Program Information
- ISBN
- 9798902051503
- 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 2
SLAR Grade 2
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 2 | 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 a scope and sequence that outlines the Texas Essential Knowledge and Skills (TEKS), instructional pacing, and concepts taught throughout the course. The “Mapa curricular de Grado 2” 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 the course. For example, in Conocimiento 1 students learn about fairy tales and tall tales. Students establish a purpose for reading, compare and contrast texts using graphic organizers, and analyze characters and story elements.
The “Mapa curricular de Grado 2” also outlines the course scope and sequence by unit. The document identifies the TEKS taught in each unit and includes learning objectives, unit overviews, and the number of instructional days required for instruction. For example, unit 1 aligns with the TEKS 2.6C, 2.8C, 2.8D, 2.9A, and 2.12A. These standards focus on identifying characteristics of fairy tales and tall tales, analyzing character actions and traits, describing events, conflict, and resolution, and making personal connections to texts. These resources provide educators with a clear overview of the progression of standards and content across the course.
Evaluation for 1.1b
The materials include the document Guía de clases Grado 2, which provides a pacing guide with a graphic representation of each unit’s length, assessments, and pausing points. For example, the guide includes a 37-week pacing calendar suggesting the number of days needed to complete each unit and lesson to support effective instruction. This enables the effective implementation of various calendars, including suggested instructional pacing.
Additionally, the materials include suggested pacing guidance to support implementation across varying instructional calendars, as demonstrated in the K–5 Guía del usuario section, “Planificación para calendarios alternos.” While the program is designed for a 180-day instructional year, the K–5 Guía del usuario provides explicit recommendations for both condensed-year and extended-year calendars. These supports enable educators to adjust pacing while maintaining alignment to the scope and sequence of the course. For districts with extended calendars, the materials also provide guidance for a 210-day school year by increasing Pausing Point days to five per unit and expanding assessment opportunities to a total of nine throughout the year.
Evaluation for 1.1c
The K–5 Guía del programa explains how concepts connect across grade levels and how each unit builds on previously taught knowledge and skills. The introduction to each unit describes connections to prior and future learning, helping educators understand the rationale for the sequence of instruction throughout the course. For example, in Conocimiento 3, the unit introduction explains how knowledge developed in grade K supports learning in grade 2. The overview notes that prior learning about fairy tales and folktales, kings and queens, and seasons and weather helps students better understand and engage with the read-aloud selections in “Stories from Mount Olympus.” By explicitly connecting previous learning to new content, the materials support coherent knowledge-building and demonstrate how concepts progress across grade levels and units.
Additionally, the K–5 Guía del programa explains the concepts and skills students develop throughout the units. The subsection “Making Connections Year by Year” lists the units for each grade level and explains the rationale for the sequence of instruction as students progress through the elementary grades. The unit introductions also explain connections to previously taught content and upcoming units to support continuity of learning. For example, in grade 2, the unit introduction explains that students build on grade 1 foundational reading and language skills by strengthening comprehension strategies such as identifying key ideas, making inferences, and using text evidence, while engaging with increasingly complex literary and informational texts. The introduction emphasizes that these skills prepare students for deeper analysis and more independent reading in subsequent units.
Evaluation for 1.1d
The “K–5 Materials: Pautas para la Internalización de la Lección” support educators in creating unit and lesson internalization by providing them with guiding questions to help review the lessons, deepen their own understanding, and adapt the resources for their students. For example, in “Planificación de la unidad,” the materials ask 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.
Overall, the materials include protocols with corresponding guidance for lesson internalization through the “Planificación de la unidad” document, which contains resources that support instructional planning and preparation. The document includes 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 materials support leaders in developing an understanding of program design, identifying key educator and student practices, and planning systems to support 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 that includes comprehensive unit overviews, background knowledge, and the academic vocabulary necessary to support instruction of the unit concepts. For example, Conocimiento 1 “Cuentos de hadas y cuentos exagerados” includes a comprehensive unit introduction that features instructional pacing, teaching materials, background knowledge, interdisciplinary connections, and essential vocabulary. The unit develops students’ understanding of fairy tales and tall tales through read-alouds, vocabulary instruction, and connections to prior learning. The overview also explains how instruction supports comprehension, discussion, and content knowledge development throughout the unit, providing educators with the information necessary to effectively teach the concepts and skills addressed in the unit.
The materials also provide unit overviews that incorporate academic vocabulary, as demonstrated in 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 necessary for instruction. For example, in Conocimiento 3 “Historias del monte Olimpo,” the materials target vocabulary such as deshaciendo halagaban, orientación, and recuperar, as well as the expressions fuerza hercúlea.
Evaluation for 1.2b
The materials include family support in both English and Spanish for each unit through the “Carta de apoyo para las familias.” These resources inform families about unit content and provide suggestions for supporting student learning and progress at home. For example, in Conocimiento 5, the letter explains that students will explore natural cycles such as seasons, water, and the life cycles of plants and animals. Families are told that students will learn to research, take notes, and summarize how these cycles affect the growth and development of organisms.
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 families with suggested activities that reinforce classroom learning. The printed Cuaderno de actividades includes English versions, while the Spanish versions are available digitally in each Habilidades y Destrezas unit folder on the platform. Both the print and digital resources support ongoing communication between home and school and provide families with opportunities to support student progress.
Evaluation for 1.3a
The Habilidades y Destrezas 3 Guía del maestro includes comprehensive, structured, and detailed lesson plans aligned with the TEKS. Each lesson plan identifies daily objectives and provides comprehension and language development tasks. Lessons include literal, inferential, and evaluative discussion questions that check student understanding and support oral and written language development. Lessons also incorporate structured peer discussions and writing activities. Each lesson includes a “Vistazo a la lección” table that identifies the time allocated for each segment and outlines how educators monitor mastery through formative assessments, activity pages, and mid- or end-of-unit evaluations.
Additionally, the Guía del maestro included for each unit provides detailed lesson plans with specific instructional routines, tasks, and activities that develop grade-level skills. The lesson plans also list any physical materials required for instruction. For example, in Conocimiento 5 lesson 1, the materials list includes a globo terráqueo, linterna, cartulina, and pizarra.
Evaluation for 1.3b
The materials include lesson overviews that identify the educator and student materials required to deliver each lesson. For example, in Habilidades y Destrezas 3, lesson 2 includes a detailed materials list with a Cuaderno de dictado, lápices de colores, marcadores, “Componentes digitales,” and “Páginas de actividades.” The materials list supports educator preparation and ensures access to the resources needed for instruction.
The materials also provide guidance on the timing and organization of lesson components, including direct instruction, guided practice, collaborative work, and independent work. For example, in Habilidades y Destrezas 6, each lesson includes a “Vistazo a la lección” section that identifies the time allocated for each instructional component and provides a structured sequence for instruction. The materials designate 10-minute blocks for grammar and spelling activities and 20-minute blocks for reading instruction. The “Agrupación” column identifies the instructional setting for each activity and specifies whether students work with the whole class (today la clase), with a partner (con un compañero), or independently.
Evaluation for 1.3c
The materials include a Cuaderno de actividades for each lesson. The Cuadernos contain routines and activities that serve as extended practice for students to complete independently during school or as homework. For example, the Cuaderno de actividades for Conocimiento 8 “El cuerpo humano” includes activities for tasks specifically related to the unit, such as identifying familiar parts of the body.
The materials also include guidance for extended practice activities, including remediation and enrichment, in Habilidades y Destrezas 5’s “Apoyo adicional” section. For example, lesson 1 guides educators to pronounce words clearly and with stress on the final syllable in order to support students in identifying palabras agudas. These direct instructions provide structured opportunities for educators to support students who need additional practice and extend learning for students who are ready for deeper engagement with the content.
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 “Mapa curricular de Grado 2” also outlines the course scope and sequence by unit. The document identifies the TEKS taught in each unit and includes learning objectives, unit overviews, and the number of instructional days required for instruction. For example, unit 1 aligns with the TEKS 2.6C, 2.8C, 2.8D, 2.9A, and 2.12A. These standards focus on identifying characteristics of fairy tales and tall tales, analyzing character actions and traits, describing events, conflict, and resolution, and making personal connections to texts. These resources provide educators with a clear overview of the progression of standards and content across the course.
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
Additionally, the materials include suggested pacing guidance to support implementation across varying instructional calendars, as demonstrated in the K–5 Guía del usuario section, “Planificación para calendarios alternos.” While the program is designed for a 180-day instructional year, the K–5 Guía del usuario provides explicit recommendations for both condensed-year and extended-year calendars. These supports enable educators to adjust pacing while maintaining alignment to the scope and sequence of the course. For districts with extended calendars, the materials also provide guidance for a 210-day school year by increasing Pausing Point days to five per unit and expanding assessment opportunities to a total of nine throughout the year.
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
Additionally, the K–5 Guía del programa explains the concepts and skills students develop throughout the units. The subsection “Making Connections Year by Year” lists the units for each grade level and explains the rationale for the sequence of instruction as students progress through the elementary grades. The unit introductions also explain connections to previously taught content and upcoming units to support continuity of learning. For example, in grade 2, the unit introduction explains that students build on grade 1 foundational reading and language skills by strengthening comprehension strategies such as identifying key ideas, making inferences, and using text evidence, while engaging with increasingly complex literary and informational texts. The introduction emphasizes that these skills prepare students for deeper analysis and more independent reading in subsequent units.
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
Overall, the materials include protocols with corresponding guidance for lesson internalization through the “Planificación de la unidad” document, which contains resources that support instructional planning and preparation. The document includes 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, as demonstrated in 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 necessary for instruction. For example, in Conocimiento 3 “Historias del monte Olimpo,” the materials target vocabulary such as deshaciendo halagaban, orientación, and recuperar, as well as the expressions fuerza hercúlea.
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 families with suggested activities that reinforce classroom learning. The printed Cuaderno de actividades includes English versions, while the Spanish versions are available digitally in each Habilidades y Destrezas unit folder on the platform. Both the print and digital 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
Additionally, the Guía del maestro included for each unit provides detailed lesson plans with specific instructional routines, tasks, and activities that develop grade-level skills. The lesson plans also list any physical materials required for instruction. For example, in Conocimiento 5 lesson 1, the materials list includes a globo terráqueo, linterna, cartulina, and pizarra.
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 guidance on the timing and organization of lesson components, including direct instruction, guided practice, collaborative work, and independent work. For example, in Habilidades y Destrezas 6, each lesson includes a “Vistazo a la lección” section that identifies the time allocated for each instructional component and provides a structured sequence for instruction. The materials designate 10-minute blocks for grammar and spelling activities and 20-minute blocks for reading instruction. The “Agrupación” column identifies the instructional setting for each activity and specifies whether students work with the whole class (today la clase), with a partner (con un compañero), or independently.
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 activities, including remediation and enrichment, in Habilidades y Destrezas 5’s “Apoyo adicional” section. For example, lesson 1 guides educators to pronounce words clearly and with stress on the final syllable in order to support students in identifying palabras agudas. These direct instructions provide structured opportunities for educators to support students who need additional practice and extend learning for students who are ready for deeper engagement with the content.
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 that vary in task and question type, as demonstrated throughout the Conocimiento units. An “Evaluacion formativa” section appears throughout each lesson and includes checks for understanding and exit tickets that require students to respond through physical actions, verbal responses, and written work. Each unit also includes an end-of-unit summative assessment that provides multiple ways for students to demonstrate understanding and supports a comprehensive evaluation of student learning.
The materials include a variety of instructional assessments, including diagnostic, formative, and summative measures, as demonstrated in Habilidades y Destrezas 1 Guía del maestro. Through the “Evaluaciones formativas y apoyo adicional a la enseñanza” sections, pretests function as diagnostic tools that gauge students’ prior knowledge and establish benchmarks for tracking progress, while “Evaluaciones formativas” appear throughout lessons to monitor ongoing learning. Additionally, summative Student Performance Assessments provide opportunities for students to demonstrate mastery through varied tasks and question types while supporting a comprehensive evaluation of student understanding.
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 evaluacion. 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.
The materials also explain how educators use assessment data to inform instructional decisions, as demonstrated in the assessment section of the K–5 Guía del usuario. The resource directs educators 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 the purpose and key features of each assessment, as well as the recommended use of the data collected. These supports ensure that educators understand the role of diagnostic, formative, summative, and progress-monitoring assessments and connect assessment results to responsive instruction.
Evaluation for 2.1c
The Habilidades y Destrezas Guía del maestro materials include embedded guidance that supports the consistent and accurate administration of instructional assessments, as demonstrated in each unit’s “Preparación previa” section. This section provides specific preparation steps and scripted directions for administering assessments, supporting standardized delivery and helping educators administer assessments consistently across classrooms.
The materials also provide guidance for administering unit assessments. For example, every Conocimiento Guía del maestro includes reminders about assessment timing and detailed directions for the “Evaluación del Conocimiento.” The Teacher’s Guide outlines a structured assessment sequence that includes a mid-unit assessment and a final evaluation at the end of the unit. Assessment materials contain scripted directions for the students to “Escucha las instrucciones que da el maestro” and “Escucha cada oración que lee el maestro,” which support consistent administration. In addition, the guide includes directions for interpreting assessment results and using the data to inform instruction.
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 directly 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, ensuring that educators connect assessment results to the standards and objectives addressed during instruction. For example, in Conocimiento 1 “Cuentos de hadas y cuentos exagerados,” lesson 1 “La araña y la princesa” features a formative assessment that asks students to write a fairy tale by changing a story element from the text. This task aligns to the TEKS 2.12A, which requires students to compose literary texts, including personal narratives and poetry. The alignment supports the use of assessment data to monitor student progress toward grade-level expectations and instructional goals.
The materials consistently identify the TEKS alignment across assessment types. For example, Habilidades y Destrezas 3 Guía del maestro aligns assessments to the specific TEKS and explains the purpose and administration of each assessment. Each lesson includes “Objetivos del Enfoque Principal,” which connect daily instruction to targeted standards. The materials incorporate formative assessments through anecdotal reading records, activity pages, educator observations, and writing tasks. The Teacher’s Guide also provides structured approaches for mid-unit evaluations and end-of-unit assessments that measure student performance in reading, writing, grammar, listening, and speaking.
Evaluation for 2.1e
In Conocimiento 1 “Cuentos de hadas y cuentos exagerados,” the “Evaluación del Conocimiento” progresses from foundational vocabulary assessment to more complex comprehension tasks. In part 1, the educator assesses vocabulary knowledge by reading statements or asking questions about the definitions of 15 words. Students demonstrate understanding by circling a thumbs-up or thumbs-down icon in their activity book. In part 2, students apply academic vocabulary related to the unit topic by responding to educator-read statements using the same response format. Finally, in part 3, students demonstrate a deeper understanding of unit texts by writing brief responses to comprehension questions. This progression increases the cognitive demand of the assessment and allows students to demonstrate understanding through both selected and independently constructed responses.
Instructional assessments include TEKS-aligned items at varying levels of complexity. In Conocimiento 3 Guía del maestro “Historias del monte Olimpo,” the materials provide formative, performance-based, and summative assessments that measure student learning across a range of cognitive demands. Formative tasks in the Cuaderno de actividades align to the TEKS 2.7.B and 2.13.C, requiring students to recall and organize information about figures like Zeus using graphic organizers. The unit also features an advanced performance assessment, a multi-lesson writing project aligned to the TEKS 2.8.C and 2.9.A that directs students to apply their knowledge of plot structure and mythological elements to plan, draft, and publish an original narrative. Finally, the cumulative “Evaluación del Conocimiento 3” incorporates varying complexity levels, ranging from literal comprehension questions to complex, open-ended discussion, to an analysis of how the supernatural traits of gods and goddesses drive conflict resolution. Together, these tools provide multiple opportunities for students to demonstrate understanding through recall, application, analysis, and creation.
Evaluation for 2.2a
The materials include instructional assessments and scoring information that provide guidance for interpreting student performance. For example, in Conocimiento 10 Guía del maestro, the “Recursos para el maestro” include an evaluation guide that supports educators in interpreting student responses. The guide identifies three proficiency levels—Inicial, En desarrollo, and Fuerte—across criteria such as Contenido, Opinión, Elección de palabras, and Formato and provides descriptors and examples of student performance for each level. For example, under Contenido, a Fuerte response is described as “El poema contiene información precisa sobre el/la activista elegido/a y sus logros,” while an Inicial response is described as “El poema no contiene información precisa sobre el/la activista elegido/a y sus logros.” Specific descriptors help educators be consistent in their evaluation of student work as they interpret levels of proficiency.
The materials also include scoring rubrics that support educators in interpreting student performance. For example, Conocimiento 11 Guía del maestro’s “Guía de evaluación para la escritura informativa” provides a rubric with three proficiency levels—Básico, Competente, and Avanzado—across criteria related to content development, organization, and writing conventions. The rubric includes descriptors that distinguish performance at each proficiency level and guide educators in evaluating the quality of students’ informational writing. The scoring tools support accurate and consistent interpretation of student performance and inform instructional decision-making.
Evaluation for 2.2b
The materials include guidance for using assessment results and feature activities for responding to student performance trends in each unit’s Guía del maestro. For example, in Conocimiento 1, lesson 8’s “Actividades finales” directs educators to use assessment results to determine appropriate remediation and enrichment activities based on student performance. The accompanying “Nota para el maestro” instructs educators to use this time to reinforce content in which individual students, groups of students, or the entire class demonstrate difficulty, or to extend learning through enrichment activities when students demonstrate proficiency. These supports ensure that educators use assessment data to provide targeted intervention, reteaching, and enrichment that responds directly to student performance trends.
The materials also include direct guidance for selecting and implementing targeted instructional responses based on assessment results. For example, in Habilidades y Destrezas 5 Guía del maestro lesson 11, the “Evaluación de lectura de palabras” includes an analysis of word-reading performance that progresses from palabras comunes to words with increasing syllabic complexity. Educators use the number of words read correctly to identify specific skill gaps, group students according to instructional needs, and provide targeted small-group intervention and remediation. The supports enable educators to use assessment data to make instructional decisions and address identified areas of need.
Evaluation for 2.2c
The materials include tools for students to track their own progress and growth throughout the units. The planning documents include “Mi reflexión semanal,” a student-friendly resource that supports ongoing self-monitoring and reflection. Through this tool, students reflect on their learning, identify strengths, note areas where they need additional support, monitor weekly progress, and set goals for the following week. These supports ensure that students take an active role in monitoring their growth and progress over time.
The materials also include educator-facing tools for tracking student progress and growth over time. For example, Habilidades y Destrezas 8 Guía del maestro embeds multiple educator-facing data collection tools throughout the 17-lesson instructional sequence. Educators use the “Registros anecdóticos” during lessons 1, 3, 4, 6, 11–13, and 16 to document student performance during oral participation and collaborative activities. Additionally, during lessons 13–16, educators use the “Registro de escritura” to record anecdotal notes from writing conferences and monitor students’ strengths and the areas needing support as they develop their personal narratives.
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
The materials include a variety of instructional assessments, including diagnostic, formative, and summative measures, as demonstrated in Habilidades y Destrezas 1 Guía del maestro. Through the “Evaluaciones formativas y apoyo adicional a la enseñanza” sections, pretests function as diagnostic tools that gauge students’ prior knowledge and establish benchmarks for tracking progress, while “Evaluaciones formativas” appear throughout lessons to monitor ongoing learning. Additionally, summative Student Performance Assessments provide opportunities for students to demonstrate mastery through varied tasks and question types while supporting a comprehensive evaluation of student understanding.
