conocimiento” section, educators are directed to provide the Libro de lectura “Sobre el cuerpo humano” or another trade book that matches students’ reading levels, allowing students to independently practice reading with texts that are appropriately complex while extending their understanding of the unit topic. Students engage with these texts by reading aloud with a partner or in a small group, providing opportunities to build reading accuracy, fluency, and comprehension through repeated practice with connected Spanish text. The Teacher’s Guide supports independent reading practice by emphasizing that fluency means reading words clearly, accurately, and at an appropriate pace. Through leveled text selections, collaborative reading routines, and structured fluency practice, the materials provide students with opportunities to develop reading independence while engaging with authentic or appropriate transadapted Spanish texts at varying levels of complexity.
Evaluation for 7.5c
The Guía de lectura independiente provides explicit structures to ensure that students can self-select high-quality Spanish texts, read independently for sustained periods, and develop personal reading goals. The guide supports students in choosing appropriate books, establishing reading routines, monitoring progress, and reflecting on their reading experiences. In paso 1 “Crear un horario y lugar designados, y una rutina para la lectura independiente,” students select books from organized collections based on interest and reading level, establish personal goals, complete reading logs, and participate in consistent independent reading routines. As students develop independence, they use approaches such as the estrategia de los cinco dedos to select appropriately challenging texts and monitor their reading progress. In paso 2 and paso 4, students track completed books, participate in educator conferences, maintain reading records, and reflect on their growth through goal setting and progress reviews. Paso 6 further supports ongoing development through continued goal setting, reading conferences, and adjustments based on student performance. Intentional structures ensure that students develop ownership of their reading choices, sustain engagement with high-quality Spanish texts, and work toward independent reading goals.
The materials also provide opportunities for students to extend independent reading habits beyond classroom instruction through family-supported reading routines. Conocimiento 7 Guía del maestro’s “Libro de actividades para llevar a casa” includes guidance for families to encourage regular reading experiences with a variety of Spanish texts. For example, the activity “Leer en voz alta cada día” encourages families to read with students daily and provides suggestions for accessing additional texts, stating that “La biblioteca local tiene muchos cuentos de hadas clásicos y modernos, y otros cuentos que puede compartir con el estudiante.” Additional activities recommend reading texts connected to unit content, such as books about animals and habitats, allowing students to continue developing knowledge and reading fluency outside the classroom. Through these resources and home connections, the materials support sustained independent reading practices and encourage students to engage regularly with high-quality Spanish texts.
7.1 High-Quality Grade-Level Texts
7.1a
Core texts used for instruction are authentic or appropriate Spanish transadaptations and are written at grade level when evaluated using research-based measures of text complexity.
Core texts used for instruction are authentic or appropriate Spanish transadaptations and are written at grade level when evaluated using research-based measures of text complexity.
1 out of 1 points
Evaluation for 7.1a
Evaluation for 7.1a
Core texts used for instruction are authentic or appropriate Spanish transadaptations and are written at grade level when evaluated using research-based measures of text complexity.
1 out of 1 points
The Guía de complejidad de los textos y vocabulario explains that the principal instructional read-alouds are textos auténticos and documents how each Conocimiento text collection is evaluated using three complementary research-based measures of text complexity. Quantitative complexity is measured through MCn; qualitative features such as text structure, language demands, and purpose are evaluated using MCI; and the complexity of the accompanying instructional and comprehension tasks is measured through ELC. For example, Conocimiento 8 includes texts such as “La bella durmiente,” “Rapunzel,” and “Maravillosos músculos en movimiento,” with a reported Lexile measure of 850L. Together, these research-based measures determine and justify the grade-level placement of the instructional text collections, demonstrating that the core texts are authentic and appropriate for grade-level instruction.
7.1b
Texts are authentic or appropriate Spanish transadaptations and are well-crafted and of publishable quality.
Texts are authentic or appropriate Spanish transadaptations and are well-crafted and of publishable quality.
1 out of 1 points
Evaluation for 7.1b
Evaluation for 7.1b
Texts are authentic or appropriate Spanish transadaptations and are well-crafted and of publishable quality.
1 out of 1 points
In Conocimiento 9 Guía del maestro, lesson 5 “La leyenda de Betsy Ross” engages students with a historical narrative presented through authentic Spanish language and chronological storytelling appropriate for grade 1. The text introduces Betsy Ross as a skilled costurera and develops the historical setting of colonial Philadelphia through descriptive details and engaging dialogue. Authentic vocabulary, including costurera, Patriota, Congreso Continental, patriotismo, and barras y estrellas, is embedded naturally within the narrative as students learn about the events leading to the creation of the first American flag. Comprehension and discussion activities require students to analyze characteristics of a leyenda, explain historical details, and justify ideas using evidence from the text. Through its purposeful organization, authentic language, and integration of historical content, the text demonstrates high-quality Spanish writing while supporting meaningful engagement with grade-level concepts.
7.1c
Materials include traditional, contemporary, classical, and diverse authentic or transadapted Spanish texts across multiple content areas.
Materials include traditional, contemporary, classical, and diverse authentic or transadapted Spanish texts across multiple content areas.
4 out of 4 points
Evaluation for 7.1c
Evaluation for 7.1c
Materials include traditional, contemporary, classical, and diverse authentic or transadapted Spanish texts across multiple content areas.
4 out of 4 points
In Conocimiento 10, the collection of trade books and instructional texts provides exposure to varied genres, cultures, historical periods, and disciplines. Traditional texts are represented through “El viaje de Kalak” in lesson 6, which introduces students to an Inuit story and cultural traditions. Contemporary texts such as “Galapagueña,” “Señorita Mariposa,” and “Sophia Danenberg: Nubes bajo sus pies” present modern narratives and biographies that connect literature, science, and exploration. Classical texts, including “Me llamo Gabriela” and “Me llamo Gabito,” introduce students to influential Hispanic literary figures such as Gabriela Mistral and Gabriel García Márquez. Additional texts, including “Sharuko: El arqueólogo peruano Julio C. Tello,” represent diverse cultural perspectives from regions such as Peru, Ecuador, Colombia, Chile, Mexico, Alaska, and the Himalayas. Through this intentional selection of authentic Spanish texts across the fields of science, history, literature, and cultural studies, students develop content knowledge, explore multiple genres, and build appreciation for diverse perspectives.
7.1d
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences. (S)
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences. (S)
1 out of 1 points
Evaluation for 7.1d
Evaluation for 7.1d
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences. (S)
1 out of 1 points
The “Resumen de conexiones transversales” section further demonstrates how the materials build relevance by integrating content across subject areas. In Conocimiento 9 Guía del maestro, students are directed to connect texts about the founding of the United States to social studies concepts related to government, citizenship, geography, and history. In Conocimiento 10 Guía del maestro, students explore adventure stories from around the world while making connections to geography, history, science, technology, society, and scientific inquiry. These examples of cross-curricular connections expose students to diverse cultures, historical events, and perspectives, helping them develop broader understanding and appreciation of experiences and viewpoints beyond their own.
7.2 Interaction with Grade-Level Text
7.2a
Materials include opportunities in each lesson for students to listen to, think about, and critically respond to grade-level authentic or transadapted Spanish texts and justify their thinking orally and in writing. (S)
Materials include opportunities in each lesson for students to listen to, think about, and critically respond to grade-level authentic or transadapted Spanish texts and justify their thinking orally and in writing. (S)
5 out of 5 points
Evaluation for 7.2a
Evaluation for 7.2a
Materials include opportunities in each lesson for students to listen to, think about, and critically respond to grade-level authentic or transadapted Spanish texts and justify their thinking orally and in writing. (S)
5 out of 5 points
In Conocimiento 9 Guía del maestro lesson 12, students listen to an informational read-aloud about national symbols, analyze their significance, and support their ideas using evidence from the text. Through a Think-Pair-Share activity, students respond to questions such as “¿Por qué creen que el águila calva es un símbolo importante de los Estados Unidos?” and “¿Qué símbolo creen que representa mejor a los Estados Unidos? ¿Por qué?” They explain the importance of the bald eagle, the Liberty Bell, and the American flag by referencing details from the read-aloud and discussing their reasoning with peers. Students then complete the “Escribir sobre el tema” activity, where they communicate their opinion about which symbol best represents the nation and justify their response with information learned from the lesson. These activities give students the opportunity to listen attentively, analyze ideas, discuss evidence, and communicate their thinking orally and in writing while developing comprehension and critical-thinking skills.
7.2b
Materials include opportunities in each lesson for students to discuss specific aspects of grade-level Spanish text (e.g., authors' purpose, structure, language, vocabulary, etc.). (S)
Materials include opportunities in each lesson for students to discuss specific aspects of grade-level Spanish text (e.g., authors' purpose, structure, language, vocabulary, etc.). (S)
1 out of 1 points
Evaluation for 7.2b
Evaluation for 7.2b
Materials include opportunities in each lesson for students to discuss specific aspects of grade-level Spanish text (e.g., authors' purpose, structure, language, vocabulary, etc.). (S)
1 out of 1 points
Similarly, in Conocimiento 9 Guía del maestro lesson 5, “La leyenda de Betsy Ross,” students discuss specific characteristics of the text after listening to the read-aloud. Students analyze how the text represents a leyenda by identifying historical facts and distinguishing them from legendary elements. They examine the structure of the narrative by tracing the chronological sequence of events, including Betsy Ross’s work as a costurera, her meeting with George Washington, and the creation of the first American flag. Students also analyze the meaning and use of domain-specific vocabulary, including Congreso Continental, patriotismo, barras, and estrellas, within the historical context of the text. Through a Think-Pair-Share routine, students explain how the author’s language, organization, and word choice communicate the importance of Betsy Ross’s contribution while supporting their ideas with evidence from the text. Structured discussions provide opportunities for students to analyze text features, structure, language, and vocabulary while deepening their comprehension of authentic Spanish texts.