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
The materials also explain how educators use assessment data to inform instructional decisions, as demonstrated in the assessment section of the K–5 Guía del usuario. The resource directs educators 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 the purpose and key features of each assessment, as well as the recommended use of the data collected. These supports ensure that 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
The materials also provide guidance for administering unit assessments. For example, every Conocimiento Guía del maestro includes reminders about assessment timing and detailed directions for the “Evaluación del Conocimiento.” The Teacher’s Guide outlines a structured assessment sequence that includes a mid-unit assessment and a final evaluation at the end of the unit. Assessment materials contain scripted directions for the students to “Escucha las instrucciones que da el maestro” and “Escucha cada oración que lee el maestro,” which support consistent administration. In addition, the guide includes directions for interpreting assessment results and using the data to inform instruction.
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 consistently identify the TEKS alignment across assessment types. For example, Habilidades y Destrezas 3 Guía del maestro aligns assessments to the specific TEKS and explains the purpose and administration of each assessment. Each lesson includes “Objetivos del Enfoque Principal,” which connect daily instruction to targeted standards. The materials incorporate formative assessments through anecdotal reading records, activity pages, educator observations, and writing tasks. The Teacher’s Guide also provides structured approaches for mid-unit evaluations and end-of-unit assessments that measure student performance in reading, writing, grammar, listening, and speaking.
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
Instructional assessments include TEKS-aligned items at varying levels of complexity. In Conocimiento 3 Guía del maestro “Historias del monte Olimpo,” the materials provide formative, performance-based, and summative assessments that measure student learning across a range of cognitive demands. Formative tasks in the Cuaderno de actividades align to the TEKS 2.7.B and 2.13.C, requiring students to recall and organize information about figures like Zeus using graphic organizers. The unit also features an advanced performance assessment, a multi-lesson writing project aligned to the TEKS 2.8.C and 2.9.A that directs students to apply their knowledge of plot structure and mythological elements to plan, draft, and publish an original narrative. Finally, the cumulative “Evaluación del Conocimiento 3” incorporates varying complexity levels, ranging from literal comprehension questions to complex, open-ended discussion, to an analysis of how the supernatural traits of gods and goddesses drive conflict resolution. Together, these tools provide multiple opportunities for students to demonstrate understanding through recall, application, analysis, and creation.
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
The materials also include scoring rubrics that support educators in interpreting student performance. For example, Conocimiento 11 Guía del maestro’s “Guía de evaluación para la escritura informativa” provides a rubric with three proficiency levels—Básico, Competente, and Avanzado—across criteria related to content development, organization, and writing conventions. The rubric includes descriptors that distinguish performance at each proficiency level and guide educators in evaluating the quality of students’ informational writing. The scoring tools support accurate and consistent interpretation of student performance and inform instructional decision-making.
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 include direct guidance for selecting and implementing targeted instructional responses based on assessment results. For example, in Habilidades y Destrezas 5 Guía del maestro lesson 11, the “Evaluación de lectura de palabras” includes an analysis of word-reading performance that progresses from palabras comunes to words with increasing syllabic complexity. Educators use the number of words read correctly to identify specific skill gaps, group students according to instructional needs, and provide targeted small-group intervention and remediation. The supports enable educators to use assessment data to make instructional decisions and address 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 educator-facing tools for tracking student progress and growth over time. For example, Habilidades y Destrezas 8 Guía del maestro embeds multiple educator-facing data collection tools throughout the 17-lesson instructional sequence. Educators use the “Registros anecdóticos” during lessons 1, 3, 4, 6, 11–13, and 16 to document student performance during oral participation and collaborative activities. Additionally, during lessons 13–16, educators use the “Registro de escritura” to record anecdotal notes from writing conferences and monitor students’ strengths and the areas needing support as they develop their personal narratives.
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 feature guidance for educators to provide differentiated instruction and scaffolded support for students who have not yet reached proficiency in grade-level content and skills. For example, in Conocimiento 1 Guía del maestro, lesson 1 includes a differentiation table with three performance levels: “Nivel emergente,” “A nivel,” and “Nivel avanzado.” Educators are then directed to provide targeted support based on student needs, such as allowing students at the “Nivel emergente” level to dictate the details of their story to an adult. The overt guidance supports educators in adjusting instruction and providing scaffolds that enable students to access grade-level learning.
The materials also include differentiated activities that provide additional support for students who have not yet demonstrated proficiency. For example, in Conocimiento 2 Guía del maestro, lesson 11’s “Actividades finales: Refuerzo” includes guidance for assigning support activities based on student performance. Educators are directed to use this time to reinforce specific skills and concepts with individual students, small groups, or the whole class when difficulties are identified. The supports ensure that educators are able to respond to student needs and provide targeted instruction to address gaps in learning.
Evaluation for 3.1b
The materials include embedded supports for unfamiliar vocabulary and figurative language. For example, in Conocimiento 1 Guía del maestro, lesson 4’s “Aplicación” section provides educator guidance for teaching figurative language as students engage with the text. The lesson explains that a proverb is a saying that can have a literal meaning or a meaning beyond the actual words. The guidance therefore instructs the educator to introduce students to figurative language in context. These supports help students develop an understanding of figurative language and interpret meaning beyond the literal text.
The materials also include pre-teaching supports for unfamiliar vocabulary. For example, in Conocimiento 2 Guía del maestro. lesson 1’s “Vocabulario esencial” section sets up vocabulary instruction with student-friendly definitions before students even engage with the text itself. The lesson also includes a “Tabla de vocabulario” tool that organizes words into categories, such as “Palabras de dominio específico,” “Palabras académicas generales,” “Palabras de uso diario,” “Palabras con varios significados,” and “Expresiones y frases.” These supports help educators introduce and reinforce vocabulary prior to reading and support students’ comprehension of academic and content-specific language.
Evaluation for 3.1c
The materials include educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level content and skills. For example, in Conocimiento 1 Guía del maestro, lesson 8 directs educators to extend learning through enrichment routines. Activities such as “Libro de lectura a elección del estudiante,” “Repasar las imágenes,” and “Volver a contar un cuento con títeres” provide opportunities for students to apply comprehension skills through independent reading, visual analysis, and creative retelling. The activities support students who have demonstrated proficiency by extending learning through meaningful application and interpretation of texts.
The materials also include educator guidance for enrichment activities that deepen students’ understanding of unit content. For example, in Conocimiento 5 Guía del maestro “Los ciclos de la naturaleza: de las nubes a la lluvia,” lesson 9 provides enrichment activities connected to the unit’s theme. Focusing on the water cycle, activities such as “La historia de una vida,” the class book “Enciclopedia del ciclo de vida de los animales,” and the “Comparar y contrastar” routine require students to analyze, synthesize, and apply content knowledge in new contexts. These engagements support students in extending learning beyond grade-level expectations through comparison, creation, and exploration of scientific concepts.
Evaluation for 3.2a
The Conocimiento lessons include explicit prompts and guidance that support educators in modeling and explaining concepts during instruction. For example, in Conocimiento 1 lesson 1, the materials direct educators to discuss a familiar fairy tale and guide students with questions such as: “¿Quiénes son los personajes principales del cuento?” “¿Cuál es el escenario del cuento?” and “¿Por qué es importante el escenario para lo que sucede en el cuento?” These prompts support educators in modeling analytical thinking, explaining story elements, and scaffolding student understanding of narrative structure.
Additionally, in Habilidades y Destrezas 5 Guía del maestro, lesson 1 provides guided explanations that help educators introduce and explain palabras agudas. The Teacher’s Guide directs the educator to show students the “Tarjeta de imágenes” for bebé and to say the word aloud, making sure to place “énfasis en la última sílaba.” The educator is then instructed to have the students repeat the word after them before saying it all together once again. These explicit prompts guide educators in modeling the concept and explaining its features through direct demonstration and structured student repetition.
Evaluation for 3.2b
The materials include educator guidance and recommendations for lesson delivery and facilitation using a variety of instructional approaches. For example, in Conocimiento 1 Guía del maestro, the materials direct educators to implement activities such as reviewing initial sounds, providing spelling practice, using digital resources, reading with a purpose, and verifying comprehension. The various activities incorporate multiple instructional approaches, including explicit instruction, guided practice, technology-based learning, and comprehension monitoring. Additionally, the materials provide educators with recommendations for using these approaches throughout specific instruction.
Additionally, the materials include educator guidance and recommendations for lesson delivery using whole-group, collaborative, and independent instructional approaches. For example, Conocimiento 10 Guía del maestro provides guidance for whole-class instruction through read-alouds and preview activities. The materials also direct educators to facilitate collaborative learning through Think-Pair-Share discussions and partner brainstorming activities. Students also independently write free-verse poems and complete formative exit tickets. These varied approaches provide opportunities for whole-group instruction, partner collaboration, discussion, and independent application of learning.
Evaluation for 3.2c
The materials support multiple types of practice and include guidance for educators on implementing whole-group, small-group, collaborative, and individual structures. For example, in Habilidades y Destrezas 2 Guía del maestro, lesson 1 guides educators in conducting whole-group practice with the “Repaso de palabras” activity. The Teacher’s Guide directs the educator to gather the students in one spot in the classroom and “Explíqueles que esta actividad la realizarán todos juntos.” The explicit instructions support effective implementation of guided practice in a whole-group setting where the educator models and students participate collectively.
The materials also support collaborative practice and include guidance for implementing partner-based learning structures. In Conocimiento 10 Guía del maestro, lesson 7’s “Aplicación” section directs educators to have students work with a partner to write a free-verse poem. The lesson states: “Los estudiantes trabajarán con un compañero haciendo una lluvia de ideas sobre el individuo de la lectura en voz alta.” This structure supports collaborative practice by encouraging peer discussion, shared idea generation, and joint construction of written responses.
Evaluation for 3.3a
The K–5 Guía del usuario includes implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs within different instructional settings. 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.
Additionally, the materials include implementation guidance that supports educators in addressing the needs of bilingual students during instruction. For example, in Habilidades y Destrezas 1 Guía del maestro, lesson 17’s “Apoyo a la enseñanza” section provides guidance for supporting students who experience difficulty connecting Spanish and English sounds. The guidance directs educators to form a small group and explicitly reteach the Spanish sounds that correspond to English sounds when observing difficulties. These supports ensure that educators provide targeted linguistic support and implement instructional practices that address the needs of bilingual and multilingual learners.
Evaluation for 3.3b
The materials include embedded guidance that supports emergent bilingual students in building background knowledge and making cross-linguistic connections through oral and written discourse. Each unit includes a “Conexión cultural” section that guides educators in connecting academic content to students’ cultural and linguistic experiences. For example, in Conocimiento 1 Guía del maestro, the materials guide educators to connect the themes of fairy tales and tall tales to students’ cultural backgrounds and experiences, making learning meaningful and relevant in the process. The materials also encourage educators to leverage students’ linguistic resources and support connections between Spanish and English during reading and writing instruction. These supports help emergent bilingual students make cross-linguistic connections and ensure their engagement in meaningful oral and written discourse.
The materials also include embedded guidance that supports comprehension and background knowledge development. For example, in Conocimiento 7 Guía del maestro “La Guerra Civil de los Estados Unidos,” students work in small groups to discuss how diverse historical influences—including Indigenous, African, and Spanish heritages—shape modern Latin American traditions. Students collaborate to map their ideas before writing an independent paragraph on cultural diversity. Supported by virtual research visits to authentic Spanish-speaking institutions like the Museo Nacional de Antropología, Museo Larco, and Museo del Oro, the educator-facing guidance systematically encourages educators to leverage students’ full linguistic and cognitive resources to elevate both their oral discourse and written expression.
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 materials also include differentiated activities that provide additional support for students who have not yet demonstrated proficiency. For example, in Conocimiento 2 Guía del maestro, lesson 11’s “Actividades finales: Refuerzo” includes guidance for assigning support activities based on student performance. Educators are directed to use this time to reinforce specific skills and concepts with individual students, small groups, or the whole class when difficulties are identified. The supports ensure that educators are able to respond to student needs and provide targeted instruction to address gaps in learning.
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 pre-teaching supports for unfamiliar vocabulary. For example, in Conocimiento 2 Guía del maestro. lesson 1’s “Vocabulario esencial” section sets up vocabulary instruction with student-friendly definitions before students even engage with the text itself. The lesson also includes a “Tabla de vocabulario” tool that organizes words into categories, such as “Palabras de dominio específico,” “Palabras académicas generales,” “Palabras de uso diario,” “Palabras con varios significados,” and “Expresiones y frases.” These supports help educators introduce and reinforce vocabulary prior to reading and support students’ comprehension of academic and content-specific language.
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 educator guidance for enrichment activities that deepen students’ understanding of unit content. For example, in Conocimiento 5 Guía del maestro “Los ciclos de la naturaleza: de las nubes a la lluvia,” lesson 9 provides enrichment activities connected to the unit’s theme. Focusing on the water cycle, activities such as “La historia de una vida,” the class book “Enciclopedia del ciclo de vida de los animales,” and the “Comparar y contrastar” routine require students to analyze, synthesize, and apply content knowledge in new contexts. These engagements support students in extending learning beyond grade-level expectations through comparison, creation, and exploration of scientific concepts.
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, in Habilidades y Destrezas 5 Guía del maestro, lesson 1 provides guided explanations that help educators introduce and explain palabras agudas. The Teacher’s Guide directs the educator to show students the “Tarjeta de imágenes” for bebé and to say the word aloud, making sure to place “énfasis en la última sílaba.” The educator is then instructed to have the students repeat the word after them before saying it all together once again. These explicit prompts guide educators in modeling the concept and explaining its features through direct demonstration and structured student repetition.
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 educator guidance and recommendations for lesson delivery using whole-group, collaborative, and independent instructional approaches. For example, Conocimiento 10 Guía del maestro provides guidance for whole-class instruction through read-alouds and preview activities. The materials also direct educators to facilitate collaborative learning through Think-Pair-Share discussions and partner brainstorming activities. Students also independently write free-verse poems and complete formative exit tickets. These varied approaches provide opportunities for whole-group instruction, partner collaboration, discussion, and independent application of learning.
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
The materials also support collaborative practice and include guidance for implementing partner-based learning structures. In Conocimiento 10 Guía del maestro, lesson 7’s “Aplicación” section directs educators to have students work with a partner to write a free-verse poem. The lesson states: “Los estudiantes trabajarán con un compañero haciendo una lluvia de ideas sobre el individuo de la lectura en voz alta.” This structure supports collaborative practice by encouraging peer discussion, shared idea generation, and joint construction of written responses.
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
Additionally, the materials include implementation guidance that supports educators in addressing the needs of bilingual students during instruction. For example, in Habilidades y Destrezas 1 Guía del maestro, lesson 17’s “Apoyo a la enseñanza” section provides guidance for supporting students who experience difficulty connecting Spanish and English sounds. The guidance directs educators to form a small group and explicitly reteach the Spanish sounds that correspond to English sounds when observing difficulties. These supports ensure that educators provide targeted linguistic support and implement instructional practices that address the needs of 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 comprehension and background knowledge development. For example, in Conocimiento 7 Guía del maestro “La Guerra Civil de los Estados Unidos,” students work in small groups to discuss how diverse historical influences—including Indigenous, African, and Spanish heritages—shape modern Latin American traditions. Students collaborate to map their ideas before writing an independent paragraph on cultural diversity. Supported by virtual research visits to authentic Spanish-speaking institutions like the Museo Nacional de Antropología, Museo Larco, and Museo del Oro, the educator-facing guidance systematically encourages educators to leverage students’ full linguistic and cognitive resources to elevate both their oral discourse and written expression.
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 y maestras de segundo grado.” The guide explains that the program provides explicit and systematic phonics instruction in which students learn the letter–sound correspondences needed to decode words independently. The program begins by reviewing the most common and least ambiguous spellings for sounds previously learned and then progresses to more advanced phonics concepts. For example, students review consonant sounds, consonant blends, and digraphs learned in earlier grades before learning new patterns such as diphthongs, hiatuses, and the syllable patterns gue, gui, güe, and güi. The guide further explains that the system begins with simpler and more predictable sound–spelling relationships and gradually increases in complexity as students build confidence and automaticity in reading and writing.
The materials include the “Vistazo al año escolar,” which supports systematic and sequenced phonics instruction. The yearly scope and sequence provides a logical progression of phonics skills that begins with a review of previously learned sound–spelling correspondences and gradually increases in complexity. For example, instruction begins with a review of common consonant sounds, such as /p/, /b/, and /m/, before introducing more advanced phonics concepts, including diptongos, hiatos, and the syllable patterns gue, gui, güe, and güi in lessons 14–16. As the year progresses, students continue to build phonics knowledge through instruction in sílabas trabadas, prefijos and sufijos, and acento gráfico. The sequence demonstrates a systematic progression from review of foundational skills to increasingly complex phonics patterns.
Evaluation for 4.1b
The materials include explicit, intentional, and ongoing phonics practice opportunities, as demonstrated in Habilidades y Destrezas 1 Guía del maestro lesson 12. The lesson includes a review of sound–symbol correspondence for the /k/ sound and provides opportunities for students to practice the spelling patterns ca, co, cu, que, and qui in isolation and through connected reading. For example, in the “Repaso de palabras con el sonido /k/” section, students review the sound–spelling relationship for the letter c with different vowels and complete practice activities on “Página de actividades 12.1.” Students then apply these phonics patterns while reading connected text that contains words with ca, co, cu, que, and qui.
The materials also include explicit and intentional ongoing phonics practice through a combination of isolated skill activities and decodable reading. For example, in Habilidades y Destrezas 2, the Guía del maestro directs students to practice phonics skills in isolation through educator modeling and resources such as letter and picture cards to distinguish consonant sounds like /n/ and /ñ/ in words like nido and niño. Students further reinforce sound–symbol relationships through word-classification activities in the Cuaderno de actividades. After practicing these skills in isolation, students apply them while reading the decodable reader “Campo y Ciudad,” which provides opportunities to decode targeted sound–spelling patterns in connected 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 3 “Cadenas de palabras.” The lesson provides educators with specific language and procedures for modeling how to build and manipulate words by changing individual letters or syllables. For example, the educator begins with the word dado, guides students in identifying its syllables /da/-/do/, and then explicitly models how replacing the syllable /do/ with /to/ creates the new word dato. The educator continues this process through a sequence of related words, including dato, dardo, doce, cerdo, dorado, and doctor, repeatedly prompting students with “Si esta palabra es. . .” and “¿Cuál es esta?” while demonstrating how adding, removing, or changing letters and syllables alters the word. Students then observe the educator’s modeling of sound–spelling changes before applying the skill themselves.
The Habilidades y Destrezas 3 Guía del maestro includes daily lessons that incorporate explicit phonics instruction modeled by the educator. At the beginning of each lesson, educators review target words and sounds. For example, in lesson 2, the educator introduces consonant blends containing /r/, including /gr/, /tr/, /br/, /cr/, and /dr/, and demonstrates that the /r/ maintains a soft sound. To reinforce the concept, the educator models the task by framing a target word such as triste, peligro, and granja, circling the consonant blend and highlighting both elements. Following the educator model, students apply the phonics skill on their own by decoding words and writing sentences in their activity workbooks. The sequence of educator demonstration, guided analysis of consonant blends, followed by student application provides explicit phonics instruction with educator modeling before students practice the skill independently.
Evaluation for 4.2b
The materials include daily opportunities for explicit instruction with guidance for immediate corrective feedback as demonstrated in Habilidades y Destrezas 3 Guía del maestro lesson 2. The lesson directs educators to monitor student responses and provide feedback during instruction. For example, in the section “Repasar las palabras multisilábicas con sílabas trabadas que contengan la letra r,” the materials instruct the educator to circulate the classroom to make sure students pronounce the words correctly and offer corrections if needed.
Additionally, the materials include “Dictado” routines in daily lessons that support explicit guided instruction with immediate and corrective feedback. For example, in Habilidades y Destrezas 4 Guía del maestro lesson 2, students complete a dictation activity with words containing the /k/ sound spelled with the letter c. The materials direct educators to write the dictation sentences on the board so students can review and correct their work. The materials also provide prompts for students to consider and reflect on their own work through sentence stems like, “Una cosa que logré fue. . .” and “En el próximo dictado puedo mejorar en. . .” In this way, both educator guidance and student self-reflection encourage immediate correction and growth during phonics instruction.
Evaluation for 4.2c
The materials include a variety of opportunities for students to practice phonics skills through collaborative learning. For example, in Habilidades y Destrezas 1 Guía del maestro lesson 4, students work with a partner to review the sound–symbol correspondence /b/ represented by the letters b and v. After the educator models the target letters and associated “Tarjetas de imágenes,” students collaborate to identify words, discuss whether the letters are vowels or consonants, and take turns writing words such as barco, boca, bote, burro, vaca, ventana, and vela. The lesson also includes explicit guidance for respectful academic conversations and partner interaction while the educator monitors performance and provides support as needed.
Additionally, the materials also include opportunities for students to practice phonics skills through collaborative learning and independent practice. For example, in Habilidades y Destrezas 3 Guía del maestro lesson 2, students decode multisyllabic words with consonant blends containing the letter r. Students first practice the target phonics pattern with a partner using “Páginas de actividades” and then independently read the chapter “Una gran idea.” In lesson 8, students learn that the same sound can be represented by different spellings, such as cc in dirección and x in examen. Students then work collaboratively in small groups to complete an activity page and apply the skill independently through spelling dictation.
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 components of the curriculum. Instruction begins with a review of the most common and least ambiguous spellings for sounds, which students learned previously, and then systematically introduces more complex phonics concepts, including diphthongs, hiatuses, and the syllables gue, gui, güe, and güi. The program follows a synthetic and syllabic phonics approach as students learn to decode words by blending sounds and syllables. This cumulative design is reflected in the scope and sequence. For example, in unit 2, lessons 10–14, students review previously taught diphthongs /iu/ and /ui/, hiatuses with and without accent marks, and vocabulary words while continuing to read words with diphthongs and hiatuses in connected texts. Previously taught phonics skills are revisited and practiced as new skills are introduced, providing cumulative opportunities for review along with reinforcement throughout the year.
The Habilidades y Destrezas 3 Guía del maestro includes intentional cumulative phonics review and practice activities throughout the curriculum. The materials feature a unit calendar, “Pausa” lessons, and instructional routines that revisit previously taught phonics skills. For example, in lessons 2 and 7, students review multisyllabic words that contain consonant blends with r and l. In “Pausa 1,” the materials reteach and reinforce these sounds, along with s, z, c suave, and x. The lesson structure includes foundational skills, activities and dictation routines that revisit previously taught spelling patterns and sounds, including diphthongs, hiatuses, and consonant blends. Consistent review opportunities provide cumulative practice of phonics skills taught earlier in the unit.
Evaluation for 4.3b
The Habilidades y Destrezas 2 Guía del maestro contains practice opportunities only for the phonics skills that have been explicitly taught during instruction. For example, the sections “Repasar palabras con los sonidos /n/ y /ñ/” and “Practicar palabras con los sonidos /n/ y /ñ/” provide opportunities for students to apply letter–sound correspondences that are first explicitly reviewed by the educator. During the review portion, the educator models the sounds /n/ and /ñ/ using letter and picture cards and guides students in pronouncing words such as nido. During practice, students read words containing n and ñ from an activity page, first with educator guidance and then with a partner, identifying and underlining the target letters and sounds. As students demonstrate readiness, they complete additional words independently. Because all practice activities focus only on the previously taught sounds /n/ and /ñ/, students are not required to apply untaught phonics patterns.
The materials also include practice opportunities that align specifically to phonics skills taught during instruction. For example, in Habilidades y Destrezas 5 Guía del maestro lesson 1, students participate in “Dictado Día 1” and read the decodable chapter “Mis planes de verano,” both of which reinforce palabras agudas that were explicitly introduced during instruction. Students practice identifying, reading, and writing palabras agudas through the decodable text and a three-day dictation routine in lessons 1 and 2. These activities ensure opportunities for students to apply only previously taught phonics and spelling patterns in both isolated and connected-text contexts.
Evaluation for 4.3c
The materials include decodable texts that incorporate cumulative practice of taught phonics skills. For example, in Habilidades y Destrezas 2 Guía del maestro “Pausa 1,” the “Nota para el maestro” explains that the decodable reading provides additional practice with phonics skills taught earlier in the unit. Students apply previously taught letter–sound correspondences, including /n/ → n and /ñ/ → ñ, /r/ → r and /rr/ → rr, words containing the /k/ sound spelled with a c, and words containing the /s/ sound spelled with a c. The materials also indicate that students who demonstrate proficiency with these patterns may extend their reading to include additional patterns, such as the diphthongs /ia/ and /io/. The decodable text provides cumulative opportunities for students to revisit and apply multiple previously taught phonics skills within connected reading.
The materials also include decodable texts that provide cumulative practice of taught phonics skills across a unit. For example, in Habilidades y Destrezas 4 Guía del maestro, students read the decodable chapter “Sorpresa en el bosque” after learning words containing the letter m before p in lesson 2. In lesson 3, students compare this spelling pattern with words containing m before b through a word-study activity. Later, in lesson 9, the “Evaluación intermedia” requires students to read the connected text “Gemelos inquietos” and apply their knowledge of both mp and mb spelling patterns. This sequence allows students to revisit, reinforce, and apply phonics patterns introduced earlier in the unit, providing cumulative practice through decodable text reading.
Evaluation for 4.3d
The materials include lessons with an instructional focus and opportunities for students to practice phonics skills in isolation and in decodable connected text. For example, in Habilidades y Destrezas 2 Guía del maestro, the “Destrezas Fundamentales” sections provide opportunities for students to practice target letter–sound correspondences, spelling patterns, and vocabulary words. In lesson 1, students review and practice the sounds /n/ and /ñ/ through educator modeling with letter and picture cards, guided pronunciation of words such as nido, and activities in which they identify and underline the target letters and sounds in words. Students first practice with educator support, then with a partner, and finally independently. In lesson 2, students apply these same letter–sound correspondences while reading the decodable chapter “El viaje.” This sequence provides opportunities for students to practice phonics skills in isolation before applying them in connected text.
The materials also include lessons with an instructional focus and opportunities for students to practice previously taught phonics skills in decodable connected text. For example, in Habilidades y Destrezas 5 Guía del maestro “Pausa 1,” students apply skills introduced and practiced in earlier lessons through the reading of decodable chapters. “Invitación a la montaña” includes words containing the diphthongs /ei/ and /au/, which students learned during prior instruction. As students read the text, they apply previously taught sound–spelling correspondences in connected reading rather than in isolated word lists. The decodable chapter serves as cumulative practice by requiring students to read and recognize phonics patterns taught across multiple lessons.
Evaluation for 4.4a
The materials include a variety of developmentally appropriate assessment tools, as demonstrated in Habilidades y Destrezas 2 Guía del maestro. The unit calendar provides structured assessment opportunities during lessons 4, 9, and 17 that measure decoding, dictation, and comprehension skills. Students also complete weekly spelling tests, diagnostic identification assessments, and mid- and end-of-unit evaluations that measure phonics skills. In lesson 4, students complete spelling and dictation assessments using words containing the target sounds /n/ and /ñ/. In lesson 9, the “Evaluación intermedia de la unidad” measures reading comprehension through the decodable text “Vuelo cancelado” and assesses students’ ability to read and identify multisyllabic words containing suffixes, such as escuelita and abuelito. These assessment opportunities align to the phonics skills taught during instruction and measure students’ application of those skills in reading and writing tasks.
The materials also include developmentally appropriate assessments aligned to the phonics skills taught in the unit. For example, the Habilidades y Destrezas 4 Guía del maestro’s “Evaluación de la unidad” includes multiple assessment measures, such as “Evaluación del desempeño” and “Registros anecdóticos.” Educators use the “Registros anecdóticos” to document student performance and monitor their application of phonics and spelling skills taught throughout the unit. These assessment tools allow educators to gather evidence of student learning across instructional activities and assessment tasks, providing multiple developmentally appropriate measures of student progress.
Evaluation for 4.4b
The Habilidades y Destrezas 3 Guía del maestro includes progress-monitoring tools that systematically measure students’ acquisition of grade-level phonics skills throughout the unit. For example, in lesson 9, the “Evaluación intermedia de la unidad” includes assessments that measure students’ application of phonics and word-analysis skills, including a word-sort activity. In lesson 17, the “Evaluación final de la unidad” assesses additional skills, such as suffixes and plural noun patterns. The materials also feature a “Registro anecdótico de lectura” tool that educators use to document student performance, reading accuracy, and fluency over time. These resources provide evidence of student progress and support systematic monitoring of phonics development across the unit.
The materials also include progress-monitoring tools aligned to specific phonics skills taught during instruction. For example, in Habilidades y Destrezas 6 Guía del maestro’s “Evaluación intermedia de la unidad” asks students to demonstrate their ability to identify, read, and segment words containing hiatus and accented syllables, as well as apply spelling patterns involving silent h and the consonant clusters br, cl, and gl. The materials provide recording tools, including the “Registro de observación de hiatos” and the “Registro de escritura de palabras con h, br, cl y gl,” which educators use to document student performance and track growth over time. These progress-monitoring tools provide evidence of student mastery of specific phonics patterns and aid educators in identifying students who may require additional instruction or practice.
Evaluation for 4.4c
The materials include assessment opportunities across the school year that align to the progress-monitoring tools. For example, in Habilidades y Destrezas 4 Guía del maestro lesson 1, the “Registro anecdótico” provides a tool for documenting student performance at designated points throughout the unit. The record includes observations from lessons 1, 4, 5, 7, and 9–11, allowing educators to document student performance across multiple instructional and assessment opportunities. Educators use the form to record student responses to read-aloud activities and lesson questions, as well as to provide feedback based on student performance. Regularly scheduled observations provide evidence of student progress over time and align to ongoing progress-monitoring practices.
The materials also include assessment opportunities at multiple points within a unit that align to progress-monitoring tools. For example, in Habilidades y Destrezas 6 Guía del maestro, students participate in daily dictation routines, 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 hiatuses, h muda, and sílabas trabadas. In lesson 17, the final unit assessment includes a cumulative review of previously taught skills, including words with the suffixes -ito/-ita, -ísimo/-ísima, and -ón/-ona, as well as sentence mechanics, parts of speech, and reading comprehension. The materials also include “Pausa” lessons that provide opportunities for educators to review assessment results, monitor student progress, and provide additional instruction based on student performance.
Evaluation for 4.5a
The materials’ data-management tools aid educators in tracking individual student progress to make appropriate instructional decisions to accelerate instruction. 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 individual student performance in phonics, grammar, and reading comprehension. In lesson 9, the “Evaluación intermedia de la unidad” measures students’ application of spelling patterns such as m before p and b, prefixes including super-, re-, in-, and des-, as well as adjective usage. Educators then use the assessment records to identify individual student strengths and areas of need in order to plan review, reinforcement, or extension activities during “Pausa 1.”
The materials also include Habilidades y Destrezas 7 Guía del maestro lesson 9’s “Registro de escritura de palabras con m antes de p y b.” The “Registro” is a data-management tool for tracking individual student progress that enables appropriate instructional decisions for accelerating instruction. Educators use the record to document each student’s performance on spelling patterns involving m before p and b, identify specific spelling errors, and determine each student’s level of mastery of the targeted pattern. Based on the documented results, educators are able to identify students who require additional support or intervention and can adjust instruction accordingly.
Evaluation for 4.5b
The materials include data-management tools for tracking whole-class student progress to analyze patterns and identify students’ needs. For example, in Habilidades y Destrezas 2 Guía del maestro, the lesson 6 “Recursos para el maestro” directs educators to use the “Tabla de análisis” to review student performance data and identify patterns across the class. Educators then examine assessment results to determine areas of strength and areas requiring additional instruction.
Additionally, in Habilidades y Destrezas 5 Guía del maestro lesson 15, the “Registro de resultados de la práctica de formar oraciones” allows educators to document whole-class performance related to the present-tense conjugations and uses of the verbs ser and estar. Students apply their learning independently by writing sentences and educators use the results to identify patterns and trends in student performance in order to determine areas requiring additional support.
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 guide includes “Pautas para el monitoreo del progreso,” which identifies students at tier-one, tier-two, and tier-three levels and recommends progress-monitoring schedules based on 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. This guidance supports educators in selecting progress-monitoring intervals that correspond to students’ levels of instructional need.
The materials also provide ongoing formative assessment opportunities that generate data for progress monitoring throughout instruction. For example, in Habilidades y Destrezas 6 Guía del maestro, lesson 4’s “Verificar la comprensión” activity requires students to identify the letter that corresponds to a sound produced by the educator and record their responses on individual whiteboards. Similar “Preguntas para comentar” are embedded throughout the lessons and provide information about student understanding before, during, and after instruction. Educators are able to use this formative data alongside the recommended monitoring schedules to identify student strengths and needs and make instructional adjustments in response.
Evaluation for 4.5d
The materials include guidance on how to accelerate learning based on progress-monitoring data to support mastery of specific concepts. The K–5 Guía de la evaluación explains that progress monitoring should be implemented across grade levels and used to identify student strengths and areas of need. The guide directs educators to analyze progress-monitoring data, determine student performance levels, and adjust instruction accordingly.
The materials also include 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 1” provides opportunities for educators to review student performance on skills such as reading decodable texts, letter–sound correspondence, identifying initial sounds, blending syllables, blending phonemes, and recognizing rhyming words. Educators use assessment information gathered throughout the unit to identify areas requiring additional instruction and then select appropriate review, reinforcement, or extension activities.
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 include the “Vistazo al año escolar,” which supports systematic and sequenced phonics instruction. The yearly scope and sequence provides a logical progression of phonics skills that begins with a review of previously learned sound–spelling correspondences and gradually increases in complexity. For example, instruction begins with a review of common consonant sounds, such as /p/, /b/, and /m/, before introducing more advanced phonics concepts, including diptongos, hiatos, and the syllable patterns gue, gui, güe, and güi in lessons 14–16. As the year progresses, students continue to build phonics knowledge through instruction in sílabas trabadas, prefijos and sufijos, and acento gráfico. The sequence demonstrates a systematic progression from review of foundational skills to increasingly complex phonics patterns.
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 explicit and intentional ongoing phonics practice through a combination of isolated skill activities and decodable reading. For example, in Habilidades y Destrezas 2, the Guía del maestro directs students to practice phonics skills in isolation through educator modeling and resources such as letter and picture cards to distinguish consonant sounds like /n/ and /ñ/ in words like nido and niño. Students further reinforce sound–symbol relationships through word-classification activities in the Cuaderno de actividades. After practicing these skills in isolation, students apply them while reading the decodable reader “Campo y Ciudad,” which provides opportunities to decode targeted sound–spelling patterns in connected 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 Habilidades y Destrezas 3 Guía del maestro includes daily lessons that incorporate explicit phonics instruction modeled by the educator. At the beginning of each lesson, educators review target words and sounds. For example, in lesson 2, the educator introduces consonant blends containing /r/, including /gr/, /tr/, /br/, /cr/, and /dr/, and demonstrates that the /r/ maintains a soft sound. To reinforce the concept, the educator models the task by framing a target word such as triste, peligro, and granja, circling the consonant blend and highlighting both elements. Following the educator model, students apply the phonics skill on their own by decoding words and writing sentences in their activity workbooks. The sequence of educator demonstration, guided analysis of consonant blends, followed by student application provides explicit phonics instruction with educator modeling before students practice the skill independently.
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
Additionally, the materials include “Dictado” routines in daily lessons that support explicit guided instruction with immediate and corrective feedback. For example, in Habilidades y Destrezas 4 Guía del maestro lesson 2, students complete a dictation activity with words containing the /k/ sound spelled with the letter c. The materials direct educators to write the dictation sentences on the board so students can review and correct their work. The materials also provide prompts for students to consider and reflect on their own work through sentence stems like, “Una cosa que logré fue. . .” and “En el próximo dictado puedo mejorar en. . .” In this way, both educator guidance and student self-reflection encourage immediate correction and growth during phonics instruction.
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
Additionally, the materials also include opportunities for students to practice phonics skills through collaborative learning and independent practice. For example, in Habilidades y Destrezas 3 Guía del maestro lesson 2, students decode multisyllabic words with consonant blends containing the letter r. Students first practice the target phonics pattern with a partner using “Páginas de actividades” and then independently read the chapter “Una gran idea.” In lesson 8, students learn that the same sound can be represented by different spellings, such as cc in dirección and x in examen. Students then work collaboratively in small groups to complete an activity page and apply the skill independently through spelling dictation.
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 Habilidades y Destrezas 3 Guía del maestro includes intentional cumulative phonics review and practice activities throughout the curriculum. The materials feature a unit calendar, “Pausa” lessons, and instructional routines that revisit previously taught phonics skills. For example, in lessons 2 and 7, students review multisyllabic words that contain consonant blends with r and l. In “Pausa 1,” the materials reteach and reinforce these sounds, along with s, z, c suave, and x. The lesson structure includes foundational skills, activities and dictation routines that revisit previously taught spelling patterns and sounds, including diphthongs, hiatuses, and consonant blends. Consistent review opportunities provide cumulative practice of phonics skills taught earlier in the unit.
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 practice opportunities that align specifically to phonics skills taught during instruction. For example, in Habilidades y Destrezas 5 Guía del maestro lesson 1, students participate in “Dictado Día 1” and read the decodable chapter “Mis planes de verano,” both of which reinforce palabras agudas that were explicitly introduced during instruction. Students practice identifying, reading, and writing palabras agudas through the decodable text and a three-day dictation routine in lessons 1 and 2. These activities ensure opportunities for students to apply only previously taught phonics and spelling patterns in both isolated and connected-text contexts.
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 include decodable texts that provide cumulative practice of taught phonics skills across a unit. For example, in Habilidades y Destrezas 4 Guía del maestro, students read the decodable chapter “Sorpresa en el bosque” after learning words containing the letter m before p in lesson 2. In lesson 3, students compare this spelling pattern with words containing m before b through a word-study activity. Later, in lesson 9, the “Evaluación intermedia” requires students to read the connected text “Gemelos inquietos” and apply their knowledge of both mp and mb spelling patterns. This sequence allows students to revisit, reinforce, and apply phonics patterns introduced earlier in the unit, providing cumulative practice through decodable text reading.