7.2c
Materials include opportunities in each lesson for students to engage in a variety of reading skills with grade-level text (e.g., generating questions at various levels of complexity, making, and confirming predictions, inferencing, analyzing, evaluating, and synthesizing). (S)
Materials include opportunities in each lesson for students to engage in a variety of reading skills with grade-level text (e.g., generating questions at various levels of complexity, making, and confirming predictions, inferencing, analyzing, evaluating, and synthesizing). (S)
1 out of 1 points
Evaluation for 7.2c
Evaluation for 7.2c
Materials include opportunities in each lesson for students to engage in a variety of reading skills with grade-level text (e.g., generating questions at various levels of complexity, making, and confirming predictions, inferencing, analyzing, evaluating, and synthesizing). (S)
1 out of 1 points
In Conocimiento 8 Guía del maestro lesson 8, the “Preguntas de comprensión” section has students analyze how the author organizes the read-aloud to effectively communicate their ideas. Through a Think-Pair-Share activity, students discuss questions such as “¿Cómo ayudan los meteorólogos a las personas?” and “¿Por qué es importante poder predecir el tiempo?” to connect details from the text with broader ideas about weather prediction and its impact on people’s lives. Students identify specific sections from the read-aloud that explain the role of meteorologists and analyze how the organization of information supports the author’s purpose. Additionally, during “Practicar palabras,” students examine the meaning and use of the word alertar by determining its function as a verb and explaining how it represents an action within context. In the course of discussion, students practice analyzing text structure, making connections, interpreting vocabulary, and explaining how authors use language and organization to communicate meaning in grade-level Spanish texts.
7.3 Supporting Access to Grade-Level Text
7.3a
Materials include teacher guidance and supports to ensure all students can access grade-level authentic or transadapted Spanish text while maintaining rigor through the use of embedded scaffolds (e.g., vocabulary support, questioning, think-alouds, sentence frames, etc.). (T/S)
Materials include teacher guidance and supports to ensure all students can access grade-level authentic or transadapted Spanish text while maintaining rigor through the use of embedded scaffolds (e.g., vocabulary support, questioning, think-alouds, sentence frames, etc.). (T/S)
2 out of 2 points
Evaluation for 7.3a
Evaluation for 7.3a
Materials include teacher guidance and supports to ensure all students can access grade-level authentic or transadapted Spanish text while maintaining rigor through the use of embedded scaffolds (e.g., vocabulary support, questioning, think-alouds, sentence frames, etc.). (T/S)
2 out of 2 points
Additionally, in Conocimiento 9 Guía del maestro lesson 11 “¿Libertad y justicia para todos?” students access a complex historical text through multiple embedded supports, including explicit vocabulary instruction, the “Rotafolio de imágenes,” educator-led comprehension checks, and a Think-Pair-Share routine. Before the read-aloud, educators introduce key academic and domain-specific vocabulary and use illustrations to activate background knowledge to support understanding of the historical content. During reading, educators pause to ask text-dependent questions that guide students to explain historical events, connect ideas across lessons, and support responses with evidence from the text. Students then collaborate with peers and apply their understanding in “Página de actividades 11.1” by using vocabulary, visuals, and information from the read-aloud to complete written responses. The varied instructional supports allow all students to engage with grade-level Spanish texts, participate in rigorous discussions, and demonstrate comprehension and analytical thinking aligned with grade-level expectations.
7.3b
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level authentic or transadapted Spanish texts. (T)
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level authentic or transadapted Spanish texts. (T)
1 out of 1 points
Evaluation for 7.3b
Evaluation for 7.3b
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level authentic or transadapted Spanish texts. (T)
1 out of 1 points
In Conocimiento 2 Guía del maestro lesson 1, the “Desafío” prompt encourages proficient students to apply their understanding of body systems beyond the information presented in the grade-level scientific text. Students are challenged to extend their thinking by identifying other types of bodies and explaining how they might be organized or what makes them function differently. Throughout the unit, additional “Desafío” activities require students to explain scientific processes, describe the work of researchers, and create multi-sentence responses using domain-specific vocabulary. For example, students further their understanding of body systems by explaining relationships among structures and functions and applying scientific concepts to new situations. The extensions promote deeper analysis by requiring students to synthesize information from the text, justify their thinking, and communicate ideas using academic Spanish. Proficient students benefit from these opportunities to engage in additional analysis while continuing to work with grade-level Spanish texts and unit concepts.
7.4 Analysis of Text Complexity
7.4a
Materials include quantitative and qualitative analysis of each Spanish core text, including a rationale for each text's educational purpose and grade-level placement.
Materials include quantitative and qualitative analysis of each Spanish core text, including a rationale for each text's educational purpose and grade-level placement.
4 out of 4 points
Evaluation for 7.4a
Evaluation for 7.4a
Materials include quantitative and qualitative analysis of each Spanish core text, including a rationale for each text's educational purpose and grade-level placement.
4 out of 4 points
The materials provide additional guidance that includes quantitative and qualitative analyses of Spanish core texts to support instructional planning and grade-level expectations. The Guía del maestro identifies key text characteristics, including text type, quantitative complexity measures, and qualitative language demands, and explains how each selection supports the purpose of instruction. For example, in Conocimiento 2 Guía del maestro lesson 1 “Todos tenemos un cuerpo,” the text information identifies the selection as an informational text with a Lexile level of 790L, as documented in the “Mapa curricular de Grado 1.” The “Tabla de vocabulario” provides qualitative analysis by organizing essential vocabulary into categories such as “Palabras de dominio específico,” “Palabras académicas generales,” and “Palabras de uso diario.” This guidance allows educators to evaluate text complexity, anticipate language and content demands, and implement appropriate supports while maintaining the rigor and grade-level expectations of the Spanish core texts.
7.4b
Core texts have the appropriate level of complexity in Spanish for the grade according to their quantitative and qualitative analysis and relationship to student tasks.
Core texts have the appropriate level of complexity in Spanish for the grade according to their quantitative and qualitative analysis and relationship to student tasks.
2 out of 2 points
Evaluation for 7.4b
Evaluation for 7.4b
Core texts have the appropriate level of complexity in Spanish for the grade according to their quantitative and qualitative analysis and relationship to student tasks.
2 out of 2 points
Additionally, Conocimiento 9 Guía del maestro’s core text “¿Libertad y justicia para todos?” is part of a sequence of 12 historical read-alouds that progressively build students’ knowledge of the founding of the United States. The unit introduction explains that the texts are designed for educator-supported instruction, allowing students to develop understanding, discuss, and retell key ideas before applying their learning to more complex tasks. Throughout the unit, each lesson follows a consistent structure, including “Escuchar con un propósito,” “Lectura en voz alta,” “Preguntas de comprensión,” “Practicar palabras,” and an “Aplicación” activity, which provide scaffolds through manageable text segments, vocabulary development, and comprehension checks. In lesson 11, students listen to the read-aloud, respond to comprehension questions, analyze historical information, practice the academic vocabulary word equitativamente, and complete “Escribir sobre el tema” to apply their understanding through informational writing. The qualitative demands of the historical content are supported through repeated discussions, graphic organizers, vocabulary instruction, and educator guidance that helps students analyze the contributions of historical figures and diverse groups involved in the nation’s founding. Through the alignment of text complexity, instructional supports, and student tasks, the materials provide grade 1 students with access to complex historical concepts while maintaining appropriate cognitive and language demands.
7.5 Read-Aloud, Shared Reading, and Independent Reading
7.5a
Texts designated for read-aloud and shared reading are authentic or transadaptations and are at or above grade-level complexity, age-appropriate, and contain a variety of structures with appropriate scaffolds.
Texts designated for read-aloud and shared reading are authentic or transadaptations and are at or above grade-level complexity, age-appropriate, and contain a variety of structures with appropriate scaffolds.
6 out of 6 points
Evaluation for 7.5a
Evaluation for 7.5a
Texts designated for read-aloud and shared reading are authentic or transadaptations and are at or above grade-level complexity, age-appropriate, and contain a variety of structures with appropriate scaffolds.
6 out of 6 points
Later, in Conocimiento 9 Guía del maestro lesson 10 “Construir una nación con palabras e ideas,” students engage with an authentic Spanish informational read-aloud that introduces the work of the nation’s founders through chronological and cause-and-effect text structures. Before reading, educators activate background knowledge by asking “¿Qué hemos aprendido hasta ahora?” and providing basic necessary information for historical context and vocabulary terms. During the read-aloud, educators establish a listening purpose through the “Escuchar con un propósito” routine and use the “Rotafolio de imágenes” tool, maps, and real-world objects to engage students. Additionally, educators pause for “Preguntas de comprensión,” explicitly teach the academic vocabulary word aniversario during “Practicar palabras,” and conclude with the “Galería de imágenes” application activity, where students use evidence from the text to discuss and communicate their understanding. Although the unit emphasizes educator read-alouds, students actively participate in a shared literacy experience by analyzing illustrations, vocabulary, text features, and comprehension questions alongside the educator before independently applying their learning. These embedded scaffolds preserve the rigor of the authentic grade-level historical text while supporting comprehension.