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
The materials also include lessons with an instructional focus and opportunities for students to practice previously taught phonics skills in decodable connected text. For example, in Habilidades y Destrezas 5 Guía del maestro “Pausa 1,” students apply skills introduced and practiced in earlier lessons through the reading of decodable chapters. “Invitación a la montaña” includes words containing the diphthongs /ei/ and /au/, which students learned during prior instruction. As students read the text, they apply previously taught sound–spelling correspondences in connected reading rather than in isolated word lists. The decodable chapter serves as cumulative practice by requiring students to read and recognize phonics patterns taught across multiple lessons.
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, the Habilidades y Destrezas 4 Guía del maestro’s “Evaluación de la unidad” includes multiple assessment measures, such as “Evaluación del desempeño” and “Registros anecdóticos.” Educators use the “Registros anecdóticos” to document student performance and monitor their application of phonics and spelling skills taught throughout the unit. These assessment tools allow educators to gather evidence of student learning across instructional activities and assessment tasks, providing multiple developmentally appropriate measures of student progress.
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 also include progress-monitoring tools aligned to specific phonics skills taught during instruction. For example, in Habilidades y Destrezas 6 Guía del maestro’s “Evaluación intermedia de la unidad” asks students to demonstrate their ability to identify, read, and segment words containing hiatus and accented syllables, as well as apply spelling patterns involving silent h and the consonant clusters br, cl, and gl. The materials provide recording tools, including the “Registro de observación de hiatos” and the “Registro de escritura de palabras con h, br, cl y gl,” which educators use to document student performance and track growth over time. These progress-monitoring tools provide evidence of student mastery of specific phonics patterns and aid educators in identifying 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 that align to progress-monitoring tools. For example, in Habilidades y Destrezas 6 Guía del maestro, students participate in daily dictation routines, 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 hiatuses, h muda, and sílabas trabadas. In lesson 17, the final unit assessment includes a cumulative review of previously taught skills, including words with the suffixes -ito/-ita, -ísimo/-ísima, and -ón/-ona, as well as sentence mechanics, parts of speech, and reading comprehension. The materials also include “Pausa” lessons that provide opportunities for educators to review 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
The materials also include Habilidades y Destrezas 7 Guía del maestro lesson 9’s “Registro de escritura de palabras con m antes de p y b.” The “Registro” is a data-management tool for tracking individual student progress that enables appropriate instructional decisions for accelerating instruction. Educators use the record to document each student’s performance on spelling patterns involving m before p and b, identify specific spelling errors, and determine each student’s level of mastery of the targeted pattern. Based on the documented results, educators are able to identify students who require additional support or intervention and can adjust instruction accordingly.
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
Additionally, in Habilidades y Destrezas 5 Guía del maestro lesson 15, the “Registro de resultados de la práctica de formar oraciones” allows educators to document whole-class performance related to the present-tense conjugations and uses of the verbs ser and estar. Students apply their learning independently by writing sentences and educators use the results to identify patterns and trends in student performance in order to determine areas requiring additional support.
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 data for progress monitoring throughout instruction. For example, in Habilidades y Destrezas 6 Guía del maestro, lesson 4’s “Verificar la comprensión” activity requires students to identify the letter that corresponds to a sound produced by the educator and record their responses on individual whiteboards. Similar “Preguntas para comentar” are embedded throughout the lessons and provide information about student understanding before, during, and after instruction. Educators are able to use this formative data alongside the recommended monitoring schedules to identify student strengths and needs and make instructional adjustments in response.
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
The materials also include 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 1” provides opportunities for educators to review student performance on skills such as reading decodable texts, letter–sound correspondence, identifying initial sounds, blending syllables, blending phonemes, and recognizing rhyming words. Educators use assessment information gathered throughout the unit to identify areas requiring additional instruction and then select appropriate review, reinforcement, or extension activities.
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% (80 out of 80 points)
Evaluation for 5.A.1a
This guidance is not applicable to grade 2 and grade 3 because it only applies to kindergarten and grade 1.
Evaluation for 5.A.1b
This guidance is not applicable to grade 2 and grade 3 because it only applies to kindergarten and grade 1.
Evaluation for 5.B.1a
Interactive group discussions and structured partner routines within Conocimiento 1 Guía del maestro’s “Preguntas de comprensión” section provide educators with explicit and systematic instructional guidance for developing oral language and oracy through a variety of instructional methods. For example, the Think-Pair-Share routine directs the educator to model the conversation process with another person, provides an explicit script for guided practice, and uses the questions “¿De qué trata este cuento?” and “¿Qué información del cuento los ayuda a determinar que ese es su tema?” for independent practice in which students apply their oral language skills to a specific topic. These structured activities support the development of oral language and oracy through multiple, progressively released instructional methods.
The materials also include explicit and systematic instructional guidance for developing oral language and oracy through modeling, guided practice, and independent practice, as demonstrated in Conocimiento 5 Guía del maestro lesson 2. The “Aplicación” and “Audición y expresión oral” sections provide educator guidance for modeling academic language, guiding student practice, and supporting independent oral responses. The “Aplicación” section features educators modeling language for why different seasons occur, asking students to observe, and then guiding them to share their learning orally in complete sentences.
Evaluation for 5.B.1b
Conocimiento 5 Guía del maestro provides structured opportunities for students to communicate with peers and the full class for a variety of academic and collaborative purposes. In the “Conexión Cultural” section, students work in small groups to investigate the migratory journey of monarch butterflies, record their findings on a graphic organizer, and create an informative book to share with the class. In lesson 7, students complete “Página de actividades 7.1,” writing an informative paragraph that summarizes the life cycle of a frog. Finally, in lesson 5, students use the “Tiras de respuestas” tool to share their viewpoints with classmates.
The materials also include opportunities for students to engage in social and academic communication for different purposes and audiences, as demonstrated in Conocimiento 6 Guía del maestro lesson 1. Students share prior knowledge about butterfly life cycles and habitats and exchange information and ideas during whole-group discussions. Educators prompt students to respond to questions that range from simple recall to detailed explanations and reflective comparisons, supporting communication for a variety of academic purposes. The materials also remind students to follow discussion norms, including listening to others and waiting to participate until it is their turn.
Evaluation for 5.B.1c
Students engage in active listening, ask clarifying questions, participate in discussions, and share information and ideas through the authentic Spanish resources embedded in Conocimiento 2 Guía del maestro lesson 8. The “Preguntas de comprensión” section, for example, provides structured opportunities for students to build understanding through listening, discussion, and oral responses in Spanish. Following an educator-led read-aloud, students listen to text-dependent educator questions, respond by recalling key historical details, engage in peer-to-peer discussion to compare perspectives, and share their ideas about la “Batalla de Termópilas.” These activities engage students in scaffolded, meaningful conversations that support oral language development, academic vocabulary acquisition, and content understanding.
Authentic routines for academic conversation are also embedded within Conocimiento 6 Guía del maestro lesson 2, providing structured opportunities for students to exchange ideas and build understanding through discussion in Spanish. Students listen and respond to educator questions about insect habitats using differentiated supports, including yes/no questions, sentence frames, and complete sentences with content-specific vocabulary. Students also compare and contrast insects, explain how local insects survive in their habitats, and discuss their ideas with a partner while reviewing previous learning. These activities support active listening, discussion, and the sharing of information and ideas in meaningful academic contexts.
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 /d/ = d and /t/ = t. Students build and read words using syllable cards, segment words into syllables, decode increasingly complex multisyllabic words, and participate in word-chain activities. The educator models articulation and guides students in encoding and generating additional words with the target letter–sound correspondences. This instructional sequence supports the 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 /l/ and /ll/ sound–symbol correspondences and provides opportunities for students to apply these relationships during reading and writing. For example, in the “Repaso de palabras con los sonidos /l/ y /ll/” section, the educator presents the l and ll letter cards and then dictates the words ellos, libro, botella, caballo, el, and letra for students to write on “Página de actividades 4.4.” This sequence reinforces sound–symbol relationships and supports the development of foundational decoding and encoding skills.
Evaluation for 5.C.2b
In Habilidades y Destrezas 1 Guía del maestro, lesson 9’s “Instrucciones para el análisis de ortografía” provides explicit educator guidance to connect phonemes to letters within words alongside recommended explanatory feedback addressing common errors and misconceptions in Spanish. Through this resource, educators analyze assessment data for student understanding of specific graphemes such as y, ll, d, t, m, l, f, p, and b, as well as the diphthong /ai/. The materials deliver specific recommendations for corrective feedback and targeted remediation for each cluster of graphemes, supporting explicit instruction and providing direct, instructional responses to systematic student errors.
Additionally, educators receive specific guidance to connect phonemes to letters within words in Habilidades y Destrezas 2 Guía del maestro lesson 17. The materials detail how to analyze spelling errors and provide recommended explanatory feedback based on common errors and misconceptions. Students are directed to reread, identify, and correctly spell words aloud while educators use an assessment analysis tool to determine whether errors result from inattention or indicate the need for additional instruction.
Evaluation for 5.C.2c
The Habilidades y Destrezas 3 Guía del maestro delivers systematic opportunities to develop, practice, and reinforce letter–sound correspondence in isolation and with authentic Spanish decodable connected text through a variety of activities and resources. For example, the guide introduces targeted phonics skills in isolation before students apply them in decodable reading. In lesson 2, students learn syllable patterns with the letter r, and in lesson 8 they learn the different spellings for the /ks/ sound using cc and x. Students reinforce these patterns through word-level practice, multisyllable word-chain activities in lesson 10, and other spelling activities. They then apply previously taught letter–sound correspondences while reading the decodable text “El Club Amigos del Mundo,” including the chapters “Una gran idea” and “Una semana de vacaciones.” The materials also include cumulative review during “Pausa 1,” which reinforces previously taught phonics patterns, including the soft and hard sounds of c, z, x, and hiatos, with additional “Pausas” used for targeted review based on student performance.
Additionally, Habilidades y Destrezas 5 Guía del maestro lesson 7 reinforces previously taught letter–sound relationships through varied activities and authentic Spanish decodable texts. During “Repaso de los diptongos au y ei,” students practice decoding words with the diphthongs /au/ and /ei/ through “Página de actividades 7.1” and the Libro de lectura text, “Los recuerdos de abuelo.” Students apply learned 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
This guidance is not applicable to grade 2 and grade 3 because it only applies to kindergarten and grade 1.
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
This guidance is not applicable to grade 2 and grade 3 because it only applies to kindergarten and grade 1.
Evaluation for 5.D.1d
This guidance is not applicable to grade 2 and grade 3 because it only applies to kindergarten and grade 1.
Evaluation for 5.D.2a
This guidance is not applicable to grade 2 and grade 3 because it only applies to kindergarten and grade 1.
Evaluation for 5.D.2b
This guidance is not applicable to grade 2 and grade 3 because it only applies to kindergarten and grade 1.
Evaluation for 5.D.2c
This guidance is not applicable to grade 2 and grade 3 because it only applies to kindergarten and grade 1.
Evaluation for 5.D.2d
This guidance is not applicable to grade 2 and grade 3 because it only applies to kindergarten and grade 1.
Evaluation for 5.E.1a
The Habilidades y Destrezas 3 Guía del maestro includes a systematic sequence for introducing grade-level sound–spelling patterns and syllable combinations to decode single and multisyllabic words as outlined in the Spanish TEKS. For example, lesson 13 builds grade-level decoding and encoding skills through a planned sequence of sound–spelling instruction. The lesson introduces the /r/ and /rr/ sound–spelling patterns in a progression that builds on previously taught skills. Specifically, the “Sonidos /r/ y /rr/” section directs students to read a list of words and identify whether each word contains the soft or hard /r/ sound. This targeted sequence reinforces grade-level sound–spelling patterns and supports the direct application of decoding and encoding skills.
The Habilidades y Destrezas 4 Guía del maestro similarly organizes grade-level sound–spelling patterns and syllable combinations in a structured sequence that supports the decoding of single- and multisyllabic words. The introduction presents orthographic patterns, including the h muda, spelling patterns for n/ñ and r/rr, multisyllabic words with the consonant combinations mp and mb, and morphology instruction covering the prefixes super-, re-, in-, des-, pre- and the suffixes -ito/-ita, -ísimo/-ísima, and -ón/-ona. The unit calendar sequences these skills systematically across the instructional days. For example, lesson 8 guides students to identify, read, and write multisyllabic words with the prefix des-. Following this instruction, lesson 9 assesses students’ mastery of the taught prefix and consonant patterns, while “Pausa 1” provides targeted opportunities to reteach and reinforce decoding through sorting and reading multisyllabic words with m before p and m before b while reviewing the prefixes super-, re-, in-, and des-.
Evaluation for 5.E.1b
Habilidades y Destrezas 2 Guía del maestro provides step-by-step educator guidance for teaching grade-level sound–spelling patterns. In the “Practicar palabras con los sonidos /n/ y /ñ/” section, the educator models the target sound–spelling correspondences using visual aids, introduces the lesson by explaining that students will focus on the consonants n and ñ, and demonstrates pronunciation using the words nido and niño. The materials then guide the educator to model the activity using the first word in each column, nosotros and cumpleaños, while underlining the letters that represent the /n/ and /ñ/ sounds before students apply the pattern independently.
Additionally, Habilidades y Destrezas 4 Guía del maestro lesson 2 provides explicit instructional routines for teaching the spelling pattern m before p. The lesson directs educators to explain, “En español siempre se utiliza la letra m antes de p y nunca se usa n antes de p.” They then model the pattern with the word tiempo, segment the word into syllables /tiem/-/po/, and draw students’ attention to the articulation of the /mp/ sound. Students practice the pattern through guided oral repetition using educator-modeled examples, including empezar, componer, siempre, ejemplo, importante, and campo before applying the pattern independently in a crossword activity. The lesson also includes corrective feedback, visual supports, an extension activity that reinforces the spelling pattern, and bilingual connections through cognates such as campo/camp and ejemplo/example.
Evaluation for 5.E.1c
Habilidades y Destrezas 5 Guía del maestro lesson 5 reinforces previously taught sound–spelling patterns through structured review activities in Spanish. In the “Repasar palabras con gue, gui, güe y güi” section, the educator displays “Tarjetas de imágenes” for guepardo, guitarra, pingüino, and cigüeña, reads each word aloud, and guides students to repeat them. The educator then uses the “Componente digital” to highlight the target syllables while students read the words aloud and compare the pronunciation of gue, gui, güe, and güi. Throughout the activity, the educator explains that the u with a dieresis is pronounced while the u in gue and gui remains silent. These coordinated activities provide repeated practice and reinforcement of grade-level sound–spelling patterns through intentional, cumulative review.
Furthermore, in Habilidades y Destrezas 5, lessons 7 and 8 provide multiple opportunities for students to build, practice, and revisit grade-level sound–spelling patterns through authentic Spanish instructional resources. Students develop an understanding of the diphthongs /au/, /ei/, and /ie/ during whole-group instruction using “Componentes digitales,” large letter cards, and “Tarjetas de imágenes” to recognize and pronounce words such as auto, flauta, reina, seis, and pie. The lessons guide students to divide multisyllabic words into syllables, complete dictated spelling activities and activity pages, underline target diphthongs, and participate in listening activities that require them to identify additional diphthongs. Students continue to reinforce these patterns through multiple days of dictation, sentence reading, self-correction, and goal setting. Lesson 8 also explicitly revisits the previously taught diphthongs /au/ and /ei/ while reviewing /ie/ and additional activities require students to classify words by diphthong using word cards and a sorting chart. Optional extension activities and decodable practice provide continued, cumulative review of previously taught sound–spelling patterns across the lessons.
Evaluation for 5.E.1d
In the Habilidades y Destrezas 5 Guía del maestro, lessons 1 and 2 provide authentic Spanish activities that help students apply taught syllable patterns while reading and writing both isolated words and connected text. In lesson 1, students identify, segment, and read multisyllabic palabras agudas using “Componentes digitales,” “Tarjetas de imágenes,” and oral routines. Students read words such as bebé, atención, canción, inglés, and alacrán while identifying the tonic syllable and distinguishing between graphic and prosodic accentuation. Students then apply these skills while reading the decodable chapter “Mis planes de verano” and revisiting the text to identify and record palabras agudas. In lesson 2, students read dictated sentences aloud, write target words in their orthography notebooks, segment words into syllables, mark accented syllables, generate additional examples of palabras agudas, and complete dictated sentences from “Mi abuelo y yo.” Finally, students reread and self-correct their writing using correction marks and record words identified from the decodable text. These activities provide repeated opportunities to apply taught syllable patterns in isolated words and authentic Spanish connected text.
Furthermore, Habilidades y Destrezas 6 Guía del maestro lesson 8 reinforces previously taught syllable patterns through structured reading and writing activities. In the “Repaso y escritura de palabras con sílabas trabadas con bl, cl y gl” section, the educator presents “Tarjetas de imágenes” and guides students to read words such as blusa and clase while emphasizing the target syllable patterns. Students then complete “Página de actividades 8.1,” where they decode and encode words containing bl, cl, and gl. These activities reinforce taught syllable patterns through both isolated word practice and authentic reading and writing tasks.
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
Habilidades y Destrezas 1 Guía del maestro introduces grade-level morphology through a planned sequence that builds students’ understanding and application of Spanish prefixes over multiple lessons. In lesson 6 students learn the prefix des- and apply its meaning while decoding and analyzing words such as desarmar, desordenar, and despeinar. The instructional sequence continues in lesson 10, where educators guide students to demonstrate their understanding of derived words by illustrating their meanings and connecting the prefix to the base word. Students then extend this learning in lesson 11 by encoding newly formed words during writing activities, providing opportunities to apply previously taught morphemes in increasingly independent tasks.
Habilidades y Destrezas 3 Guía del maestro continues this progression by introducing derivational suffixes through a sequence that builds from recognition to application and cumulative review. In lesson 14, students learn the suffixes -ero and -era by identifying them in words such as jardín-jardinero, libro-librero, and granja-granjero. Lesson 15 extends instruction to the suffixes -ísimo and -ísima, guiding students to analyze how these suffixes modify the meanings of base words through reading and writing activities. Students demonstrate their understanding during the lesson 17 unit assessment by matching the learned suffixes to their corresponding base words, while “Pausas” 2 and 3 reinforce previously taught morphemes by having students identify suffixes and separate them from their base words. This instructional sequence systematically develops students’ understanding and application of grade-level Spanish morphology across the unit.
Evaluation for 5.E.3b
Habilidades y Destrezas 3 Guía del maestro provides educators with explicit instructional routines for helping students recognize common morphemes and use their meanings to analyze words. For example, lesson 14 guides educators to model how derivational suffixes such as -ero and -era combine with root words to form new words, using examples including jardín-jardinero, libro-librero, and granja-granjero. Students identify the root word, examine how the suffix changes its meaning, and apply this understanding during word-sorting and morphology activities. Lesson 17 builds on this instruction by assessing students’ ability to match learned suffixes with their corresponding root words, reinforcing the relationship between morphemes and word meaning.
Additionally, Habilidades y Destrezas 4 Guía del maestro lesson 8, supports educators in using common prefixes to strengthen students’ understanding of word structure and meaning. During “A calentar motores,” educators model how the prefixes des-, in-, re-, and super- combine with base words to create new words and change their meanings. Students then apply these morphemes by forming new words and analyzing how each prefix affects the meaning of the base word. These consistent instructional routines help develop students’ use of morphemes to decode unfamiliar words, encode words accurately, and determine meaning during reading.
Evaluation for 5.E.3c
Students consistently develop and reinforce grade-level morphology skills through word analysis tasks and cumulative review sessions built directly into the Habilidades y Destrezas 2 Guía del maestro. For example, in lesson 3, students identify the suffix -ito/-ita and isolate the corresponding root words during the “Búsqueda de palabras con el sonido del sufijo -ito/-ita” activity. Lesson 6 extends this learning by having students apply orthographic patterns as they add the suffix -ito/-ita to base words. The mid-unit assessment reinforces the morphology skills students have been building by requiring them to identify root words associated with learned suffixes and segment multisyllabic words that contain -ito/-ita. These activities provide continued and consistent opportunities for students to recognize, apply, and review grade-level morphological patterns.
Similarly, Habilidades y Destrezas 5 Guía del maestro, reinforces previously taught morphology through structured review and application activities. During “Destrezas fundamentales,” students apply learned word-analysis skills while working with multisyllabic words through “Dictado” routines and “Páginas de actividades.” The “Pausa 1” section also provides additional opportunities for students to revisit previously taught language concepts following formative assessments, allowing educators to reinforce targeted skills before students apply them independently. The ongoing practice provided through consistent instructional routines allows for constant cumulative reinforcement of grade-level morphological skills.
Evaluation for 5.E.3d
Students practice grade-level morphemes in both isolation and with authentic Spanish texts through multiple reading and writing activities embedded in the Habilidades y Destrezas 4 Guía del maestro. In lesson 8, for example, students review the prefixes in-, re-, and super- before learning the prefix des-. They decode words such as desorden, deshecho, and desafortunado by identifying the prefix and analyzing how it changes the meaning of the base word. Students then complete “Página de actividades 8.1,” where they identify the prefix, record the root word, and write the derived word. The lesson extends this practice to the connected text “El resurgir de la basura,” where students read with a partner and identify words containing in-, re-, super-, and des-, classifying them in “Página de actividades 8.2” as they go. Additional routines, including home practice, intervention tasks, mímica, word searches, and the “Encuentra al intruso” activity, reinforce previously taught morphemes across isolated words, sentences, and connected text.
Habilidades y Destrezas 9 Guía del maestro lesson 16 continues to reinforce students’ application of prefixes and suffixes through reading and writing activities that build on previously taught morphology. During “Destrezas de lectura,” students read and write words with prefixes and suffixes using the “Página de actividades para la evaluación de prefijos, sufijos.” Students then apply these morphemes while reading the decodable text “Arañas tejedoras,” where they use previously learned prefixes and suffixes to support accurate word reading and comprehension within connected text. These activities provide continued practice with morphology in both isolated words and through authentic Spanish reading.
Evaluation for 5.F.1a
In the Habilidades y Destrezas 4 Guía del maestro, lesson 1 provides educators with explicit instructional routines that help students determine the meanings of unfamiliar Spanish words by leveraging context clues and text features. During the shared reading of “Sorpresa en el bosque,” the lesson prompts educators to introduce target vocabulary and guide students to infer word meanings from the surrounding text, instructing them to either explain the words during the read-aloud or highlight the “palabras durante la lectura y pedir a los estudiantes que busquen claves del contexto para determinar sus significados.” Furthermore, the lesson includes explicit educator commentary emphasizing the foundational relationship between vocabulary acquisition and text comprehension. The Teacher’s Guide directs the educator to emphasize the importance of vocabulary to their students, telling them that understanding a reading requires understanding the words that make up that reading. By providing instructional support for educators, the materials also actively support students in using surrounding contextual information to unlock the meanings of unfamiliar words during independent and guided reading cycles.
The sequence continues to build vocabulary strategies chronologically in Habilidades y Destrezas 7 Guía del maestro lesson 13, where the materials direct educators to help students combine illustrations, glossaries, and contextual clues to determine word meanings during reading. Within the “Leer con un propósito” section, educators explain that boldfaced words appear in the unit glossary, while simultaneously encouraging students to first infer the meanings of unfamiliar terms by analyzing the surrounding sentence structures. The lesson models this strategic approach by explaining that when reading a text, “Podemos imaginar el significado de una palabra que desconocemos, si ponemos atención en lo que dicen las oraciones cercanas a la palabra.” Students are then directed to immediately apply these strategies while reading the selection, strengthening their vocabulary development and comprehension through the coordinated use of context and supporting text features.
Evaluation for 5.F.1b
Educators utilize explicit modeling routines and lesson scripts within the Habilidades y Destrezas 6 Guía del maestro to show students how to navigate print dictionaries, digital glossaries, and online reference tools. In lessons 5 and 7, educators explain how alphabetical order supports efficient word location and model how dictionaries and glossaries help readers determine the meanings of unfamiliar vocabulary. When introducing dictionaries and glossaries in lesson 5, educators clarify that while both contain word definitions, glossaries typically appear at the end of books. Students examine a digital glossary in “Componente digital 5.2” and learn that reference resources organize entries alphabetically to facilitate efficient navigation. Moving into lesson 7, students arrange word cards alphabetically before working with a partner to locate those specific words in a dictionary. The lesson guides educators to model how to identify entry words by using initial letters and narrowing the search when multiple words begin with the same letter sequence. Students then apply this process independently by locating additional entries and logging the corresponding page numbers. Scaffolded educator supports, including an alphabet chart and explicit guidance for locating words that begin with Spanish digraphs, facilitate students’ effective use of both print and digital reference resources.
Habilidades y Destrezas 7 Guía del maestro lesson 6 extends this instruction chronologically by modeling when and why students should select and use reference resources during reading. When reading the chapter “El más grande,” educators explain how glossaries and dictionaries provide critical definitions that help readers determine the meanings of unfamiliar words encountered within a text. The lesson explicitly notes that when a text lacks a dedicated glossary, students may consult a printed or digital dictionary, the Diccionario de la Real Academia, or other appropriate online reference resources to verify unknown meanings. Educators model the active use of these resources during the reading block and encourage students to apply them independently to support ongoing vocabulary development and comprehension.
Evaluation for 5.F.1c
Students utilize print and digital reference resources during Spanish vocabulary activities to determine the meanings and pronunciations of unfamiliar words. In Habilidades y Destrezas 6 Guía del maestro lessons 7 and 14, students alphabetize targeted words before using a print dictionary to locate specific entries, verify alphabetical order, and read the definitions. The Teacher’s Guide states that educators should “Sugiérales que después de ordenar las palabras, utilicen el diccionario para verificar el orden de las letras,” which prompts students to use the dictionary dynamically as a reference tool rather than simply completing an isolated alphabetizing exercise. Students also navigate “Componente digital 5.1” to reference the alphabet while locating entries and reading words aloud, reinforcing accurate pronunciation as they confirm word meanings. Throughout these lessons and related practice tasks, students consult print and digital tools while interacting with words such as pelota, familia, bebé, nube, cebolla, estrella, cascada, brazo, and ciudad, strengthening their ability to use reference tools independently.
The Habilidades y Destrezas 7 Guía del maestro provides additional opportunities for students to apply print and digital reference resources during authentic reading tasks. The unit introduction directs students to use the glossary at the end of the reader to review technical vocabulary and encourages them to consult digital dictionaries and glossaries to extend their learning. In lesson 6, students read “El más grande” chorally and consult print reference resources to identify the meanings and pronunciations of unfamiliar words encountered in the text. Following this, in lesson 13, students combine contextual clues with glossary entries while reading “En el espacio exterior” to verify vocabulary meanings and support accurate word reading. These coordinated activities provide repeated opportunities for students to leverage print and digital reference resources as they build vocabulary, strengthen pronunciation, and support reading comprehension.
Evaluation for 5.G.1a
Habilidades y Destrezas 2 Guía del maestro provides structured lessons and instructional routines that model fluent reading and give students repeated opportunities to practice oral reading in connected Spanish text. Throughout the unit, educators conduct “Lecturas en voz alta” that demonstrate appropriate rate, accuracy, phrasing, and expression as students follow along in the text. In lesson 17, students independently read the passage “La visita inesperada” aloud while the educator conducts the “Evaluación opcional de la fluidez.” Educators monitor reading by recording omissions, insertions, substitutions, self-corrections, educator-provided words, and the amount of correct words per minute. The materials further guide educators to analyze decoding and comprehension errors and recommend targeted follow-up instruction, stating that “Los estudiantes que tengan dificultades con la fluidez necesitan más práctica volviendo a leer capítulos, y pueden beneficiarse de un vistazo previo del vocabulario antes de la lectura.” These routines support ongoing modeling, fluent reading practice, and encourage educator feedback to strengthen students’ reading proficiency.
Habilidades y Destrezas 7 Guía del maestro incorporates daily opportunities for educators to model fluent reading and engage students in oral reading practice in both isolated and connected reading contexts. Lessons 1 and 2 build students’ automatic word recognition by reading multisyllabic words with m before b and p using word cards before applying those patterns in connected reading. In lesson 3, educators model fluent reading as students listen to and read “Los logros de Selena” with appropriate rate, accuracy, and expression before participating in partner reading to strengthen fluency. During independent and guided reading, educators conduct reading conferences to observe student performance, provide immediate verbal feedback, and document areas requiring additional support. These instructional routines combine modeling, repeated practice, and targeted educator feedback to aid in developing fluent reading in Spanish.
Evaluation for 5.G.1b
Explicit modeling and structured practice in Habilidades y Destrezas 2 Guía del maestro’s lesson 14 supports students as they decode target syllable patterns in both isolation and context. For example, educators introduce vocabulary such as postales, regalo, and mensaje, model the words in an oral sentence and identify the parte fácil and parte complicada of each word. Students then practice decoding word lists containing hiatos con acento gráfico, including río, lío, oír, tío, mío, and maíz, first hearing each word pronounced as a whole and then segmented into syllables (/rí/-/o/, /lí/-/o/, /o/-/ír/). Students reread the words with multiple partners while educators circulate and provide corrective feedback. Sentence-level practice reinforces the target patterns through examples such as the “La palabra día tiene dos sílabas: /dí/ /a/” activity before students apply the same decoding skills independently in “Página de actividades 14.1” and related connected reading activities.
Furthermore, Habilidades y Destrezas 6 Guía del maestro provides a systematic progression from word-level decoding to sentence reading and authentic connected text. Throughout the unit, students practice word lists that target grade-level orthographic patterns, including hiatos con acento gráfico, h muda, and sílabas trabadas, by identifying, reading, and writing multisyllabic words. Daily “Dictado” routines extend this practice through complete sentences, which students read and write across multiple lessons, reinforcing previously taught decoding patterns in meaningful contexts. Students then apply these skills while reading the decodable text “El regreso de las tortugas,” including the chapter “La sugerencia de Papá,” where they practice reading with appropriate rate, accuracy, fluency, purpose, and comprehension. The instructional sequence integrates modeled practice with authentic Spanish word lists, decodable sentences, and connected texts throughout the lesson.
Evaluation for 5.G.1c
The materials provide repeated opportunities for students to build word reading fluency through whole-group, partner, and independent practice as demonstrated in Habilidades y Destrezas 2 Guía del maestro. For example, the unit introduction explains that students develop automaticity by repeatedly reading high-frequency words such as años, nunca, nada, era, también, cuidado, además, agua, respuesta, and tampoco throughout the unit and during the “Pausas,” which revisit previously taught words and reading selections. In lesson 5, the educator models the pronunciation of the high-frequency words también and cuidado using “Componente digital 5.1” before students read the words aloud, practice them in phrases and sentences, and create and orally share their own sentences with a partner. The words are then added to a classroom word wall for continued review. Students also participate in a partner reading of “Un mercado en casa,” taking turns reading pages aloud while the educator monitors fluency and records anecdotal observations. After reading, students complete comprehension activities independently. These instructional routines provide repeated practice with high-frequency words and connected text across whole-group, partner, and independent settings to strengthen word reading fluency.
Habilidades y Destrezas 6 Guía del maestro provides additional opportunities for students to develop word reading fluency through varied instructional settings. In lesson 13, students read a decodable chapter with purpose and comprehension while the educator monitors performance and provides support as needed. Lessons 2, 3, and 11 incorporate partner reading as students reread decodable chapters to build reading rate, accuracy, and automaticity. For example, lesson 3 directs that “Los estudiantes leerán con un compañero el capítulo decodificable con la velocidad y la fluidez adecuadas y con un propósito y comprensión.” The materials also support educator-facilitated small-group instruction for students that require additional practice and guidance during oral reading. Then, in lesson 14, students independently apply their fluency skills while reading a decodable chapter before planning an alternate ending to the text. Together, these activities provide repeated opportunities for students to strengthen word reading fluency through whole-group, partner, small-group, and independent practice.
Evaluation for 5.G.1d
Habilidades y Destrezas 2 Guía del maestro uses authentic Spanish connected texts to strengthen reading accuracy, fluency, prosody, and comprehension through repeated oral reading. In lesson 17, students read the passage “La visita inesperada” aloud while the educator conducts the “Evaluación opcional de la fluidez.” The connected text provides opportunities for students to practice reading with appropriate rate, accuracy, and expression while demonstrating comprehension of the passage. Educators monitor oral reading by recording omissions, insertions, substitutions, self-corrections, and words provided, then analyze decoding and comprehension to determine appropriate follow-up support. The materials recommend additional rereading of connected texts and previewing vocabulary before reading for students who need further fluency practice, reinforcing meaningful reading experiences that build overall reading proficiency.
Additionally, Habilidades y Destrezas 7 Guía del maestro also incorporates authentic Spanish connected texts throughout the unit to develop reading accuracy, fluency, prosody, and comprehension. Students first strengthen automatic word recognition through targeted decoding activities before applying those skills while reading connected texts. For example, in lesson 3, students listen to and read “Los logros de Selena” with appropriate rate, accuracy, and expression before participating in attentive partner reading to support comprehension. Throughout the unit, decodable chapters provide repeated opportunities for students to reread connected texts in whole-group, partner, and independent settings while educators observe performance and provide targeted support during reading conferences. These instructional routines use authentic Spanish connected texts to build fluent, expressive reading practices while promoting understanding of increasingly complex texts.
Evaluation for 5.H.1a
The Letra Cursiva Cuaderno de actividades provides a structured sequence for developing Spanish cursive handwriting through explicit educator modeling and guided practice. The materials explain that “Este Cuaderno de actividades contiene hojas reproducibles que acompañan las lecciones del programa Letra Cursiva que están en la Guía del maestro,” establishing a progression in which lessons are organized by directional strokes and letter formations. Educators guide students through each movement by directing them to trace dotted models before independently copying letters on blank lines. As students gain proficiency, instruction progresses from individual letter strokes to syllables, words, proper nouns, and complete Spanish sentences, allowing students to apply newly learned handwriting skills through increasingly meaningful written language.
Letra Cursiva extends handwriting instruction through grade-appropriate lessons that model correct letter formation and provide repeated opportunities for guided and independent practice. In lessons 3 and 4, educators explicitly demonstrate the formation of lowercase cursive letters, including i, j, l, t, u, p, r, s, and w, by writing each letter slowly, emphasizing the initial upward stroke, and modeling correct hand movements. Students study directional arrows, practice letter formation in the air, trace dotted letter models, and then independently copy each letter while the educator circulates to provide corrective support and reinforce proper letter formation and connections. The sequence builds handwriting fluency through explicit modeling, guided practice, and independent application.
Evaluation for 5.H.1b
Habilidades y Destrezas 1 Guía del maestro lesson 7 provides repeated opportunities for students to develop grade-level cursive handwriting through structured activities. After introducing uppercase cursive letters, students identify the shared introductory stroke used to form the letters B, H, K, P, and R, trace the letters in the air, trace dotted letter models, and independently write each letter. Students then continue practicing the letter formations as they progress from individual letters to connected handwriting tasks. These activities provide frequent opportunities to strengthen letter formation, stroke development, and handwriting fluency through authentic handwriting practice.
Letra Cursiva’s Cuaderno de actividades also provides ongoing handwriting practice through lessons that systematically build Spanish cursive writing skills across grade levels. The lessons organize instruction by common stroke patterns, beginning with groups of letters that share similar formations, such as the antihorario letters (a, c, d, g, o, and q) and lacito letters (b, e, f, h, and k), before progressing to uppercase cursive letters with shared stroke patterns. Students repeatedly trace dotted letter models, write syllables, copy words, and compose complete Spanish sentences, providing authentic opportunities to apply handwriting skills in meaningful written language. This progression supports continued development of grade-appropriate handwriting through frequent practice across increasingly complex writing tasks.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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 also include explicit and systematic instructional guidance for developing oral language and oracy through modeling, guided practice, and independent practice, as demonstrated in Conocimiento 5 Guía del maestro lesson 2. The “Aplicación” and “Audición y expresión oral” sections provide educator guidance for modeling academic language, guiding student practice, and supporting independent oral responses. The “Aplicación” section features educators modeling language for why different seasons occur, asking students to observe, and then guiding them to share their learning orally in complete sentences.
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
The materials also include opportunities for students to engage in social and academic communication for different purposes and audiences, as demonstrated in Conocimiento 6 Guía del maestro lesson 1. Students share prior knowledge about butterfly life cycles and habitats and exchange information and ideas during whole-group discussions. Educators prompt students to respond to questions that range from simple recall to detailed explanations and reflective comparisons, supporting communication for a variety of academic purposes. The materials also remind students to follow discussion norms, including listening to others and waiting to participate until it is their turn.
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
Authentic routines for academic conversation are also embedded within Conocimiento 6 Guía del maestro lesson 2, providing structured opportunities for students to exchange ideas and build understanding through discussion in Spanish. Students listen and respond to educator questions about insect habitats using differentiated supports, including yes/no questions, sentence frames, and complete sentences with content-specific vocabulary. Students also compare and contrast insects, explain how local insects survive in their habitats, and discuss their ideas with a partner while reviewing previous learning. These activities support active listening, discussion, and the sharing of information and ideas in meaningful academic contexts.
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 /l/ and /ll/ sound–symbol correspondences and provides opportunities for students to apply these relationships during reading and writing. For example, in the “Repaso de palabras con los sonidos /l/ y /ll/” section, the educator presents the l and ll letter cards and then dictates the words ellos, libro, botella, caballo, el, and letra for students to write on “Página de actividades 4.4.” This sequence reinforces sound–symbol relationships and supports the development of 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
Additionally, educators receive specific guidance to connect phonemes to letters within words in Habilidades y Destrezas 2 Guía del maestro lesson 17. The materials detail how to analyze spelling errors and provide recommended explanatory feedback based on common errors and misconceptions. Students are directed to reread, identify, and correctly spell words aloud while educators use an assessment analysis tool to determine whether errors result from inattention or indicate the need for additional instruction.
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)
12 out of 12 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)
12 out of 12 points
Additionally, Habilidades y Destrezas 5 Guía del maestro lesson 7 reinforces previously taught letter–sound relationships through varied activities and authentic Spanish decodable texts. During “Repaso de los diptongos au y ei,” students practice decoding words with the diphthongs /au/ and /ei/ through “Página de actividades 7.1” and the Libro de lectura text, “Los recuerdos de abuelo.” Students apply learned 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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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 4 Guía del maestro similarly organizes grade-level sound–spelling patterns and syllable combinations in a structured sequence that supports the decoding of single- and multisyllabic words. The introduction presents orthographic patterns, including the h muda, spelling patterns for n/ñ and r/rr, multisyllabic words with the consonant combinations mp and mb, and morphology instruction covering the prefixes super-, re-, in-, des-, pre- and the suffixes -ito/-ita, -ísimo/-ísima, and -ón/-ona. The unit calendar sequences these skills systematically across the instructional days. For example, lesson 8 guides students to identify, read, and write multisyllabic words with the prefix des-. Following this instruction, lesson 9 assesses students’ mastery of the taught prefix and consonant patterns, while “Pausa 1” provides targeted opportunities to reteach and reinforce decoding through sorting and reading multisyllabic words with m before p and m before b while reviewing the prefixes super-, re-, in-, and des-.