7.5b
Texts designated for independent reading are authentic or appropriate transadaptations and have a range of complexity levels for students to practice reading independently. (S)
Texts designated for independent reading are authentic or appropriate transadaptations and have a range of complexity levels for students to practice reading independently. (S)
1 out of 1 points
Evaluation for 7.5b
Evaluation for 7.5b
Texts designated for independent reading are authentic or appropriate transadaptations and have a range of complexity levels for students to practice reading independently. (S)
1 out of 1 points
Additionally, in the Conocimiento 2 Guía del maestro “Repaso del Conocimiento” section, educators are directed to provide the Libro de lectura “Sobre el cuerpo humano” or another trade book that matches students’ reading levels, allowing students to independently practice reading with texts that are appropriately complex while extending their understanding of the unit topic. Students engage with these texts by reading aloud with a partner or in a small group, providing opportunities to build reading accuracy, fluency, and comprehension through repeated practice with connected Spanish text. The Teacher’s Guide supports independent reading practice by emphasizing that fluency means reading words clearly, accurately, and at an appropriate pace. Through leveled text selections, collaborative reading routines, and structured fluency practice, the materials provide students with opportunities to develop reading independence while engaging with authentic or appropriate transadapted Spanish texts at varying levels of complexity.
7.5c
Materials include a plan for students to self-select high-quality Spanish texts and read independently for a sustained period, including planning and accountability for achieving independent reading goals. (S)
Materials include a plan for students to self-select high-quality Spanish texts and read independently for a sustained period, including planning and accountability for achieving independent reading goals. (S)
4 out of 4 points
Evaluation for 7.5c
Evaluation for 7.5c
Materials include a plan for students to self-select high-quality Spanish texts and read independently for a sustained period, including planning and accountability for achieving independent reading goals. (S)
4 out of 4 points
The materials also provide opportunities for students to extend independent reading habits beyond classroom instruction through family-supported reading routines. Conocimiento 7 Guía del maestro’s “Libro de actividades para llevar a casa” includes guidance for families to encourage regular reading experiences with a variety of Spanish texts. For example, the activity “Leer en voz alta cada día” encourages families to read with students daily and provides suggestions for accessing additional texts, stating that “La biblioteca local tiene muchos cuentos de hadas clásicos y modernos, y otros cuentos que puede compartir con el estudiante.” Additional activities recommend reading texts connected to unit content, such as books about animals and habitats, allowing students to continue developing knowledge and reading fluency outside the classroom. Through these resources and home connections, the materials support sustained independent reading practices and encourage students to engage regularly with high-quality Spanish texts.
Rubric Section 8
Evidence-Based Tasks and Responses
Materials require students to engage in reading, writing, and speaking grounded in evidence using literary and informational text.
Total
100% (53 out of 53 points)
Evaluation for 8.A.1a
Every Conocimiento unit’s read-aloud includes a “Preguntas de comprensión” section that prompts students to answer questions using details from the text. For example, in Conocimiento 10 Guía del maestro lesson 5 “Camino a las estrellas,” students answer literal and inferential questions about how Dra. Ellen Ochoa overcame obstacles. The Teacher’s Guide prompts students to explain which details from the informational text provide evidence for their answers, encouraging them to return to the read-aloud to support their thinking. Students also identify the central idea and explain the characteristics that made Ellen Ochoa a pioneer using evidence from the text. Additionally, using the Cuaderno de actividades, students complete an “Alguien, quería, pero, así, entonces” graphic organizer by selecting key events from the read-aloud to demonstrate comprehension. Evidence-based discussions and written tasks require students to support their ideas with information from the text while developing comprehension and critical-thinking skills.
The materials systematically embed text-dependent questions and evidence-based response tasks throughout each unit. In Conocimiento 4 Guía del maestro, for example, each lesson follows a consistent sequence of “Escuchar con un propósito,” “Lectura en voz alta,” “Preguntas de comprensión,” and an application activity that requires students to revisit the read-aloud before responding orally or in writing. In lesson 1 “Los mayas: Una cosecha y un huracán,” students answer text-dependent questions, such as explaining why Pik is worried, and use details from the story to support their responses. Students then complete the “Tabla de civilizaciones” by summarizing the importance of agriculture to the Maya. In lesson 4 “Los mayas: El Festival de la Primera Estrella,” students respond to comprehension questions and continue using the “Tabla de civilizaciones” tool, as well as a model paragraph and writing organizers, to compose an informational paragraph based on evidence from the read-aloud. Similar evidence-based tasks continue throughout the Aztec and Inca lessons, where students sequence events, complete graphic organizers, and write informational responses supported by textual details. These recurring comprehension and application activities require students to justify their thinking, support their claims, and demonstrate their understanding using evidence from authentic Spanish texts.
Evaluation for 8.A.1b
Throughout the Conocimiento units, students support their thinking by referring to Spanish language evidence from read-alouds during structured discussions and comprehension activities. In Conocimiento 9 Guía del maestro lesson 11 “¿Libertad y justicia para todos?” students engage with text-dependent questions and an evidence-based writing task that requires them to evaluate key ideas, details, language, and organization within a Spanish informational text. Examining the author’s discussion of libertad and justicia, students identify key details about the experiences of women, Native Americans, and enslaved Africans during the colonial period and use information from the read-aloud to compose an informational response during the “Escribir sobre el tema” activity. Students return to the text to select relevant information, explain central ideas, and support their written responses with textual evidence. These opportunities require students to analyze how authors present ideas and organize information while developing their ability to justify interpretations using evidence from high-quality Spanish texts.
Similarly, in Conocimiento 10 Guía del maestro lesson 10, students participate in a Spanish language Think-Pair-Share discussion in which they evaluate the author’s use of fantasy and realistic elements. The educator poses the question “¿Creen que todo lo que ocurre en esta lectura en voz alta realmente puede pasar, o es una fantasía?” and students respond using details from the text to justify their conclusions. The discussion requires students to analyze the author’s craft, distinguish between realistic and fantastical elements, and support their ideas with textual evidence. Evidence-based questions and tasks strengthen students’ ability to evaluate authentic Spanish texts while developing critical reading and discussion skills.
Evaluation for 8.A.1c
Throughout the Conocimiento unit lessons, the Guía del maestro includes text-dependent questions before, during, and after each read-aloud that prompt students to discuss key ideas, make inferences, and explain their responses using information from the text. For example, in Conocimiento 1 Guía del maestro lesson 1 “El pastorcito y el lobo,” students respond to questions such as “¿Cómo se sentía el pastor al cuidar las ovejas?” “¿Por qué se sentía solo?” and “¿Creen que los hombres y las mujeres vendrán a ayudar al pastorcito?” using details from the text to justify their thinking. After the read-aloud, students continue on to answer literal, inferential, and evaluative questions about whether the story is fiction. They also work to identify the characters and setting and explain their responses with evidence from the fable. The educator-guided discussions require students to return to the text, summarize and discuss key ideas, and support their interpretations with evidence from authentic Spanish literature.
Similarly, in Conocimiento 2 Guía del maestro lesson 8 “Cinco claves para la salud,” students summarize information, discuss key ideas, and communicate evidence-based conclusions through oral and written responses. Following the read-aloud and “Preguntas de comprensión,” students complete “Página de actividades 8.1” and the “Escribir sobre el tema” activity using information from the text to explain healthy habits while incorporating domain-specific vocabulary such as saludable and nutritivos. Students synthesize the author’s key ideas and communicate their understanding in their own words rather than relying on personal opinions. These activities require students to support their responses with evidence from the informational text, paraphrase important information, and demonstrate comprehension of the author’s message. By integrating discussion, writing, and text-based evidence, the materials strengthen students’ ability to justify their thinking and communicate understanding of authentic Spanish texts.
Evaluation for 8.A.1d
The materials provide Spanish text-dependent questions and tasks that engage students in multiple levels of cognitive complexity throughout Conocimiento 4 “Antiguas civilizaciones de América.” Each lesson follows a consistent sequence of “Presentar la lectura en voz alta,” “Lectura en voz alta,” “Verificar la comprensión,” “Preguntas de comprensión,” and an application activity that moves students from recalling information to analyzing, inferring, and synthesizing ideas. For example, in lesson 2 “Los mayas: Viaje a Baakal,” students answer literal questions about how Kanal’s family traveled and how long the journey took before analyzing the importance of the extended family using evidence from the text and completing the “Tabla de civilizaciones” and “Escribir sobre el tema” activities. In lesson 8 “Los aztecas: La carta de Cortés,” students identify the central idea, analyze the structure of a letter by explaining how they recognize the genre, and support their responses with textual evidence. Differentiated “Nivel emergente,” “A nivel,” and “Nivel avanzado” discussion prompts further extend students’ analysis by requiring them to explain the author’s purpose and justify their thinking. Throughout the unit, recurring tasks such as “Tabla de civilizaciones,” “Hacer una secuencia del cuento,” “Escribir sobre el tema,” and whole-class discussions require students to compare civilizations, organize information, summarize key ideas, and communicate evidence-based conclusions. This progression from literal comprehension to inferential, analytical, and written responses provides systematic opportunities for students to engage deeply with authentic Spanish literary and informational texts.
Additionally, in Conocimiento 9 Guía del maestro lesson 9 “No dejes para mañana lo que puedas hacer hoy,” educators use differentiated discussion tasks that increase in rigor based on students’ readiness. For example, “Nivel emergente” students answer simple yes/no questions about George Washington, “A nivel” students explain the actions he took during his presidency, and “Nivel avanzado” students analyze his legacy by explaining how it is reflected in monuments, currency, and other national symbols. The lesson also includes a progression of comprehension questions that move from literal recall, such as “¿Por qué la capital se llamó Washington, D.C.,?” to more analytical prompts that require students to interpret historical significance and justify their responses with evidence from the text. By combining differentiated discussion prompts with a progression from recall to analysis, the materials ensure that students have meaningful opportunities to engage in increasingly sophisticated analysis of high-quality Spanish texts.
Evaluation for 8.A.2a
Conocimiento 9 Guía del maestro provides explicit guidance in Spanish for educators on how to model an approach to identifying relevant evidence and organizing information into an evidence-based summary. Using lesson 3’s “Tabla de alguien/quería/pero/así que/entonces” resource, the educator displays the organizer, explains that writers use the planning tool to summarize a text, and models completing the first entries by asking questions such as “¿Qué otro nombre recibían los soldados británicos?” and “¿Qué querían los casacas rojas?” before recording students’ evidence-based responses on the class chart. The educator then guides students in completing the remaining sections by prompting them to justify why each event belongs in the organizer using details from the text. Finally, students apply the modeled process independently by completing “Página de actividades 3.1,” reinforcing their ability to construct text-based responses supported by evidence from the text.
In the next unit, Conocimiento 10 Guía del maestro, students engage in a multi-lesson writing framework that supports the development of evidence-based written responses through a structured sequence of planning, drafting, revising, editing, and publishing. Students begin by planning their writing in lessons 1–3 using the “Tabla SQA” tool, brainstorming activities, and student-generated research questions before drafting informational paragraphs in lessons 10–12. Throughout the drafting process, students participate in Think-Pair-Share routines to discuss their ideas, receive feedback, and revise their responses. In lesson 13, students edit their writing using the “Tabla para la corrección,” which focuses on Spanish capitalization, punctuation, and spelling conventions. Finally, in lessons 14–15, students publish and share their polished writing during the “Galería de aventuras,” providing an authentic moment to communicate their text-based responses with others. These structured opportunities support students in using information gathered from texts to develop, refine, and communicate evidence-based ideas in Spanish.
Evaluation for 8.A.2b
Throughout Conocimiento 4 Guía del maestro, each lesson includes an “Escribir sobre el tema” routine that follows the read-aloud and comprehension discussion. Educators guide students in identifying relevant information from the text and use a “Modelo de escritura” to demonstrate how textual details can be organized into a coherent written response before students write independently. For example, in lesson 4 “Los mayas: El Festival de la Primera Estrella,” educators revisit the “Preguntas de comprensión,” reference the completed “Tabla de civilizaciones,” and model how to organize textual evidence into an informational paragraph about Maya civilization. A similar gradual-release approach is used in lesson 9 “Machu Picchu y un descubrimiento afortunado,” where educators model how to incorporate evidence from the read-aloud into an informational paragraph before students compose their own text-based responses. Across the unit, recurring supports, including “Apoyo a la enseñanza,” “Preguntas de comprensión,” “Tabla de civilizaciones,” “Modelo de escritura,” and “Escribir sobre el tema,” provide a systematic framework for educators to model how to identify, organize, discuss, and communicate evidence from the text using Spanish academic vocabulary and syntax. These structures support students in constructing evidence-based oral and written responses.
Additionally, in Habilidades y Destrezas 7 Guía del maestro, students participate in a multi-day writing project that provides structured opportunities to discuss ideas, receive feedback, and apply Spanish language conventions while composing a “narrativa personal.” In lesson 13, the Teacher’s Guide explains that students will “planear, escribir, editar y publicar” their own personal narratives across several lessons. Students first learn the purpose and characteristics of a personal narrative, discuss a memorable experience with a partner, and record a sentence or phrase that will serve as the basis for their writing. In lesson 14, students continue planning by discussing their ideas and illustrations with a partner while the educator circulates, asks questions, and provides feedback. The lesson also directs students to reread examples from “Todo en familia” with a partner to identify characteristics of narrative texts before continuing their own writing. As the project progresses, students develop a draft, revise and edit their work, and publish their completed personal narratives. Structured discussions and educator-guided interactions support students in using Spanish vocabulary, syntax, and language structures to communicate ideas effectively.
Evaluation for 8.B.1a
Conocimiento 4 Guía del maestro contains authentic and transadapted Spanish mentor texts that serve as models for students’ writing throughout the unit. Each lesson centers on a literary or informational read-aloud for students to analyze before participating in the “Escribir sobre el tema” activity, where they use the text’s language, structure, and content as models for their own writing. For example, in lesson 5 “La leyenda del águila y la serpiente,” students use details from the legend and the completed “Tabla de civilizaciones” to compose an organized written response, using the narrative as a mentor text for incorporating textual evidence. In lesson 9 “Machu Picchu y un descubrimiento afortunado,” students analyze the chronological organization and factual details presented in the informational text before using a “Modelo de escritura” to compose an explanatory paragraph based on evidence from the read-aloud. Throughout the unit, students engage with a variety of mentor texts, including historical narratives, legends, informational texts, and primary-source-inspired selections such as “La carta de Cortés,” which model different genres, structures, and language features. By consistently connecting authentic Spanish texts to the “Escribir sobre el tema” activities, the materials provide clear models for students to compose narrative, informational, and explanatory writing appropriate for grade 1.
Additionally, in Habilidades y Destrezas 7 Guía del maestro, the Libro de lectura text “Todo en familia,” serves as a Spanish mentor text that helps students identify characteristics of narrative writing before composing their own personal narratives. During the “narrativa personal” writing project, the “Apoyo a la enseñanza” sidebar directs educators to have students work in pairs to reread examples from “Todo en familia,” including the chapter “Un nuevo día,” and identify characteristics of narrative texts using a previously studied graphic organizer. Students then apply these narrative features as they continue planning, drafting, and revising their own personal narratives. By analyzing authentic Spanish mentor texts before writing independently, students develop an understanding of narrative structure, organization, and language that supports the composition of their own grade-level texts.
Evaluation for 8.B.1b
The materials provide opportunities throughout the year for students to compose literary texts in Spanish by integrating writing experiences across multiple grade 1 Conocimiento units. The “Mapa curricular de Grado 1” identifies writing tasks distributed throughout the year that correspond to the literary genres students encounter during instruction, including narrative writing, retelling, opinion writing, and explanatory responses connected to both literary and informational texts. Students compose writing in response to literary texts in Conocimiento 1 (school narratives), Conocimiento 3 (stories and fables), Conocimiento 4 (historical narratives and legends), Conocimiento 6 (folktales and literary selections), and Conocimiento 9 (literary texts integrated with science content), demonstrating how literary composition is revisited across a variety of genres and topics. Within Conocimiento 4 Guía del maestro, recurring “Escribir sobre el tema” lessons provide structured opportunities for students to write in response to authentic and transadapted Spanish texts. For example, in lesson 5 “La leyenda del águila y la serpiente,” students discuss characters, events, and central ideas before composing a written response using details from the text and the completed “Tabla de civilizaciones.” By pairing high-quality mentor texts with explicit writing instruction throughout the curriculum, the materials systematically support students in composing literary texts for multiple purposes and audiences while applying genre-specific characteristics and craft appropriate for grade 1.
Furthermore, Habilidades y Destrezas 9 Guía del maestro provides a progression of writing projects that engage students in composing a variety of literary genres across the school year. The unit overviews explain that students write a “párrafo descriptivo” by following the stages of the writing process, then compose a “narrativa personal” in the past tense about a meaningful experience, and subsequently learn to write a “carta amistosa.” During the “narrativa personal” writing project, students study the characteristics of the genre before planning, drafting, revising, editing, and publishing their own stories about a personal experience. Throughout the project, students learn to apply genre-specific elements while writing for an authentic audience by sharing their completed narratives with others. The emphasis on recurring writing opportunities aids students in developing an understanding of the purpose, structure, and craft of different literary genres while composing texts for a variety of purposes and audiences.
Evaluation for 8.B.1c
In Conocimiento 4 Guía del maestro, authentic and transadapted informational texts serve as mentor texts to support students’ informational composition.After the read-aloud in lesson 4 “Los mayas: El Festival de la Primera Estrella,” students organize information in the “Tabla de civilizaciones” before composing an informational paragraph during the “Escribir sobre el tema” activity using the “Modelo de escritura.” Students incorporate facts, details, and domain-specific vocabulary from the read-aloud to explain an aspect of Maya civilization. In lesson 9 “Machu Picchu y un descubrimiento afortunado,” students analyze historical information and organize details into an explanatory paragraph using evidence gathered from the text and the accompanying writing model. Throughout the unit, informational mentor texts are paired with structured writing routines ensuring that students learn to organize and communicate historical and scientific information using genre-specific features. Together, the “Mapa curricular de Grado 1” and Guía del maestro demonstrate the systematic development of informational writing in grade 1 through repeated opportunities for students to compose evidence-based informational writing using authentic Spanish mentor texts.
Furthermore, in Habilidades y Destrezas 11 Guía del maestro, a specific sequence of lessons guides students through planning, drafting, editing, and publishing an informational text. Lesson 11 “Planificar la escritura de un texto informativo” reminds students that they previously wrote a personal narrative and are introduced to the four stages of the writing process: “Planificar,” “Hacer un borrador,” “Editar,” and “Publicar.” Educators explicitly model the organization of an informational text by introducing a topic question, supporting details, a concluding sentence, a title, and an accompanying illustration with a caption. In the following lessons, students develop drafts, edit their texts, and publish final informational pieces. Throughout the writing process, students apply genre-specific features and organizational structures to communicate information clearly. These opportunities support the systematic development of informational writing while helping students compose organized informational texts in Spanish for meaningful purposes and audiences.
Evaluation for 8.B.1d
This guidance is not applicable to kindergarten and grades 1–2 because it only applies to grade 3.