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
Additionally, Habilidades y Destrezas 4 Guía del maestro lesson 2 provides explicit instructional routines for teaching the spelling pattern m before p. The lesson directs educators to explain, “En español siempre se utiliza la letra m antes de p y nunca se usa n antes de p.” They then model the pattern with the word tiempo, segment the word into syllables /tiem/-/po/, and draw students’ attention to the articulation of the /mp/ sound. Students practice the pattern through guided oral repetition using educator-modeled examples, including empezar, componer, siempre, ejemplo, importante, and campo before applying the pattern independently in a crossword activity. The lesson also includes corrective feedback, visual supports, an extension activity that reinforces the spelling pattern, and bilingual connections through cognates such as campo/camp and ejemplo/example.
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, in Habilidades y Destrezas 5, lessons 7 and 8 provide multiple opportunities for students to build, practice, and revisit grade-level sound–spelling patterns through authentic Spanish instructional resources. Students develop an understanding of the diphthongs /au/, /ei/, and /ie/ during whole-group instruction using “Componentes digitales,” large letter cards, and “Tarjetas de imágenes” to recognize and pronounce words such as auto, flauta, reina, seis, and pie. The lessons guide students to divide multisyllabic words into syllables, complete dictated spelling activities and activity pages, underline target diphthongs, and participate in listening activities that require them to identify additional diphthongs. Students continue to reinforce these patterns through multiple days of dictation, sentence reading, self-correction, and goal setting. Lesson 8 also explicitly revisits the previously taught diphthongs /au/ and /ei/ while reviewing /ie/ and additional activities require students to classify words by diphthong using word cards and a sorting chart. Optional extension activities and decodable practice provide continued, cumulative review of previously taught sound–spelling patterns across the lessons.
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
Furthermore, Habilidades y Destrezas 6 Guía del maestro lesson 8 reinforces previously taught syllable patterns through structured reading and writing activities. In the “Repaso y escritura de palabras con sílabas trabadas con bl, cl y gl” section, the educator presents “Tarjetas de imágenes” and guides students to read words such as blusa and clase while emphasizing the target syllable patterns. Students then complete “Página de actividades 8.1,” where they decode and encode words containing bl, cl, and gl. These activities reinforce taught syllable patterns through both isolated word practice and authentic reading and writing tasks.
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
Habilidades y Destrezas 3 Guía del maestro continues this progression by introducing derivational suffixes through a sequence that builds from recognition to application and cumulative review. In lesson 14, students learn the suffixes -ero and -era by identifying them in words such as jardín-jardinero, libro-librero, and granja-granjero. Lesson 15 extends instruction to the suffixes -ísimo and -ísima, guiding students to analyze how these suffixes modify the meanings of base words through reading and writing activities. Students demonstrate their understanding during the lesson 17 unit assessment by matching the learned suffixes to their corresponding base words, while “Pausas” 2 and 3 reinforce previously taught morphemes by having students identify suffixes and separate them from their base words. This instructional sequence systematically develops students’ understanding and application of grade-level Spanish morphology across the unit.
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
Additionally, Habilidades y Destrezas 4 Guía del maestro lesson 8, supports educators in using common prefixes to strengthen students’ understanding of word structure and meaning. During “A calentar motores,” educators model how the prefixes des-, in-, re-, and super- combine with base words to create new words and change their meanings. Students then apply these morphemes by forming new words and analyzing how each prefix affects the meaning of the base word. These consistent instructional routines help develop students’ use of morphemes to decode unfamiliar words, encode words accurately, and determine meaning during reading.
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
Similarly, Habilidades y Destrezas 5 Guía del maestro, reinforces previously taught morphology through structured review and application activities. During “Destrezas fundamentales,” students apply learned word-analysis skills while working with multisyllabic words through “Dictado” routines and “Páginas de actividades.” The “Pausa 1” section also provides additional opportunities for students to revisit previously taught language concepts following formative assessments, allowing educators to reinforce targeted skills before students apply them independently. The ongoing practice provided through consistent instructional routines allows for constant cumulative reinforcement of 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
Habilidades y Destrezas 9 Guía del maestro lesson 16 continues to reinforce students’ application of prefixes and suffixes through reading and writing activities that build on previously taught morphology. During “Destrezas de lectura,” students read and write words with prefixes and suffixes using the “Página de actividades para la evaluación de prefijos, sufijos.” Students then apply these morphemes while reading the decodable text “Arañas tejedoras,” where they use previously learned prefixes and suffixes to support accurate word reading and comprehension within connected text. These activities provide continued practice with morphology in both isolated words and through authentic Spanish reading.
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
The sequence continues to build vocabulary strategies chronologically in Habilidades y Destrezas 7 Guía del maestro lesson 13, where the materials direct educators to help students combine illustrations, glossaries, and contextual clues to determine word meanings during reading. Within the “Leer con un propósito” section, educators explain that boldfaced words appear in the unit glossary, while simultaneously encouraging students to first infer the meanings of unfamiliar terms by analyzing the surrounding sentence structures. The lesson models this strategic approach by explaining that when reading a text, “Podemos imaginar el significado de una palabra que desconocemos, si ponemos atención en lo que dicen las oraciones cercanas a la palabra.” Students are then directed to immediately apply these strategies while reading the selection, strengthening their vocabulary development and comprehension through the coordinated use of context and supporting text features.
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
Habilidades y Destrezas 7 Guía del maestro lesson 6 extends this instruction chronologically by modeling when and why students should select and use reference resources during reading. When reading the chapter “El más grande,” educators explain how glossaries and dictionaries provide critical definitions that help readers determine the meanings of unfamiliar words encountered within a text. The lesson explicitly notes that when a text lacks a dedicated glossary, students may consult a printed or digital dictionary, the Diccionario de la Real Academia, or other appropriate online reference resources to verify unknown meanings. Educators model the active use of these resources during the reading block and encourage students to apply them independently to support ongoing vocabulary development and comprehension.
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)
4 out of 4 points
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)
4 out of 4 points
The Habilidades y Destrezas 7 Guía del maestro provides additional opportunities for students to apply print and digital reference resources during authentic reading tasks. The unit introduction directs students to use the glossary at the end of the reader to review technical vocabulary and encourages them to consult digital dictionaries and glossaries to extend their learning. In lesson 6, students read “El más grande” chorally and consult print reference resources to identify the meanings and pronunciations of unfamiliar words encountered in the text. Following this, in lesson 13, students combine contextual clues with glossary entries while reading “En el espacio exterior” to verify vocabulary meanings and support accurate word reading. These coordinated activities provide repeated opportunities for students to leverage print and digital reference resources as they build vocabulary, strengthen pronunciation, and support reading comprehension.
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
Habilidades y Destrezas 7 Guía del maestro incorporates daily opportunities for educators to model fluent reading and engage students in oral reading practice in both isolated and connected reading contexts. Lessons 1 and 2 build students’ automatic word recognition by reading multisyllabic words with m before b and p using word cards before applying those patterns in connected reading. In lesson 3, educators model fluent reading as students listen to and read “Los logros de Selena” with appropriate rate, accuracy, and expression before participating in partner reading to strengthen fluency. During independent and guided reading, educators conduct reading conferences to observe student performance, provide immediate verbal feedback, and document areas requiring additional support. These instructional routines combine modeling, repeated practice, and targeted educator feedback to aid in developing fluent reading in Spanish.
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
Furthermore, Habilidades y Destrezas 6 Guía del maestro provides a systematic progression from word-level decoding to sentence reading and authentic connected text. Throughout the unit, students practice word lists that target grade-level orthographic patterns, including hiatos con acento gráfico, h muda, and sílabas trabadas, by identifying, reading, and writing multisyllabic words. Daily “Dictado” routines extend this practice through complete sentences, which students read and write across multiple lessons, reinforcing previously taught decoding patterns in meaningful contexts. Students then apply these skills while reading the decodable text “El regreso de las tortugas,” including the chapter “La sugerencia de Papá,” where they practice reading with appropriate rate, accuracy, fluency, purpose, and comprehension. The instructional sequence integrates modeled practice with authentic Spanish word lists, decodable sentences, and connected texts throughout the lesson.
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
Habilidades y Destrezas 6 Guía del maestro provides additional opportunities for students to develop word reading fluency through varied instructional settings. In lesson 13, students read a decodable chapter with purpose and comprehension while the educator monitors performance and provides support as needed. Lessons 2, 3, and 11 incorporate partner reading as students reread decodable chapters to build reading rate, accuracy, and automaticity. For example, lesson 3 directs that “Los estudiantes leerán con un compañero el capítulo decodificable con la velocidad y la fluidez adecuadas y con un propósito y comprensión.” The materials also support educator-facilitated small-group instruction for students that require additional practice and guidance during oral reading. Then, in lesson 14, students independently apply their fluency skills while reading a decodable chapter before planning an alternate ending to the text. Together, these activities provide repeated opportunities for students to strengthen word reading fluency through whole-group, partner, small-group, and independent practice.
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, Habilidades y Destrezas 7 Guía del maestro also incorporates authentic Spanish connected texts throughout the unit to develop reading accuracy, fluency, prosody, and comprehension. Students first strengthen automatic word recognition through targeted decoding activities before applying those skills while reading connected texts. For example, in lesson 3, students listen to and read “Los logros de Selena” with appropriate rate, accuracy, and expression before participating in attentive partner reading to support comprehension. Throughout the unit, decodable chapters provide repeated opportunities for students to reread connected texts in whole-group, partner, and independent settings while educators observe performance and provide targeted support during reading conferences. These instructional routines use authentic Spanish connected texts to build fluent, expressive reading practices while promoting understanding of increasingly complex texts.
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
Letra Cursiva extends handwriting instruction through grade-appropriate lessons that model correct letter formation and provide repeated opportunities for guided and independent practice. In lessons 3 and 4, educators explicitly demonstrate the formation of lowercase cursive letters, including i, j, l, t, u, p, r, s, and w, by writing each letter slowly, emphasizing the initial upward stroke, and modeling correct hand movements. Students study directional arrows, practice letter formation in the air, trace dotted letter models, and then independently copy each letter while the educator circulates to provide corrective support and reinforce proper letter formation and connections. The sequence builds handwriting fluency through explicit modeling, guided practice, and independent application.
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
Letra Cursiva’s Cuaderno de actividades also provides ongoing handwriting practice through lessons that systematically build Spanish cursive writing skills across grade levels. The lessons organize instruction by common stroke patterns, beginning with groups of letters that share similar formations, such as the antihorario letters (a, c, d, g, o, and q) and lacito letters (b, e, f, h, and k), before progressing to uppercase cursive letters with shared stroke patterns. Students repeatedly trace dotted letter models, write syllables, copy words, and compose complete Spanish sentences, providing authentic opportunities to apply handwriting skills in meaningful written language. This progression supports continued development of grade-appropriate handwriting through frequent practice across increasingly complex writing tasks.
Rubric Section 6
Knowledge Coherence
Materials support the development of connected background knowledge and key academic vocabulary within and across grade-levels.
Total
100% (32 out of 32 points)
Evaluation for 6.A.1a
The “Mapa curricular de Grado 2” demonstrates how instruction is intentionally organized into coherent, knowledge-building units across the fields of literature, history, science, and the arts. The curriculum map sequences interdisciplinary topics throughout the school year, beginning with literature in Conocimiento 1 “Cuentos de hadas y cuentos exagerados,” progressing to history in Conocimiento 2 “La civilización griega antigua,” science in Conocimiento 5 “Los ciclos de la naturaleza: de las nubes a la lluvia,” and later history in Conocimiento 7 “La Guerra Civil de los Estados Unidos.” The yearlong sequence systematically builds students’ content knowledge while integrating literacy instruction alongside disciplinary learning.
Units in the grade 2 materials are designed to build knowledge based in the fields of science, history, literature, and the arts. For example, Conocimiento 1 introduces students to classic fairy tales, including “La bella y la bestia” and “El traje nuevo del emperador,” as well as tall tales about the likes of Paul Bunyan, Pecos Bill, and John Henry while developing their understanding of literary elements, including exaggeration. Conocimiento 2 builds historical knowledge through the study of Sparta, Athens, democracy, the Olympic Games, and philosophers such as Sócrates, Platón, and Aristóteles. Conocimiento 5 develops scientific knowledge as students investigate seasons, plant and animal life cycles, and the water cycle while exploring the importance of Earth’s limited water resources. Conocimiento 7 focuses on historical understanding through a study of the Civil War, slavery, and influential historical figures, such as Harriet Tubman, Abraham Lincoln, Clara Barton, Robert E. Lee, and Ulysses S. Grant. The materials also build knowledge in the arts through units such as “Poesía: rimas y estrofas” and through the study of traditional stories, myths, and storytelling traditions that expose students to different artistic forms of expression and cultural heritage.
Evaluation for 6.A.1b
The Conocimiento planning documents include the K–5 Resumen de conexiones transversales, which provides resources demonstrating the approach to knowledge-building within and across grade levels. The materials include a scope and sequence that organizes units by grade level across grades K–5 while identifying connections among Spanish language arts and reading, science, and social studies. The planning document shows how knowledge, concepts, and themes introduced in one unit connect to learning in other content areas and are revisited with greater depth in subsequent grades. It also serves as a yearlong planning resource that helps educators understand how each unit contributes to the overall progression of disciplinary knowledge, providing a coherent sequence that supports cumulative learning across the curriculum.
Additionally, the “K–5 Guía del programa” outlines the scope and sequence for knowledge-building across units and grade levels. In the “Making Connections Year by Year” section, the guide illustrates how topics and concepts progress systematically by identifying connections among units from grades K–5. For example, Conocimiento 3 “Historias del monte Olimpo” connects to grado 3’s unit 1 “Cuentos clásicos: El viento en los sauces,” extending students’ understanding of literary themes, characters, and traditional stories. Similarly, Conocimiento 7 “La Guerra Civil de los Estados Unidos” connects to grado 3’s unit 9 “La época colonial en los Estados Unidos,” deepening students’ historical understanding through a coherent progression of related events and concepts. Together, these resources demonstrate how the curriculum intentionally sequences knowledge within and across grade levels to support cumulative learning.
Evaluation for 6.A.1c
Conocimiento 8 Guía del maestro is designed for students to spend approximately three weeks building knowledge through a coherent sequence of connected Spanish texts. The “Introducción” outlines 15 instructional days organized around the study of the human body and nutrition. Across the unit, students read, discuss, and revisit related informational texts that progressively develop their understanding of topics such as “El asombroso cuerpo humano,” “Órganos,” “El sistema digestivo,” and “Un cuerpo humano saludable.” Each lesson builds on knowledge from previous lessons, while embedded review, assessment, and extension activities reinforce concepts and support students in developing a deeper understanding of the unit topic over an extended instructional period.
The materials also include Conocimiento 11 Guía del maestro, which provides approximately 15 instructional days for students to build knowledge through a sustained study of aviation using connected Spanish texts. Throughout the unit, students read and discuss informational texts that trace the history and science of flight, beginning with early aviation pioneers, including the hermanos Montgolfier, and progressing to the contributions of the hermanos Wright, Aída de Acosta, and Amelia Earhart. Students also examine the scientific principles of flight and the social impact of aviation through lessons that intentionally connect new learning to previously introduced concepts. Review, assessment, and extension activities reinforce learning across the unit, allowing students to develop content knowledge through coherent Spanish texts and sustained engagement with a connected knowledge-building topic.
Evaluation for 6.A.1d
Conocimiento 5 Guía del maestro features a string of lessons connected through a sequence of anchoring Spanish texts that intentionally build students’ background knowledge over time. The “Introducción” explains how students will develop knowledge about natural cycles by studying the seasons, plants and trees, animal life cycles, and the water cycle through connected informational read-alouds. In lesson 1, students read “Día y noche,” which establishes the foundational concept that “un ciclo es una secuencia de eventos que se repite una y otra vez” while introducing Earth’s rotation and the cycle of day and night. Subsequent lessons build on this foundation through connected anchor texts, including “Las estaciones,” “Plantas y árboles,” “Ciclos de vida de los animales,” “El ciclo del agua,” and “Conservar el agua.” Regular review sections prompt students to revisit prior learning before extending their understanding through each new text by asking them “¿Qué hemos aprendido hasta ahora?” This intentional sequence of connected read-alouds enables students to deepen and apply background knowledge across the unit over time
The materials also include Conocimiento 7 Guía del maestro, which organizes instruction around a coherent sequence of connected Spanish informational texts about insects. The “Introducción” establishes the unit focus by explaining that students investigate insects while studying their characteristics, body structures, habitats, life cycles, and ecological roles. Students begin with “Los insectos: por todas partes,” which introduces the defining characteristics of insects. Subsequent lessons build knowledge through connected read-alouds, including “¿Qué hace que un insecto sea un insecto?” “Ciclos de vida de los insectos,” “Insectos sociales: abejas y avispas,” “Insectos sociales: hormigas y termitas,” “Insectos que vuelan y brillan,” “Tanques blindados del mundo de los insectos,” and “¿Amigos o rivales?” Throughout the unit, review sections prompt students to connect each new read-aloud to previously introduced concepts by asking “¿Qué hemos aprendido hasta ahora?” This approach consistently reinforces the relationships between insect anatomy, habitats, life cycles, behaviors, and ecosystems while intentionally building background knowledge over time.
Evaluation for 6.A.1e
In Conocimiento 3 Guía del maestro, lesson 6 connects Spanish grammar, vocabulary, discussion, and writing directly to the unit’s knowledge-building topic of Greek mythology. During the “Cuaderno de mitos griegos” activity, students use content vocabulary from the myths to orally retell the main events before writing a summary that describes the characters and events using adjectives and sequence words such as primero, a continuación, luego, por último, and finalmente. Students then share their summaries with a partner, discuss how the sequence of events develops the myth, and respond to questions using complete sentences. These integrated language activities reinforce students’ understanding of Greek mythology while providing meaningful practice with Spanish grammar, academic vocabulary, discussion, and writing within the unit’s content.
Similarly, Conocimiento 5 Guía del maestro integrates Spanish grammar, vocabulary, discussion, and writing throughout the study of natural cycles. In lesson 1, students are introduced to the lesson’s target vocabulary after the “El ciclo del día y la noche” read-aloud in the “Practicar palabras: fase” section. Students discuss the meaning of fase, answer comprehension questions, and apply the word while explaining Earth’s rotation and the cycle of day and night. In lesson 3, the “Actividad de conciencia sintáctica: Palabras compuestas” connects grammar instruction to the science content as students analyze compound words, such as girasol, by identifying the words that compose each term and discussing how their meanings relate to the unit’s study of the seasons. Students continue developing vocabulary through “Practicar palabras: adaptarse” while reading “Las cuatro estaciones del año.” Later in the unit, students apply the unit’s academic vocabulary and scientific concepts through discussions and informational writing about natural cycles. These integrated language activities connect Spanish grammar, vocabulary, discussion, and writing to the unit’s knowledge-building topic while reinforcing students’ scientific understanding.