Evaluation for 8.B.1e
Conocimiento 6 Guía del maestro lesson 2 “Carta informal: La corteza terrestre” provides educators with explicit guidance for introducing the purpose and structure of an informal letter. The lesson’s “Aplicación” section reviews the parts of a friendly letter, including the saludo, cuerpo, cierre, and firma, using the “Formato de carta” poster before students begin writing. Educators explain that the purpose of a “carta informal” is to share information and maintain communication with someone who is far away. Students then collaboratively compose a letter to Genaro, el geólogo, explaining what they learned about Earth’s crust. Throughout the activity, students apply the organizational features and conventions of informal correspondence while communicating ideas to an authentic audience. These opportunities support the development of correspondence writing in Spanish by providing meaningful practice with the structure, purpose, and craft of the genre.
Additionally, in Habilidades y Destrezas 9 Guía del maestro, a multi-day writing project guides students through the process of writing a “carta amistosa.” In lesson 12 “Escritura: Borrador de una carta amistosa,” students use a drafting template to organize ideas into complete sentences while following the format of a friendly letter. Before drafting begins, students use the “Lista de verificación” to review the required elements of a friendly letter. They then expand upon the ideas generated during the previous lesson by adding supporting details and advice for a grade 1 student. In lesson 13, students revise and edit drafts before completing and publishing their final letters. A “Rúbrica de escritura” and an optional “Registro de escritura” are also provided to support the educator’s evaluation of the students’ correspondence. These opportunities systematically develop the purpose, organization, and conventions of friendly letters while allowing students to practice composing correspondence in Spanish for meaningful audiences.
Evaluation for 8.B.2a
In Conocimiento 10 Guía del maestro, the “Introducción” section presents educators with guidance for a structured writing progression that supports students as they move through planning, organizing, drafting, revising, and sharing their writing. Students generate ideas using the “Tabla de SQA” in lesson 1, develop a “plan de investigación” in lesson 2, and gather information from multiple resources throughout the entirety of the unit. Students then apply collected information by writing sentences in lesson 4, developing a topic sentence in lesson 10, organizing and drafting research writing in lesson 11, and composing a concluding sentence in lesson 12. The writing process continues in lesson 14, when students prepare final drafts, and concludes in lesson 15, when students share completed writing during the “Galería de aventuras.” These structured opportunities support students in moving through each stage of the writing process while composing, refining, and presenting completed texts in Spanish.
Similarly, in Habilidades y Destrezas 4 Guía del maestro, students engage in a multi-lesson writing project to produce a “reporte de lectura” through planning, drafting, revising, editing, and publishing. In lesson 11 “Escritura: Planificar un reporte de lectura,” students complete the “Mapa del capítulo” to organize key information from “Lili tiene hambre,” including the title, characters, setting, and plot. In lesson 12, students use the organizer to draft the report in paragraph form by expanding ideas into complete sentences with supporting details. In lesson 13, students revise and edit their reports using a checklist that addresses characters, setting, the sequence of events, capitalization, punctuation, and spelling. Finally, in lesson 14, students create a polished copy and publish their reports by displaying the completed work in the classroom. These structured opportunities support students in applying each stage of the writing process while composing and publishing complete texts using grade-level Spanish writing conventions.
Evaluation for 8.B.2b
The materials provide explicit educator guidance in Spanish for modeling the stages of the writing process through structured planning and drafting routines in Conocimiento 4 Guía del maestro. The writing process is introduced through a gradual-release framework in which educators guide students to identify important information from informational read-alouds, organize ideas using the “Tabla de civilizaciones,” and transform collected information into written responses. For example, in lesson 4, educators are directed to guide students in reviewing the “Tabla de civilizaciones” and identifying additional details from the read-aloud before beginning the “Escribir sobre el tema” activity. Then, using a “Modelo de escritura” in lesson 2, educators demonstrate how information gathered during planning can be organized into a complete informational paragraph with connected ideas and supporting details. Before students write independently, educators facilitate collaborative discussions and use questioning to support students in rehearsing ideas and developing content for drafting. These instructional routines provide explicit models for gathering evidence, organizing information, and composing text-based responses in Spanish while supporting students as they engage in the planning and drafting stages of the writing process with increasing independence.
Similarly, in Conocimiento 9 Guía del maestro lessons 11–12, educators guide students through a structured informational writing sequence in which ideas are gathered, organized, drafted, revised, edited, and shared. During lesson 11, educators model how information from graphic organizers is selected, organized, and transformed into an informational paragraph with a clear central idea and supporting details. As students draft, educators monitor progress, ask guiding questions, and provide individualized feedback to strengthen organization and content. During lesson 12, educators model how to reread drafts, clarify ideas, add supporting details, and apply Spanish writing conventions related to capitalization, punctuation, spacing, and spelling during revision and editing. Students then prepare polished final copies and share their completed informational paragraphs with others. Throughout the writing sequence, educator conferencing and feedback reinforce that writing is a recursive process that improves through reflection and revision. These instructional routines provide explicit modeling of the writing process while maintaining age-appropriate expectations for grade 1 Spanish writers.
Evaluation for 8.B.3a
In Habilidades y Destrezas 8 Guía del maestro, educators guide students through a sequence of lessons in which they model and apply complete sentences within a personal narrative writing project. During lesson 12, “Construcción de oraciones,” educators model how to form declarative sentences in the past tense by organizing ideas into grammatically complete structures rather than isolated words or phrases. Sentence development continues as students apply these structures when planning and drafting personal narratives in lessons 14–15, where they express ideas through connected sentences. In lesson 16, educators provide explicit instruction on Spanish syntax through subject–verb agreement activities, guiding students to identify and revise sentences to ensure that verbs correspond correctly with their subjects. Additional sentence-level instruction addresses personal pronouns, possessive pronouns, prepositions, and contractions such as al and del, helping students understand how language components function together to communicate meaning. Vocabulary development is integrated through instruction on prefixes such as des- and re-, descriptive adjectives, and academic language that students apply during authentic writing tasks. These instructional routines provide students with opportunities to expand sentence complexity while applying accurate Spanish grammar and vocabulary in their own compositions.
Additionally, in Habilidades y Destrezas 6 Guía del maestro, educators provide descriptive writing instruction that models how students develop ideas using adjectives and verbs to create meaningful images for readers. Before writing, educators support students in understanding descriptive text structures by explaining that “un texto descriptivo es una descripción a detalle” and guiding them to use information from previous readings, discussions, and the “SQA” chart to organize their ideas. Sentence construction and vocabulary development are reinforced as students select topics, identify relevant details, and apply descriptive language from mentor texts, such as “Aventuras en Hawái.” Spanish syntax is explicitly addressed in lesson 11 “Gramática: verbos en presente y pasado,” where educators model how verb tense changes are applied within complete sentences while maintaining meaning. These instructional routines provide students with structured opportunities to develop accurate sentence formation, expand vocabulary, and apply Spanish grammar conventions in their own writing.
Evaluation for 8.B.3b
In Conocimiento 4 Guía del maestro, the “Introducción” section guides students to identify important information from informational read-alouds, organize ideas using the “Tabla de civilizaciones” and graphic organizers, and gradually develop extended written responses. Early writing tasks focus on brief sentence responses before students are introduced to educator-modeled informational paragraphs in lesson 2 and independent paragraph writing during “Escribir sobre el tema” activities in later lessons. In lesson 1, educators introduce the “Tabla de civilizaciones” as a cumulative organizer where students record information from each read-aloud and use those details to support sentence-level informational writing. In lesson 2, educators use a “Párrafo modelo” to demonstrate how details gathered from the organizer can be transformed into a cohesive informational paragraph. Throughout the unit, educators guide students to orally rehearse ideas, organize evidence, and apply information from texts before composing written responses. In lesson 11, differentiated writing supports help students progress from completing sentences with adult support to independently producing detailed sentences about historical topics. These instructional routines demonstrate a coherent progression from foundational sentence writing to extended informational composition while developing students’ ability to communicate ideas in Spanish.
Throughout Habilidades y Destrezas units, educators receive step-by-step guidance for introducing writing genres, modeling writing processes, and supporting students in developing complete texts across multiple lessons. In the Habilidades y Destrezas 7 Guía del maestro lesson 13 “Escritura” section, students participate in a personal narrative writing project in which educators explicitly model planning, drafting, editing, and publishing. Educators introduce the genre by explaining that “Una narrativa personal es una historia que describe algo personal desde el punto de vista del autor” and guide students in identifying key narrative elements such as title, setting, characters, and plot. They then support sentence development as students organize personal ideas and apply genre-specific characteristics before expanding their writing into a complete composition. Consistent instructional routines provide a scaffolded progression that allows students to strengthen foundational writing skills while composing increasingly complex Spanish texts. The materials demonstrate that writing proficiency develops through explicit modeling, guided practice, and gradual movement toward independent composition.
Evaluation for 8.B.3c
The Habilidades y Destrezas planning documents identify the “Dictado” routine as a consistent instructional practice through which students progress from writing simple sentences to composing increasingly complex sentences while applying Spanish writing conventions. Students revise and edit their writing through the systematic introduction of correction marks, including capitalization, spelling, and punctuation, as well as by adding, joining, and separating words. For example, in Habilidades y Destrezas 3 Guía del maestro, students participate in the “Dictado” routine by writing the sentence “Jaime ve cinco nidos” and applying educator-guided corrections. As instruction progresses across units, students write longer sentences and apply additional editing expectations to strengthen sentence fluency and accuracy. These routines provide repeated opportunities for students to construct, revise, and edit sentences while developing the foundational skills needed for extended Spanish writing. The materials demonstrate a coherent progression in which sentence-level writing skills are strengthened through explicit modeling, guided practice, and ongoing application.
Additionally, in Conocimiento 4 Guía del maestro’s “Introducción” section, students gather information collaboratively using the “Tabla de civilizaciones,” write sentence-level responses, and apply their learning to extended informational writing tasks. The unit structure highlights a cumulative progression by collecting sentence responses from multiple lessons and later developed into informational paragraphs during “Escribir sobre el tema” activities. In lesson 1, students synthesize information from the read-aloud by writing a summary sentence about ancient Maya agriculture using details from the text. In lesson 4, students expand their ideas by using the completed organizer to compose informational responses based on evidence gathered from the read-alouds. By lesson 11, students orally organize information and produce increasingly complex sentences, progressing from supported phrases to brief sentences and detailed topic sentences. These repeated writing opportunities strengthen students’ ability to develop, expand, revise, and communicate ideas in Spanish before transitioning to extended informational compositions.
Evaluation for 8.B.4a
The Habilidades y Destrezas planning documents and the “Mapa curricular de Grado 1” outline a progression in which foundational Spanish language skills are introduced, practiced, and applied through increasingly complex writing activities. Students develop conventions such as identifying nouns, applying capitalization rules, using punctuation, distinguishing common and proper nouns, and recognizing grammatical patterns. As instruction progresses, students apply additional language skills, including diptongos, hiatos, and verbs in the present and past tense. In Habilidades y Destrezas 6 and 7, students apply these conventions while planning, drafting, revising, editing, and publishing descriptive paragraphs through the writing process. Later units provide opportunities for students to incorporate prefixes such as des- and re- and use time adverbs such as ayer, hoy, and siempre in complete sentences. These structured opportunities allow students to transfer their understanding of Spanish grammar, spelling, punctuation, and usage into authentic written communication. The progression from isolated language practice to connected paragraph writing supports students in developing accuracy and independence with Spanish academic language conventions.
The materials also provide opportunities for students to practice and apply Spanish academic language conventions within the context of their own writing. In Conocimiento 10 Guía del maestro lesson 13’s “Preparación previa” section, students use the “Tabla para la corrección” to participate in a structured editing process in which they review and improve their written sentences and paragraphs. Students apply grade-level Spanish conventions, including capitalization, the use of opening question and exclamation marks (“¿” and “¡”), and accurate spelling of academic vocabulary. Through this revision routine, students identify and correct errors while strengthening the overall clarity and accuracy of their writing. The editing process supports students in transferring previously learned language skills into authentic writing tasks. These opportunities develop students’ control of Spanish academic language conventions within meaningful written communication.
Evaluation for 8.B.4b
The “Mapa curricular de Grado 1” and the Cuaderno de actividades demonstrate a progression through which students develop an understanding of Spanish language conventions and then apply those skills in meaningful contexts. The Cuaderno de actividades provides explicit practice with grammar skills, including verb selection, identification of nouns and verbs, verb tense changes, and the use of articles. For example, students practice changing verbs from the present tense to the past tense, identifying verb forms in sentences, and selecting appropriate articles such as la, los, las, al, and del. Students also apply these conventions within connected text activities, such as completing sentences using al and del while reading passages in Habilidades y Destrezas 11 lesson 1. Throughout the units, students further apply grammar, punctuation, and usage skills during the writing process as they plan, draft, edit, and publish descriptive paragraphs. These opportunities support students in transferring their knowledge of Spanish conventions from isolated practice activities to authentic written communication. The systematic progression from skill development to contextual application strengthens students’ accuracy and proficiency with written Spanish.
Additionally, in Conocimiento 9 Guía del maestro’s “Repaso del Conocimiento” section, students apply Spanish language conventions while revising and editing their informational paragraphs during the “Escribir sobre el tema” activity. After completing their writing from lesson 12, students use an editing checklist to review sentence structure, grammatical accuracy, and clarity of ideas. Educators guide students to ensure that complete sentences demonstrate “concordancia de género y número” between subjects and verbs, accurate use of past, present, and future verb tenses, and appropriate application of nouns, adjectives, articles, adverbs, prepositions, and personal and possessive pronouns. Students also revise their writing by adding details to illustrations and expanding written ideas to improve communication. These structured opportunities allow students to apply Spanish grammar and usage conventions in meaningful contexts while strengthening accuracy and independence in written communication.
8.A.1 Use of Text Evidence
8.A.1a
Materials include text-dependent questions and tasks in Spanish which require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims. (S)
Materials include text-dependent questions and tasks in Spanish which require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims. (S)
2 out of 2 points
Evaluation for 8.A.1a
Evaluation for 8.A.1a
Materials include text-dependent questions and tasks in Spanish which require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims. (S)
2 out of 2 points
The materials systematically embed text-dependent questions and evidence-based response tasks throughout each unit. In Conocimiento 4 Guía del maestro, for example, each lesson follows a consistent sequence of “Escuchar con un propósito,” “Lectura en voz alta,” “Preguntas de comprensión,” and an application activity that requires students to revisit the read-aloud before responding orally or in writing. In lesson 1 “Los mayas: Una cosecha y un huracán,” students answer text-dependent questions, such as explaining why Pik is worried, and use details from the story to support their responses. Students then complete the “Tabla de civilizaciones” by summarizing the importance of agriculture to the Maya. In lesson 4 “Los mayas: El Festival de la Primera Estrella,” students respond to comprehension questions and continue using the “Tabla de civilizaciones” tool, as well as a model paragraph and writing organizers, to compose an informational paragraph based on evidence from the read-aloud. Similar evidence-based tasks continue throughout the Aztec and Inca lessons, where students sequence events, complete graphic organizers, and write informational responses supported by textual details. These recurring comprehension and application activities require students to justify their thinking, support their claims, and demonstrate their understanding using evidence from authentic Spanish texts.
8.A.1b
Questions and tasks are designed in Spanish and require students to use text evidence when evaluating the language, key ideas, details, craft, and structure of high-quality texts. (S)
Questions and tasks are designed in Spanish and require students to use text evidence when evaluating the language, key ideas, details, craft, and structure of high-quality texts. (S)
5 out of 5 points
Evaluation for 8.A.1b
Evaluation for 8.A.1b
Questions and tasks are designed in Spanish and require students to use text evidence when evaluating the language, key ideas, details, craft, and structure of high-quality texts. (S)
5 out of 5 points
Similarly, in Conocimiento 10 Guía del maestro lesson 10, students participate in a Spanish language Think-Pair-Share discussion in which they evaluate the author’s use of fantasy and realistic elements. The educator poses the question “¿Creen que todo lo que ocurre en esta lectura en voz alta realmente puede pasar, o es una fantasía?” and students respond using details from the text to justify their conclusions. The discussion requires students to analyze the author’s craft, distinguish between realistic and fantastical elements, and support their ideas with textual evidence. Evidence-based questions and tasks strengthen students’ ability to evaluate authentic Spanish texts while developing critical reading and discussion skills.
8.A.1c
Questions and tasks are designed in Spanish and require students to support their claims and justify their thinking through a variety of strategies, such as comparing sources, paraphrasing, summarizing, and discussing key ideas in evidence from the text. (S)
Questions and tasks are designed in Spanish and require students to support their claims and justify their thinking through a variety of strategies, such as comparing sources, paraphrasing, summarizing, and discussing key ideas in evidence from the text. (S)
1 out of 1 points
Evaluation for 8.A.1c
Evaluation for 8.A.1c
Questions and tasks are designed in Spanish and require students to support their claims and justify their thinking through a variety of strategies, such as comparing sources, paraphrasing, summarizing, and discussing key ideas in evidence from the text. (S)
1 out of 1 points
Similarly, in Conocimiento 2 Guía del maestro lesson 8 “Cinco claves para la salud,” students summarize information, discuss key ideas, and communicate evidence-based conclusions through oral and written responses. Following the read-aloud and “Preguntas de comprensión,” students complete “Página de actividades 8.1” and the “Escribir sobre el tema” activity using information from the text to explain healthy habits while incorporating domain-specific vocabulary such as saludable and nutritivos. Students synthesize the author’s key ideas and communicate their understanding in their own words rather than relying on personal opinions. These activities require students to support their responses with evidence from the informational text, paraphrase important information, and demonstrate comprehension of the author’s message. By integrating discussion, writing, and text-based evidence, the materials strengthen students’ ability to justify their thinking and communicate understanding of authentic Spanish texts.
8.A.1d
Questions and tasks are designed in Spanish and at different levels of cognitive complexity to provide ample opportunities for students to engage in the analysis of text. (S)
Questions and tasks are designed in Spanish and at different levels of cognitive complexity to provide ample opportunities for students to engage in the analysis of text. (S)
1 out of 1 points
Evaluation for 8.A.1d
Evaluation for 8.A.1d
Questions and tasks are designed in Spanish and at different levels of cognitive complexity to provide ample opportunities for students to engage in the analysis of text. (S)
1 out of 1 points
Additionally, in Conocimiento 9 Guía del maestro lesson 9 “No dejes para mañana lo que puedas hacer hoy,” educators use differentiated discussion tasks that increase in rigor based on students’ readiness. For example, “Nivel emergente” students answer simple yes/no questions about George Washington, “A nivel” students explain the actions he took during his presidency, and “Nivel avanzado” students analyze his legacy by explaining how it is reflected in monuments, currency, and other national symbols. The lesson also includes a progression of comprehension questions that move from literal recall, such as “¿Por qué la capital se llamó Washington, D.C.,?” to more analytical prompts that require students to interpret historical significance and justify their responses with evidence from the text. By combining differentiated discussion prompts with a progression from recall to analysis, the materials ensure that students have meaningful opportunities to engage in increasingly sophisticated analysis of high-quality Spanish texts.