Evaluation for 6.A.2a
The materials explicitly activate and build on students’ background knowledge by making connections to content taught in previous grade levels. Conocimiento 5 Guía del maestro lesson 1 provides educator guidance to connect new learning about natural cycles to concepts students encountered in earlier grades. The lesson explains that students who participated in the program in grades K–1 previously studied related content in “Plantas: ¿cómo crecen?” “Las estaciones y el tiempo: a medida que gira la Tierra,” and “Astronomía: la exploración del espacio.” Before introducing new concepts, educators review prior learning about plant and animal life cycles, the day-and-night cycle, seasons, Earth’s rotation, and Earth’s revolution around the sun through educator questioning and guided discussion. Students use this previously learned knowledge to make connections to the unit’s focus on recurring patterns in nature, supporting a coherent progression of scientific understanding across grade levels.
Additionally, Conocimiento 7 Guía del maestro’s “Introducción” intentionally connects current instruction to historical knowledge developed in earlier grades. Before beginning the unit, educators activate students’ prior knowledge by reviewing concepts introduced in previous grades, including national symbols and U.S. presidents studied in grade K and the independence of the United States studied in grade 1. These connections prepare students to extend their historical understanding as they learn about the causes of the Civil War and its major events and significant historical figures. By explicitly referencing previously taught concepts, the materials ensure that educators can help students integrate new content alongside established background knowledge across grade levels.
Evaluation for 6.A.2b
The materials activate students’ background knowledge in Spanish by making intentional connections across units within the grade level. Conocimiento 4 Guía del maestro’s “Introducción” guides educators in identifying previously taught content that supports students’ understanding of the poetry selections in the current unit. The guide explains that “Este conocimiento previo servirá en gran medida para mejorar la comprensión de los estudiantes de los poemas que están por disfrutar.” The introduction continues to reference specific prior units, including grade K’s “Rimas y fábulas infantiles: Estrellita, ¿dónde estás?” and grade 2’s “Cuentos de hadas y cuentos exagerados,” connecting students’ previous understanding of rhyme, storytelling, and literary elements to their analysis of poetry in the current unit.
Furthermore, Conocimiento 9 Guía del maestro activates knowledge developed in earlier grade 2 units to support students’ understanding of immigration and United States history. During the read-aloud of “Una tierra de oportunidades,” students connect prior learning from Conocimiento 7 to new concepts related to westward expansion, immigration, government policies, and land ownership. Students use their understanding of President Lincoln and the Civil War to explain how historical events influenced migration and settlement patterns in the United States. The intentional connections across grade 2 knowledge units empower students to integrate previously learned concepts with new historical content and support coherent knowledge development throughout the school year.
Evaluation for 6.A.2c
The materials provide students with relevant and targeted context and background knowledge in Spanish to enhance engagement with grade-level texts. In Conocimiento 4 Guía del maestro, lesson 2 provides students with foundational knowledge and vocabulary before, during, and after reading the poem “¡Quiquiriquí!” Prior to the “Lectura en voz alta,” educators introduce key concepts and vocabulary, including alba, amanecía, and onomatopoeia, to support students’ understanding of the poem’s setting, language, and meaning. During the reading, students actively engage with the text by identifying rhyming words and responding physically by standing when word pairs rhyme and remaining seated when they do not. After reading, students collaborate with a partner to generate additional rhyming word pairs and participate in “Preguntas de comprensión” to discuss the poem’s meaning. These targeted Spanish language supports provide students with the context and vocabulary needed to interact meaningfully with the text.
Similarly, in Conocimiento 8 Guía del maestro, lesson 1 provides targeted background knowledge in Spanish that prepares students to engage with informational texts about the human body. During “Conexiones esenciales,” educators use the “Gráfico del cuerpo humano” and “Sistemas del cuerpo humano” visual supports to activate prior knowledge by asking, “¿Qué elementos del gráfico reconocen?” Students then identify familiar body parts, recall previously learned information about body systems, and discuss their ideas using complete sentences, such as “Los pulmones nos ayudan a respirar.” These oral language opportunities and visual supports provide relevant scientific context that prepares students to understand and engage with the unit texts and new concepts.
Evaluation for 6.A.3a
Conocimiento 2 Guía del maestro lesson 1 includes questions and tasks in Spanish that require students to engage with the unit’s central ideas and themes, which relate to ancient Greek civilization. During the lesson, students explore the defining characteristics of a civilization by discussing what they already know about ancient Greece and examining how societies develop and organize themselves. In the “Preguntas de comprensión” section, students respond to literal, inferential, and evaluative questions about the read-aloud that require them to identify important details, explain historical concepts, and connect information from the text to the broader theme of Greek civilization. These questions move beyond simple recall by requiring students to analyze key ideas about ancient Greece and develop a deeper understanding of the historical concepts presented throughout the unit.
Similarly, in Conocimiento 3 Guía del maestro, lesson 1 includes Spanish-language questions and tasks that require students to engage with the central themes and big ideas of Greek mythology. Students examine the purpose and characteristics of myths by discussing why “los mitos griegos son ficción” and explaining how myths were used to interpret natural events and aspects of the world. Educators introduce the concept that “los mitos son relatos ficticios de la antigüedad que pretenden explicar eventos o partes de la naturaleza” and guide students in analyzing the role of mythology within ancient Greek culture. During the introductory discussion, educators ask students to discuss what they already know about “la religión en la civilización griega antigua,” prompting them to connect prior knowledge to the unit’s larger historical, cultural, and literary themes. These Spanish-language questions and tasks require students to analyze, discuss, and explain significant ideas rather than simply identify information from the text.
Evaluation for 6.A.3b
Conocimiento 6 Guía del maestro lesson 1 includes Spanish questions and tasks that prompt students to synthesize knowledge and concepts across units, lessons, and experiences. During “Conexiones esenciales,” educators activate prior learning by connecting the unit to Conocimiento 5 “Los ciclos de la naturaleza: de las nubes a la lluvia.” Educators ask students to recall previously learned information about the butterfly life cycle and students then integrate this prior scientific knowledge alongside new learning about insects by discussing their own observations and responding to questions such as “¿Cuál es el animal más pequeño que han visto?” As students continue through the lesson, the “Aplicación” task requires them to synthesize information from the read-aloud, class discussions, and personal experiences by writing about a previous encounter with an insect. These Spanish-language questions and tasks require students to connect concepts across units and sources while developing an understanding of insects’ characteristics and life cycles.
Additionally, in Conocimiento 11 Guía del maestro, lesson 5 includes Spanish questions and tasks that require students to synthesize information across texts and lessons within the unit. During “Lectura en voz alta,” students use information from previous readings about the history of aviation and newly introduced content about modern aviation to compare and contrast early aviators with contemporary aviators. Students complete “Página de actividades 5.1,” a comparison chart, by organizing evidence from the texts and explaining similarities and differences between historical and modern figures in aviation. Through these tasks, students integrate information from multiple texts, identify relationships among ideas, and develop a more comprehensive understanding of how aviation has changed over time.
Evaluation for 6.A.3c
Conocimiento 6 Guía del maestro’s “Repaso del Conocimiento” includes culminating tasks that require students to demonstrate their knowledge of the unit topic by making connections across related Spanish texts. For the “Libro de la clase” class project, students revisit and synthesize information gathered throughout the unit about insect characteristics, life cycles, social and solitary behaviors, and the ways insects interact with people and the environment. Using information from the unit read-alouds to identify an important idea, students create an illustration representing their learning and write a caption explaining the connection between their illustration and the content studied. This culminating task requires students to integrate information from multiple texts and demonstrate their understanding of the unit’s central concepts through written and visual representations.
Additionally, in Conocimiento 7 Guía del maestro, lesson 11 includes culminating tasks that require students to demonstrate their knowledge of the unit topic by synthesizing information across related historical texts. During the “Red de ideas” activity, students revisit vocabulary, historical figures, major events, and concepts developed throughout the unit to explain the causes, key events, and outcomes of the Civil War. Students prepare for this culminating task by engaging in ongoing activities, including creating the “Línea de tiempo de la Guerra Civil de los Estados Unidos,” introduced in lesson 5 and expanded in lessons 8, 9, and 11, and writing entries in the “Cuaderno de la Guerra Civil.” These activities require students to gather and organize information from multiple read-alouds before synthesizing their learning in the final task, demonstrating a comprehensive understanding of the unit topic through connections across related texts.
Evaluation for 6.A.3d
Conocimiento 7 Guía del maestro’s lesson 3, provides opportunities for students to apply their understanding of the unit topic to contexts beyond the classroom. During “Practicar palabras: Economía,” students develop and apply the academic vocabulary word economía while discussing information from the read-aloud and explaining how economic activities affect people’s lives. Educators guide students in defining and using the term in context by connecting historical economic concepts to familiar examples from their own communities, such as how people earn, spend, and use resources. This application allows students to extend their understanding of historical and economic concepts by making connections between the unit content and real-world experiences.
Similarly, in Conocimiento 8 Guía del maestro, the “Conexión Cultural” section provides opportunities for students to apply their understanding of nutrition and healthy living to authentic contexts beyond the classroom. During “Conexión Cultural,” students investigate regional foods, crops, and native animals from Spanish-speaking countries and use their findings to create healthy menus that reflect nutritional practices. The guidance encourages educators to connect learning to cultural contexts by directing them to “Planear actividades interesantes y divertidas que potencien el proceso de aprendizaje y que provoquen respuestas positivas a los contenidos relacionados con las culturas de habla hispana.” Students then participate in a restaurant role-play with a partner, in which one student acts as a customer asking questions about a menu and the other acts as a chef who describes and recommends dishes based on healthy food choices. These activities require students to use their knowledge of nutrition, culture, and healthy choices in realistic situations, extending learning beyond the classroom.
Evaluation for 6.A.4a
The materials include a yearlong progression for developing tier-two and tier-three Spanish academic vocabulary within intentional knowledge-building units. The K–5 Guía del programa, “Documentos de planificación para las unidades de Conocimiento,” and unit-level “Vocabulario esencial” sections demonstrate how vocabulary is introduced, reinforced, and extended across the school year as students build knowledge in literature, history, science, and the arts in grade 2. For example, the Conocimiento 2 Guía del maestro introduces general academic vocabulary such as civilización, ciudadanos, and democracia alongside domain-specific terms including Acrópolis, Partenón, ágora, and filósofo as students study ancient Greece. Conocimiento 5 then builds scientific vocabulary by introducing tier-two words such as ciclo and recursos, together with tier-three terms, including evaporación, condensación, precipitación, and vapor de agua as students investigate Earth’s natural cycles. Later, Conocimiento 6 extends this progression with academic vocabulary, such as hábitat, sociales, and solitarios, and domain-specific terms including abdomen, antenas, exoesqueleto, larva, pupa, and polinizadores, while students deepen their understanding of insect characteristics and life cycles. This systematic progression moves from general academic language that supports comprehension and discussion to increasingly specialized disciplinary vocabulary that students repeatedly apply in reading, discussion, and writing throughout the school year.
Similarly, Conocimiento 8 Guía del maestro’s “Introducción,” “Vocabulario esencial,” and “Enfoque principal” sections further demonstrate the intentional development of tier-two and tier-three Spanish academic vocabulary across the curriculum. The “Vocabulario esencial” section aligns vocabulary with the progression of lessons, introducing broader academic terms such as sistemas and extending to domain-specific scientific vocabulary, including nutrición, nutricionista, nutrientes, and vacunas. Educators explicitly introduce, discuss, and revisit these terms through read-alouds, classroom conversations, and writing activities. The “Enfoque principal” identifies language objectives that require students to demonstrate understanding of vocabulary by using academic terms orally and in writing within the context of human body systems and healthy living. These resources exemplify a systematic progression of tier-two and tier-three vocabulary development as students build and apply disciplinary knowledge throughout the school year.
Evaluation for 6.A.4b
In Conocimiento 3 Guía del maestro, the lesson 1 sections and resources “Practicar palabras: espectadores,” “Tabla de vocabulario,” and “Elegir recursos lingüísticos” provide practice and application opportunities with content and language scaffolds that support differentiated Spanish vocabulary development for all students. During “Practicar palabras: espectadores,” students develop understanding of the new vocabulary through educator-guided discussion, examples, and contextual application before using the word in an authentic task by recording the character traits of Zeus in the “Cuaderno de mitos griegos.” The “Tabla de vocabulario” tool organizes vocabulary support by identifying domain-specific terms, including santuario; general academic vocabulary, including con firmeza, espectadores, vistazo, and atendiendo; and academic expressions, including emprender el viaje and competencias deportivas. Finally, the “Elegir recursos lingüísticos” section allows educators to provide differentiated language supports by adjusting questions and response expectations according to students’ language proficiency levels. Emerging learners respond to supported questions, such as “¿Cuál es un componente esencial de la civilización griega antigua?” while on-level and advanced learners respond to increasingly complex text-based questions that require them to apply newly acquired vocabulary. These scaffolds enable educators to provide targeted vocabulary practice and application opportunities based on students’ language needs.
In Conocimiento 6 Guía del maestro, lesson 3 provides differentiated opportunities for students to practice and apply Spanish academic vocabulary while building knowledge about insect life cycles. Students develop an understanding of terms such as larva, mudan, ninfa, progresión, and pupa through content and language supports, including “Tarjetas de imágenes 6–7,” “Rotafolio images 3A-1–3A-10,” and labeled visuals representing stages of metamorphosis. Educators support vocabulary development by guiding students to analyze the word progresión through its relationship to the suffixes -ión, -sión, and -ción and by prompting students to use the phrase la progresión de las etapas de la metamorfosis during partner discussions. Students apply newly acquired vocabulary by writing and illustrating entries in their “Diario de insectos.” Differentiated supports allow emerging learners to use words, phrases, and illustrations from the read-aloud, while advanced learners extend their vocabulary use by incorporating information from multiple texts. These instructional supports provide varied opportunities for students to practice, apply, and deepen their understanding of Spanish academic vocabulary.
Evaluation for 6.A.4c
In Conocimiento 3 Guía del maestro, lesson 4’s “Sinónimos” activity engages students in the purposeful use of key Spanish academic vocabulary through discussion and application. During the activity, educators review that synonyms are words with the same or similar meanings and prompt students to generate synonyms for the target vocabulary word halagaban. Students discuss possible synonyms, justify their choices, and apply the vocabulary while discussing the myth and characters’ actions. This task requires students to analyze word meanings and use newly acquired academic vocabulary in meaningful oral contexts to communicate their understanding of the text.
Additionally, in Conocimiento 8 Guía del maestro, lesson 5’s “Practicar palabras” and “Mi diario del cuerpo humano” activities provide opportunities for students to purposefully use key Spanish academic and domain-specific vocabulary through speaking and writing. During “Practicar palabras,” students discuss relationships among the scientific terms células, tejidos, órganos, and sistemas and use content vocabulary to explain how parts of the human body work together. Students also apply the academic vocabulary word absorber by responding to educator prompts and using the word in complete oral sentences connected to the digestive system. In “Mi diario del cuerpo humano,” students demonstrate their understanding by writing sentences that describe the digestive system using newly acquired vocabulary from the lesson. These tasks require students to apply key vocabulary in authentic speaking and writing contexts while communicating their understanding of the unit’s scientific concepts.
Evaluation for 6.A.4d
In Conocimiento 8 Guía del maestro, lesson 6 resources like “Rotafolio de imágenes,” “Actividad para la enseñanza del vocabulario,” “Emparejar las partes del sistema excretor,” and “Mi diario del cuerpo humano,” all incorporate nonverbal teaching techniques. These tools and activities support students’ acquisition of key Spanish academic vocabulary through images, visualization, and concrete representations. During the read-aloud, educators use “Rotafolio de imágenes 6A-1–6A-7” to introduce and reinforce vocabulary related to the excretory system, including excretar, tóxicas, vejiga, regulan, and sudor. Students analyze visual representations such as imagen 6A-3 “Los riñones” to identify the location of the kidneys on their own bodies, imagen 6A-4 “Colador” to visualize how kidneys filter waste, and imagen 6A-5 “Diagrama de riñones, uréteres, vejiga y uretra” to connect vocabulary terms to the parts of the excretory system. Students then complete “Emparejar las partes del sistema excretor,” matching vocabulary words to labeled illustrations, before applying the terms in “Mi diario del cuerpo humano.” Finally, during “Actividad para la enseñanza del vocabulario,” students further develop their understanding of the academic word mantener by connecting the word to examples and discussing its meaning with partners. These intentional visual and nonverbal supports help students connect Spanish academic vocabulary to scientific concepts and apply new terms in meaningful contexts.
Additionally, in Conocimiento 11 Guía del maestro, “Tarjetas de imágenes” provide nonverbal teaching techniques that support students’ acquisition of key Spanish academic and domain-specific vocabulary through illustrations and visual representations. Throughout the unit, educators use “Tarjetas de imágenes” to introduce and reinforce vocabulary by connecting words to photographs and illustrations representing the people, objects, and events studied in aviation history. Students use these visuals to develop mental images of unfamiliar concepts before discussing and applying new vocabulary during classroom conversations and learning activities. These visual supports provide students with concrete representations of abstract historical and scientific concepts, strengthening their understanding and use of key Spanish academic vocabulary.
Evaluation for 6.B.1a
Conocimiento 6 Guía del maestro lesson 2 supports students’ development of inquiry skills through opportunities to generate questions, investigate information, and communicate findings in Spanish. During the lesson, educators establish an inquiry routine by providing informational texts and classroom resources about insects that students use as reference materials while working on their “Diario de insectos.” After the read-aloud, students generate questions about insects, record what they want to learn, and use the available resources to investigate possible answers. As students build knowledge about insect characteristics, they document observations, label drawings, and explain whether animals are insects using evidence from the texts. Educators encourage students to return to unanswered questions throughout the unit as they gather additional information, reinforcing a continuous process of questioning, investigation, and discovery.
Conocimiento 9 Guía del maestro lesson 1 also provides structured opportunities for students to generate questions and explore historical and cultural concepts through inquiry in Spanish. At the beginning of the lesson, educators guide students to listen actively, ask questions to clarify information, and respond using complete phrases as they learn about immigration and cultural traditions. For example, as educators discuss how foods and traditions from different countries became part of life in the United States, students come up with questions about the origins of customs and connect new learning to their own family and community experiences. Through partner and whole-group discussions, students use their questions to seek information, clarify understanding, and deepen their knowledge of immigration and cultural connections.
Evaluation for 6.B.1b
In Conocimiento 5 Guía del maestro, lesson 5’s “Desafío” section supports students in generating and following a research plan through a structured inquiry activity about trees. Educators first guide students to investigate trees by using informational resources to answer questions and gather additional facts related to the unit topic. Students determine what information they need to learn, collect details from available sources, organize their findings, and record information from the perspective of a tree before contributing their research to the class display “Soy un árbol.” Through this process, students practice gathering, organizing, and communicating information while following a guided research process that supports purposeful inquiry.
Additionally, Conocimiento 11 Guía del maestro’s lesson 4 also provides explicit guidance for students to generate and follow a research plan. Building on the inquiry routines introduced in lesson 2 and the question-generation strategies developed in lesson 3, students complete “Página de actividades 4.1: Planificación y realización de la investigación” to organize their investigation. Educators support students in developing research questions by referring to a permanent reference chart with interrogative words such as quién, qué, cuándo, dónde, por qué, and cómo. Students identify a research topic, generate questions to guide their investigation, organize the information they need to collect, and prepare to gather and refine their findings in subsequent lessons. These structured supports provide students with a clear research process for planning, conducting, and communicating an investigation.