8.A.2 Teacher Guidance for the Use of Text Evidence
8.A.2a
Materials include guidance for teachers in Spanish on the effective modeling of the use of text evidence to generate evidence-based claims and construct text-based responses. (T)
Materials include guidance for teachers in Spanish on the effective modeling of the use of text evidence to generate evidence-based claims and construct text-based responses. (T)
2 out of 2 points
Evaluation for 8.A.2a
Evaluation for 8.A.2a
Materials include guidance for teachers in Spanish on the effective modeling of the use of text evidence to generate evidence-based claims and construct text-based responses. (T)
2 out of 2 points
In the next unit, Conocimiento 10 Guía del maestro, students engage in a multi-lesson writing framework that supports the development of evidence-based written responses through a structured sequence of planning, drafting, revising, editing, and publishing. Students begin by planning their writing in lessons 1–3 using the “Tabla SQA” tool, brainstorming activities, and student-generated research questions before drafting informational paragraphs in lessons 10–12. Throughout the drafting process, students participate in Think-Pair-Share routines to discuss their ideas, receive feedback, and revise their responses. In lesson 13, students edit their writing using the “Tabla para la corrección,” which focuses on Spanish capitalization, punctuation, and spelling conventions. Finally, in lessons 14–15, students publish and share their polished writing during the “Galería de aventuras,” providing an authentic moment to communicate their text-based responses with others. These structured opportunities support students in using information gathered from texts to develop, refine, and communicate evidence-based ideas in Spanish.
8.A.2b
Materials include guidance for teachers in Spanish on the use of structured opportunities to engage students in evidence-based discussions using Spanish academic vocabulary and syntax. (T)
Materials include guidance for teachers in Spanish on the use of structured opportunities to engage students in evidence-based discussions using Spanish academic vocabulary and syntax. (T)
2 out of 2 points
Evaluation for 8.A.2b
Evaluation for 8.A.2b
Materials include guidance for teachers in Spanish on the use of structured opportunities to engage students in evidence-based discussions using Spanish academic vocabulary and syntax. (T)
2 out of 2 points
Additionally, in Habilidades y Destrezas 7 Guía del maestro, students participate in a multi-day writing project that provides structured opportunities to discuss ideas, receive feedback, and apply Spanish language conventions while composing a “narrativa personal.” In lesson 13, the Teacher’s Guide explains that students will “planear, escribir, editar y publicar” their own personal narratives across several lessons. Students first learn the purpose and characteristics of a personal narrative, discuss a memorable experience with a partner, and record a sentence or phrase that will serve as the basis for their writing. In lesson 14, students continue planning by discussing their ideas and illustrations with a partner while the educator circulates, asks questions, and provides feedback. The lesson also directs students to reread examples from “Todo en familia” with a partner to identify characteristics of narrative texts before continuing their own writing. As the project progresses, students develop a draft, revise and edit their work, and publish their completed personal narratives. Structured discussions and educator-guided interactions support students in using Spanish vocabulary, syntax, and language structures to communicate ideas effectively.
8.B.1 Genre Characteristics and Craft to Compose Multiple Texts
8.B.1a
Materials include authentic or transadapted Spanish mentor texts that serve as models for students to compose a variety of texts according to grade-level Spanish TEKS.
Materials include authentic or transadapted Spanish mentor texts that serve as models for students to compose a variety of texts according to grade-level Spanish TEKS.
1 out of 1 points
Evaluation for 8.B.1a
Evaluation for 8.B.1a
Materials include authentic or transadapted Spanish mentor texts that serve as models for students to compose a variety of texts according to grade-level Spanish TEKS.
1 out of 1 points
Additionally, in Habilidades y Destrezas 7 Guía del maestro, the Libro de lectura text “Todo en familia,” serves as a Spanish mentor text that helps students identify characteristics of narrative writing before composing their own personal narratives. During the “narrativa personal” writing project, the “Apoyo a la enseñanza” sidebar directs educators to have students work in pairs to reread examples from “Todo en familia,” including the chapter “Un nuevo día,” and identify characteristics of narrative texts using a previously studied graphic organizer. Students then apply these narrative features as they continue planning, drafting, and revising their own personal narratives. By analyzing authentic Spanish mentor texts before writing independently, students develop an understanding of narrative structure, organization, and language that supports the composition of their own grade-level texts.
8.B.1b
Materials include opportunities throughout the year for students to compose literary texts in Spanish for multiple purposes and audiences with genre-specific characteristics and craft. (S)
Materials include opportunities throughout the year for students to compose literary texts in Spanish for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Evaluation for 8.B.1b
Evaluation for 8.B.1b
Materials include opportunities throughout the year for students to compose literary texts in Spanish for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Furthermore, Habilidades y Destrezas 9 Guía del maestro provides a progression of writing projects that engage students in composing a variety of literary genres across the school year. The unit overviews explain that students write a “párrafo descriptivo” by following the stages of the writing process, then compose a “narrativa personal” in the past tense about a meaningful experience, and subsequently learn to write a “carta amistosa.” During the “narrativa personal” writing project, students study the characteristics of the genre before planning, drafting, revising, editing, and publishing their own stories about a personal experience. Throughout the project, students learn to apply genre-specific elements while writing for an authentic audience by sharing their completed narratives with others. The emphasis on recurring writing opportunities aids students in developing an understanding of the purpose, structure, and craft of different literary genres while composing texts for a variety of purposes and audiences.
8.B.1c
Materials include opportunities throughout the year for students to compose informational texts in Spanish for multiple purposes and audiences with genre-specific characteristics and craft. (S)
Materials include opportunities throughout the year for students to compose informational texts in Spanish for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Evaluation for 8.B.1c
Evaluation for 8.B.1c
Materials include opportunities throughout the year for students to compose informational texts in Spanish for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Furthermore, in Habilidades y Destrezas 11 Guía del maestro, a specific sequence of lessons guides students through planning, drafting, editing, and publishing an informational text. Lesson 11 “Planificar la escritura de un texto informativo” reminds students that they previously wrote a personal narrative and are introduced to the four stages of the writing process: “Planificar,” “Hacer un borrador,” “Editar,” and “Publicar.” Educators explicitly model the organization of an informational text by introducing a topic question, supporting details, a concluding sentence, a title, and an accompanying illustration with a caption. In the following lessons, students develop drafts, edit their texts, and publish final informational pieces. Throughout the writing process, students apply genre-specific features and organizational structures to communicate information clearly. These opportunities support the systematic development of informational writing while helping students compose organized informational texts in Spanish for meaningful purposes and audiences.
8.B.1d
[3rd grade only] Materials include opportunities throughout the year for students to compose argumentative texts in Spanish for multiple purposes and audiences with genre-specific characteristics and craft. (S)
[3rd grade only] Materials include opportunities throughout the year for students to compose argumentative texts in Spanish for multiple purposes and audiences with genre-specific characteristics and craft. (S)
Not applicable.
Evaluation for 8.B.1d
Evaluation for 8.B.1d
[3rd grade only] Materials include opportunities throughout the year for students to compose argumentative texts in Spanish for multiple purposes and audiences with genre-specific characteristics and craft. (S)
Not applicable.
8.B.1e
Materials include opportunities throughout the year for students to compose correspondence in Spanish with genre-specific characteristics and craft. (S)
Materials include opportunities throughout the year for students to compose correspondence in Spanish with genre-specific characteristics and craft. (S)
1 out of 1 points
Evaluation for 8.B.1e
Evaluation for 8.B.1e
Materials include opportunities throughout the year for students to compose correspondence in Spanish with genre-specific characteristics and craft. (S)
1 out of 1 points
Additionally, in Habilidades y Destrezas 9 Guía del maestro, a multi-day writing project guides students through the process of writing a “carta amistosa.” In lesson 12 “Escritura: Borrador de una carta amistosa,” students use a drafting template to organize ideas into complete sentences while following the format of a friendly letter. Before drafting begins, students use the “Lista de verificación” to review the required elements of a friendly letter. They then expand upon the ideas generated during the previous lesson by adding supporting details and advice for a grade 1 student. In lesson 13, students revise and edit drafts before completing and publishing their final letters. A “Rúbrica de escritura” and an optional “Registro de escritura” are also provided to support the educator’s evaluation of the students’ correspondence. These opportunities systematically develop the purpose, organization, and conventions of friendly letters while allowing students to practice composing correspondence in Spanish for meaningful audiences.
8.B.2 Writing Process
8.B.2a
Materials support students' coherent use of the elements of the writing process (planning, drafting, revising, conferring, editing, and sharing/publishing) to compose text in Spanish, which includes an age-appropriate progression in the conventions authentic to Spanish writing. (S)
Materials support students' coherent use of the elements of the writing process (planning, drafting, revising, conferring, editing, and sharing/publishing) to compose text in Spanish, which includes an age-appropriate progression in the conventions authentic to Spanish writing. (S)
5 out of 5 points
Evaluation for 8.B.2a
Evaluation for 8.B.2a
Materials support students' coherent use of the elements of the writing process (planning, drafting, revising, conferring, editing, and sharing/publishing) to compose text in Spanish, which includes an age-appropriate progression in the conventions authentic to Spanish writing. (S)
5 out of 5 points
Similarly, in Habilidades y Destrezas 4 Guía del maestro, students engage in a multi-lesson writing project to produce a “reporte de lectura” through planning, drafting, revising, editing, and publishing. In lesson 11 “Escritura: Planificar un reporte de lectura,” students complete the “Mapa del capítulo” to organize key information from “Lili tiene hambre,” including the title, characters, setting, and plot. In lesson 12, students use the organizer to draft the report in paragraph form by expanding ideas into complete sentences with supporting details. In lesson 13, students revise and edit their reports using a checklist that addresses characters, setting, the sequence of events, capitalization, punctuation, and spelling. Finally, in lesson 14, students create a polished copy and publish their reports by displaying the completed work in the classroom. These structured opportunities support students in applying each stage of the writing process while composing and publishing complete texts using grade-level Spanish writing conventions.
8.B.2b
Materials include teacher guidance to provide explicit (direct) instruction in Spanish to model each element of the writing process (planning, drafting, revising, editing, and sharing/publishing) and to support students during the writing process through conferencing and revising. (T)
Materials include teacher guidance to provide explicit (direct) instruction in Spanish to model each element of the writing process (planning, drafting, revising, editing, and sharing/publishing) and to support students during the writing process through conferencing and revising. (T)
6 out of 6 points
Evaluation for 8.B.2b
Evaluation for 8.B.2b
Materials include teacher guidance to provide explicit (direct) instruction in Spanish to model each element of the writing process (planning, drafting, revising, editing, and sharing/publishing) and to support students during the writing process through conferencing and revising. (T)
6 out of 6 points
Similarly, in Conocimiento 9 Guía del maestro lessons 11–12, educators guide students through a structured informational writing sequence in which ideas are gathered, organized, drafted, revised, edited, and shared. During lesson 11, educators model how information from graphic organizers is selected, organized, and transformed into an informational paragraph with a clear central idea and supporting details. As students draft, educators monitor progress, ask guiding questions, and provide individualized feedback to strengthen organization and content. During lesson 12, educators model how to reread drafts, clarify ideas, add supporting details, and apply Spanish writing conventions related to capitalization, punctuation, spacing, and spelling during revision and editing. Students then prepare polished final copies and share their completed informational paragraphs with others. Throughout the writing sequence, educator conferencing and feedback reinforce that writing is a recursive process that improves through reflection and revision. These instructional routines provide explicit modeling of the writing process while maintaining age-appropriate expectations for grade 1 Spanish writers.
8.B.3 Explicit (Direct) and Systematic Writing Instruction
8.B.3a
Materials include guidance for teachers to provide explicit (direct) instruction in Spanish on sentence-level writing, focusing on structure, syntax, and Spanish vocabulary. (T)
Materials include guidance for teachers to provide explicit (direct) instruction in Spanish on sentence-level writing, focusing on structure, syntax, and Spanish vocabulary. (T)
3 out of 3 points
Evaluation for 8.B.3a
Evaluation for 8.B.3a
Materials include guidance for teachers to provide explicit (direct) instruction in Spanish on sentence-level writing, focusing on structure, syntax, and Spanish vocabulary. (T)
3 out of 3 points
Additionally, in Habilidades y Destrezas 6 Guía del maestro, educators provide descriptive writing instruction that models how students develop ideas using adjectives and verbs to create meaningful images for readers. Before writing, educators support students in understanding descriptive text structures by explaining that “un texto descriptivo es una descripción a detalle” and guiding them to use information from previous readings, discussions, and the “SQA” chart to organize their ideas. Sentence construction and vocabulary development are reinforced as students select topics, identify relevant details, and apply descriptive language from mentor texts, such as “Aventuras en Hawái.” Spanish syntax is explicitly addressed in lesson 11 “Gramática: verbos en presente y pasado,” where educators model how verb tense changes are applied within complete sentences while maintaining meaning. These instructional routines provide students with structured opportunities to develop accurate sentence formation, expand vocabulary, and apply Spanish grammar conventions in their own writing.
8.B.3b
Materials include guidance for teachers to provide systematic and explicit (direct) instruction in writing starting at the sentence level and building to compositions according to grade-level Spanish language arts TEKS. (T)
Materials include guidance for teachers to provide systematic and explicit (direct) instruction in writing starting at the sentence level and building to compositions according to grade-level Spanish language arts TEKS. (T)
4 out of 4 points
Evaluation for 8.B.3b
Evaluation for 8.B.3b
Materials include guidance for teachers to provide systematic and explicit (direct) instruction in writing starting at the sentence level and building to compositions according to grade-level Spanish language arts TEKS. (T)
4 out of 4 points
Throughout Habilidades y Destrezas units, educators receive step-by-step guidance for introducing writing genres, modeling writing processes, and supporting students in developing complete texts across multiple lessons. In the Habilidades y Destrezas 7 Guía del maestro lesson 13 “Escritura” section, students participate in a personal narrative writing project in which educators explicitly model planning, drafting, editing, and publishing. Educators introduce the genre by explaining that “Una narrativa personal es una historia que describe algo personal desde el punto de vista del autor” and guide students in identifying key narrative elements such as title, setting, characters, and plot. They then support sentence development as students organize personal ideas and apply genre-specific characteristics before expanding their writing into a complete composition. Consistent instructional routines provide a scaffolded progression that allows students to strengthen foundational writing skills while composing increasingly complex Spanish texts. The materials demonstrate that writing proficiency develops through explicit modeling, guided practice, and gradual movement toward independent composition.
8.B.3c
Materials include systematic and explicit (direct) opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing in Spanish. (S)
Materials include systematic and explicit (direct) opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing in Spanish. (S)
6 out of 6 points
Evaluation for 8.B.3c
Evaluation for 8.B.3c
Materials include systematic and explicit (direct) opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing in Spanish. (S)
6 out of 6 points
Additionally, in Conocimiento 4 Guía del maestro’s “Introducción” section, students gather information collaboratively using the “Tabla de civilizaciones,” write sentence-level responses, and apply their learning to extended informational writing tasks. The unit structure highlights a cumulative progression by collecting sentence responses from multiple lessons and later developed into informational paragraphs during “Escribir sobre el tema” activities. In lesson 1, students synthesize information from the read-aloud by writing a summary sentence about ancient Maya agriculture using details from the text. In lesson 4, students expand their ideas by using the completed organizer to compose informational responses based on evidence gathered from the read-alouds. By lesson 11, students orally organize information and produce increasingly complex sentences, progressing from supported phrases to brief sentences and detailed topic sentences. These repeated writing opportunities strengthen students’ ability to develop, expand, revise, and communicate ideas in Spanish before transitioning to extended informational compositions.
8.B.4 Grade-Level Standard Spanish Conventions
8.B.4a
Materials include opportunities for practice and application both in and out of context of the conventions of Spanish academic language (e.g., the use of simple and compound sentences with subject-verb agreement, the appropriate use of different verb tenses, nouns, adjectives, adverbs, prepositions, pronouns, and coordinating conjunctions) in sentences and short paragraphs using correct capitalization and punctuation according to the grade-level Spanish language arts TEKS. (S)
Materials include opportunities for practice and application both in and out of context of the conventions of Spanish academic language (e.g., the use of simple and compound sentences with subject-verb agreement, the appropriate use of different verb tenses, nouns, adjectives, adverbs, prepositions, pronouns, and coordinating conjunctions) in sentences and short paragraphs using correct capitalization and punctuation according to the grade-level Spanish language arts TEKS. (S)
4 out of 4 points
Evaluation for 8.B.4a
Evaluation for 8.B.4a
Materials include opportunities for practice and application both in and out of context of the conventions of Spanish academic language (e.g., the use of simple and compound sentences with subject-verb agreement, the appropriate use of different verb tenses, nouns, adjectives, adverbs, prepositions, pronouns, and coordinating conjunctions) in sentences and short paragraphs using correct capitalization and punctuation according to the grade-level Spanish language arts TEKS. (S)
4 out of 4 points
The materials also provide opportunities for students to practice and apply Spanish academic language conventions within the context of their own writing. In Conocimiento 10 Guía del maestro lesson 13’s “Preparación previa” section, students use the “Tabla para la corrección” to participate in a structured editing process in which they review and improve their written sentences and paragraphs. Students apply grade-level Spanish conventions, including capitalization, the use of opening question and exclamation marks (“¿” and “¡”), and accurate spelling of academic vocabulary. Through this revision routine, students identify and correct errors while strengthening the overall clarity and accuracy of their writing. The editing process supports students in transferring previously learned language skills into authentic writing tasks. These opportunities develop students’ control of Spanish academic language conventions within meaningful written communication.
8.B.4b
Materials include systematic opportunities for practice of and application of Spanish grammar, punctuation, and usage, both in and out of context. (S)
Materials include systematic opportunities for practice of and application of Spanish grammar, punctuation, and usage, both in and out of context. (S)
6 out of 6 points
Evaluation for 8.B.4b
Evaluation for 8.B.4b
Materials include systematic opportunities for practice of and application of Spanish grammar, punctuation, and usage, both in and out of context. (S)
6 out of 6 points
Additionally, in Conocimiento 9 Guía del maestro’s “Repaso del Conocimiento” section, students apply Spanish language conventions while revising and editing their informational paragraphs during the “Escribir sobre el tema” activity. After completing their writing from lesson 12, students use an editing checklist to review sentence structure, grammatical accuracy, and clarity of ideas. Educators guide students to ensure that complete sentences demonstrate “concordancia de género y número” between subjects and verbs, accurate use of past, present, and future verb tenses, and appropriate application of nouns, adjectives, articles, adverbs, prepositions, and personal and possessive pronouns. Students also revise their writing by adding details to illustrations and expanding written ideas to improve communication. These structured opportunities allow students to apply Spanish grammar and usage conventions in meaningful contexts while strengthening accuracy and independence in written communication.