Evaluation for 6.B.1c
In Conocimiento 7 Guía del maestro, lesson 1’s “Conexión Cultural” provides opportunities for students to gather relevant information from a variety of print, visual, and digital sources while investigating historical and cultural topics. Throughout the lesson, students use resources such as “Tarjetas de imágenes,” the “Rotafolio de imágenes,” Cuaderno de actividades, “Componentes digitales,” and optional videos in the “Lectura en voz alta” sections to collect and record information. During “Conexión Cultural,” educators guide students in exploring authentic sources, including virtual collections from the Museo Nacional de Antropología in México, Museo Larco in Perú, and Museo del Oro in Colombia, as well as various other museum and government websites. Students compare information from these sources, organize their findings using graphic organizers, and use the collected information during classroom discussions and written responses. The activities require students to gather and synthesize information from multiple sources while developing an understanding of how different resources provide information about historical and cultural topics.
Additionally, in Conocimiento 11 Guía del maestro lesson 9, the “Escritura” and “Aplicación: Buscar respuestas” sections provide explicit guidance and activities for students to gather information from multiple sources and learn to differentiate between primary and secondary sources. During “Escritura,” educators introduce the concepts of fuentes primarias and secundarias de información and guide students in identifying appropriate sources for their research project. Students analyze informational texts such as “Héroes de la aviación que cambiaron el mundo: Chuck Yeager” and “Supersónico” while using additional classroom library resources to answer research questions and collect relevant information. During “Aplicación: Buscar respuestas,” students use research planners, KWL charts, and inquiry organizers to categorize information gathered from biographies, informational texts, and reference materials. Students apply their understanding of source types by identifying and using primary and secondary sources as they develop the “Salón de la Fama de los Aviadores” project. These activities provide explicit instruction and opportunities for authentic application of research skills as students evaluate, organize, and communicate information from multiple sources.
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
Units in the grade 2 materials are designed to build knowledge based in the fields of science, history, literature, and the arts. For example, Conocimiento 1 introduces students to classic fairy tales, including “La bella y la bestia” and “El traje nuevo del emperador,” as well as tall tales about the likes of Paul Bunyan, Pecos Bill, and John Henry while developing their understanding of literary elements, including exaggeration. Conocimiento 2 builds historical knowledge through the study of Sparta, Athens, democracy, the Olympic Games, and philosophers such as Sócrates, Platón, and Aristóteles. Conocimiento 5 develops scientific knowledge as students investigate seasons, plant and animal life cycles, and the water cycle while exploring the importance of Earth’s limited water resources. Conocimiento 7 focuses on historical understanding through a study of the Civil War, slavery, and influential historical figures, such as Harriet Tubman, Abraham Lincoln, Clara Barton, Robert E. Lee, and Ulysses S. Grant. The materials also build knowledge in the arts through units such as “Poesía: rimas y estrofas” and through the study of traditional stories, myths, and storytelling traditions that expose students to different artistic forms of expression and cultural heritage.
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
Additionally, the “K–5 Guía del programa” outlines the scope and sequence for knowledge-building across units and grade levels. In the “Making Connections Year by Year” section, the guide illustrates how topics and concepts progress systematically by identifying connections among units from grades K–5. For example, Conocimiento 3 “Historias del monte Olimpo” connects to grado 3’s unit 1 “Cuentos clásicos: El viento en los sauces,” extending students’ understanding of literary themes, characters, and traditional stories. Similarly, Conocimiento 7 “La Guerra Civil de los Estados Unidos” connects to grado 3’s unit 9 “La época colonial en los Estados Unidos,” deepening students’ historical understanding through a coherent progression of related events and concepts. Together, these resources demonstrate how the curriculum intentionally sequences knowledge within and across grade levels to support cumulative learning.
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
The materials also include Conocimiento 11 Guía del maestro, which provides approximately 15 instructional days for students to build knowledge through a sustained study of aviation using connected Spanish texts. Throughout the unit, students read and discuss informational texts that trace the history and science of flight, beginning with early aviation pioneers, including the hermanos Montgolfier, and progressing to the contributions of the hermanos Wright, Aída de Acosta, and Amelia Earhart. Students also examine the scientific principles of flight and the social impact of aviation through lessons that intentionally connect new learning to previously introduced concepts. Review, assessment, and extension activities reinforce learning across the unit, allowing students to develop content knowledge through coherent Spanish texts and sustained engagement with a connected knowledge-building topic.
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
The materials also include Conocimiento 7 Guía del maestro, which organizes instruction around a coherent sequence of connected Spanish informational texts about insects. The “Introducción” establishes the unit focus by explaining that students investigate insects while studying their characteristics, body structures, habitats, life cycles, and ecological roles. Students begin with “Los insectos: por todas partes,” which introduces the defining characteristics of insects. Subsequent lessons build knowledge through connected read-alouds, including “¿Qué hace que un insecto sea un insecto?” “Ciclos de vida de los insectos,” “Insectos sociales: abejas y avispas,” “Insectos sociales: hormigas y termitas,” “Insectos que vuelan y brillan,” “Tanques blindados del mundo de los insectos,” and “¿Amigos o rivales?” Throughout the unit, review sections prompt students to connect each new read-aloud to previously introduced concepts by asking “¿Qué hemos aprendido hasta ahora?” This approach consistently reinforces the relationships between insect anatomy, habitats, life cycles, behaviors, and ecosystems while intentionally building background knowledge over time.
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
Similarly, Conocimiento 5 Guía del maestro integrates Spanish grammar, vocabulary, discussion, and writing throughout the study of natural cycles. In lesson 1, students are introduced to the lesson’s target vocabulary after the “El ciclo del día y la noche” read-aloud in the “Practicar palabras: fase” section. Students discuss the meaning of fase, answer comprehension questions, and apply the word while explaining Earth’s rotation and the cycle of day and night. In lesson 3, the “Actividad de conciencia sintáctica: Palabras compuestas” connects grammar instruction to the science content as students analyze compound words, such as girasol, by identifying the words that compose each term and discussing how their meanings relate to the unit’s study of the seasons. Students continue developing vocabulary through “Practicar palabras: adaptarse” while reading “Las cuatro estaciones del año.” Later in the unit, students apply the unit’s academic vocabulary and scientific concepts through discussions and informational writing about natural cycles. These integrated language activities connect Spanish grammar, vocabulary, discussion, and writing to the unit’s knowledge-building topic while reinforcing students’ scientific understanding.
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
Additionally, Conocimiento 7 Guía del maestro’s “Introducción” intentionally connects current instruction to historical knowledge developed in earlier grades. Before beginning the unit, educators activate students’ prior knowledge by reviewing concepts introduced in previous grades, including national symbols and U.S. presidents studied in grade K and the independence of the United States studied in grade 1. These connections prepare students to extend their historical understanding as they learn about the causes of the Civil War and its major events and significant historical figures. By explicitly referencing previously taught concepts, the materials ensure that educators can help students integrate new content alongside established background knowledge across grade levels.
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
Furthermore, Conocimiento 9 Guía del maestro activates knowledge developed in earlier grade 2 units to support students’ understanding of immigration and United States history. During the read-aloud of “Una tierra de oportunidades,” students connect prior learning from Conocimiento 7 to new concepts related to westward expansion, immigration, government policies, and land ownership. Students use their understanding of President Lincoln and the Civil War to explain how historical events influenced migration and settlement patterns in the United States. The intentional connections across grade 2 knowledge units empower students to integrate previously learned concepts with new historical content and support coherent knowledge development throughout the school year.
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
Similarly, in Conocimiento 8 Guía del maestro, lesson 1 provides targeted background knowledge in Spanish that prepares students to engage with informational texts about the human body. During “Conexiones esenciales,” educators use the “Gráfico del cuerpo humano” and “Sistemas del cuerpo humano” visual supports to activate prior knowledge by asking, “¿Qué elementos del gráfico reconocen?” Students then identify familiar body parts, recall previously learned information about body systems, and discuss their ideas using complete sentences, such as “Los pulmones nos ayudan a respirar.” These oral language opportunities and visual supports provide relevant scientific context that prepares students to understand and engage with the unit texts and new concepts.
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
Similarly, in Conocimiento 3 Guía del maestro, lesson 1 includes Spanish-language questions and tasks that require students to engage with the central themes and big ideas of Greek mythology. Students examine the purpose and characteristics of myths by discussing why “los mitos griegos son ficción” and explaining how myths were used to interpret natural events and aspects of the world. Educators introduce the concept that “los mitos son relatos ficticios de la antigüedad que pretenden explicar eventos o partes de la naturaleza” and guide students in analyzing the role of mythology within ancient Greek culture. During the introductory discussion, educators ask students to discuss what they already know about “la religión en la civilización griega antigua,” prompting them to connect prior knowledge to the unit’s larger historical, cultural, and literary themes. These Spanish-language questions and tasks require students to analyze, discuss, and explain significant ideas rather than simply identify information from the text.
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
Additionally, in Conocimiento 11 Guía del maestro, lesson 5 includes Spanish questions and tasks that require students to synthesize information across texts and lessons within the unit. During “Lectura en voz alta,” students use information from previous readings about the history of aviation and newly introduced content about modern aviation to compare and contrast early aviators with contemporary aviators. Students complete “Página de actividades 5.1,” a comparison chart, by organizing evidence from the texts and explaining similarities and differences between historical and modern figures in aviation. Through these tasks, students integrate information from multiple texts, identify relationships among ideas, and develop a more comprehensive understanding of how aviation has changed over time.
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
Additionally, in Conocimiento 7 Guía del maestro, lesson 11 includes culminating tasks that require students to demonstrate their knowledge of the unit topic by synthesizing information across related historical texts. During the “Red de ideas” activity, students revisit vocabulary, historical figures, major events, and concepts developed throughout the unit to explain the causes, key events, and outcomes of the Civil War. Students prepare for this culminating task by engaging in ongoing activities, including creating the “Línea de tiempo de la Guerra Civil de los Estados Unidos,” introduced in lesson 5 and expanded in lessons 8, 9, and 11, and writing entries in the “Cuaderno de la Guerra Civil.” These activities require students to gather and organize information from multiple read-alouds before synthesizing their learning in the final task, demonstrating a comprehensive understanding of the unit topic through connections across related texts.
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
Similarly, in Conocimiento 8 Guía del maestro, the “Conexión Cultural” section provides opportunities for students to apply their understanding of nutrition and healthy living to authentic contexts beyond the classroom. During “Conexión Cultural,” students investigate regional foods, crops, and native animals from Spanish-speaking countries and use their findings to create healthy menus that reflect nutritional practices. The guidance encourages educators to connect learning to cultural contexts by directing them to “Planear actividades interesantes y divertidas que potencien el proceso de aprendizaje y que provoquen respuestas positivas a los contenidos relacionados con las culturas de habla hispana.” Students then participate in a restaurant role-play with a partner, in which one student acts as a customer asking questions about a menu and the other acts as a chef who describes and recommends dishes based on healthy food choices. These activities require students to use their knowledge of nutrition, culture, and healthy choices in realistic situations, extending learning beyond the classroom.
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
Similarly, Conocimiento 8 Guía del maestro’s “Introducción,” “Vocabulario esencial,” and “Enfoque principal” sections further demonstrate the intentional development of tier-two and tier-three Spanish academic vocabulary across the curriculum. The “Vocabulario esencial” section aligns vocabulary with the progression of lessons, introducing broader academic terms such as sistemas and extending to domain-specific scientific vocabulary, including nutrición, nutricionista, nutrientes, and vacunas. Educators explicitly introduce, discuss, and revisit these terms through read-alouds, classroom conversations, and writing activities. The “Enfoque principal” identifies language objectives that require students to demonstrate understanding of vocabulary by using academic terms orally and in writing within the context of human body systems and healthy living. These resources exemplify a systematic progression of tier-two and tier-three vocabulary development as students build and apply disciplinary knowledge throughout the school year.
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
In Conocimiento 6 Guía del maestro, lesson 3 provides differentiated opportunities for students to practice and apply Spanish academic vocabulary while building knowledge about insect life cycles. Students develop an understanding of terms such as larva, mudan, ninfa, progresión, and pupa through content and language supports, including “Tarjetas de imágenes 6–7,” “Rotafolio images 3A-1–3A-10,” and labeled visuals representing stages of metamorphosis. Educators support vocabulary development by guiding students to analyze the word progresión through its relationship to the suffixes -ión, -sión, and -ción and by prompting students to use the phrase la progresión de las etapas de la metamorfosis during partner discussions. Students apply newly acquired vocabulary by writing and illustrating entries in their “Diario de insectos.” Differentiated supports allow emerging learners to use words, phrases, and illustrations from the read-aloud, while advanced learners extend their vocabulary use by incorporating information from multiple texts. These instructional supports provide varied opportunities for students to practice, apply, and deepen their understanding of Spanish 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
Additionally, in Conocimiento 8 Guía del maestro, lesson 5’s “Practicar palabras” and “Mi diario del cuerpo humano” activities provide opportunities for students to purposefully use key Spanish academic and domain-specific vocabulary through speaking and writing. During “Practicar palabras,” students discuss relationships among the scientific terms células, tejidos, órganos, and sistemas and use content vocabulary to explain how parts of the human body work together. Students also apply the academic vocabulary word absorber by responding to educator prompts and using the word in complete oral sentences connected to the digestive system. In “Mi diario del cuerpo humano,” students demonstrate their understanding by writing sentences that describe the digestive system using newly acquired vocabulary from the lesson. These tasks require students to apply key vocabulary in authentic speaking and writing contexts while communicating their understanding of the unit’s scientific concepts.
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
Additionally, in Conocimiento 11 Guía del maestro, “Tarjetas de imágenes” provide nonverbal teaching techniques that support students’ acquisition of key Spanish academic and domain-specific vocabulary through illustrations and visual representations. Throughout the unit, educators use “Tarjetas de imágenes” to introduce and reinforce vocabulary by connecting words to photographs and illustrations representing the people, objects, and events studied in aviation history. Students use these visuals to develop mental images of unfamiliar concepts before discussing and applying new vocabulary during classroom conversations and learning activities. These visual supports provide students with concrete representations of abstract historical and scientific concepts, strengthening their understanding and use of key Spanish academic vocabulary.
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
Conocimiento 9 Guía del maestro lesson 1 also provides structured opportunities for students to generate questions and explore historical and cultural concepts through inquiry in Spanish. At the beginning of the lesson, educators guide students to listen actively, ask questions to clarify information, and respond using complete phrases as they learn about immigration and cultural traditions. For example, as educators discuss how foods and traditions from different countries became part of life in the United States, students come up with questions about the origins of customs and connect new learning to their own family and community experiences. Through partner and whole-group discussions, students use their questions to seek information, clarify understanding, and deepen their knowledge of immigration and cultural connections.
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
Additionally, Conocimiento 11 Guía del maestro’s lesson 4 also provides explicit guidance for students to generate and follow a research plan. Building on the inquiry routines introduced in lesson 2 and the question-generation strategies developed in lesson 3, students complete “Página de actividades 4.1: Planificación y realización de la investigación” to organize their investigation. Educators support students in developing research questions by referring to a permanent reference chart with interrogative words such as quién, qué, cuándo, dónde, por qué, and cómo. Students identify a research topic, generate questions to guide their investigation, organize the information they need to collect, and prepare to gather and refine their findings in subsequent lessons. These structured supports provide students with a clear research process for planning, conducting, and communicating an investigation.
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)
3 out of 3 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)
3 out of 3 points
Additionally, in Conocimiento 11 Guía del maestro lesson 9, the “Escritura” and “Aplicación: Buscar respuestas” sections provide explicit guidance and activities for students to gather information from multiple sources and learn to differentiate between primary and secondary sources. During “Escritura,” educators introduce the concepts of fuentes primarias and secundarias de información and guide students in identifying appropriate sources for their research project. Students analyze informational texts such as “Héroes de la aviación que cambiaron el mundo: Chuck Yeager” and “Supersónico” while using additional classroom library resources to answer research questions and collect relevant information. During “Aplicación: Buscar respuestas,” students use research planners, KWL charts, and inquiry organizers to categorize information gathered from biographies, informational texts, and reference materials. Students apply their understanding of source types by identifying and using primary and secondary sources as they develop the “Salón de la Fama de los Aviadores” project. These activities provide explicit instruction and opportunities for authentic application of research skills as students evaluate, organize, and communicate information from multiple sources.
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
Conocimiento 9 Guía del maestro uses authentic Spanish informational and literary texts appropriate for grade 2 students and identified as meeting grade-level text complexity expectations through research-based complexity measures. Throughout the unit, students engage with biographies, historical narratives, and informational texts that develop knowledge about immigration, cultural traditions, and experiences of people in the United States. For example, lesson 2 “Charles Steinmetz llega a los Estados Unidos” presents an informational text about a historical figure, while lesson 4 “De Irlanda a Nueva York” and lesson 5 “La montaña de oro” present literary narratives that explore immigrant experiences through grade-level Spanish texts. The materials identify text complexity using research-based measures and provide supports such as “Lectura en voz alta,” “Preguntas de comprensión,” and “Vocabulario de dominio específico” to guide students in accessing complex ideas, academic vocabulary, and culturally relevant content while maintaining authentic Spanish language structures.
Conocimiento 10 Guía del maestro also uses authentic Spanish informational texts that meet grade 2 text complexity expectations as identified through research-based measures. Throughout the unit, students read biographies, historical narratives, speeches, and informational texts that introduce historical events, influential leaders, and key concepts related to the Civil Rights Movement. Beginning in lesson 1, students interact with texts that present increasingly complex ideas and structures while maintaining appropriate Spanish language for grade 2 readers. During “Lectura en voz alta,” students analyze text-dependent questions that require them to identify key details, explain historical concepts, and make connections across texts. The text complexity measures, combined with structured comprehension activities and academic vocabulary supports, ensure that students engage with grade-level Spanish texts that reflect the expectations of grade 2 literacy instruction.
Evaluation for 7.1b
Conocimiento 4 Guía del maestro features authentic Spanish literary texts by recognized Spanish-language authors and poets that reflect the characteristics of well-crafted, publishable literature. The unit includes selections such as “La Tarara” by Federico García Lorca and poems by contemporary Spanish-language authors, including Lautaro Muñoz Tamayo and Marisa Alonso Santamaría. Throughout the unit, students analyze authentic poetic structures and literary elements, including estrofa, verso, rima, aliteración, and anáfora, while exploring the rhythm, sound, and meaning of original Spanish poetry. The materials preserve the authors’ language choices and incorporate rich, precise vocabulary, including terms such as barbicano, colilargo, and hociquirromo from “El congreso de los ratones,” providing students with exposure to sophisticated literary language and culturally authentic texts. These selections demonstrate the characteristics of high-quality, publishable Spanish literary texts appropriate for grade 2 students.
Similarly, Conocimiento 10 Guía del maestro lesson 6 “Rosa Parks: La madre del movimiento por los derechos civiles” features an authentic Spanish informational biography that reflects the characteristics of well-crafted, publishable nonfiction. The text presents Rosa Parks’s life and contributions through a clear chronological structure, integrating accurate historical information, domain-specific vocabulary, and supporting text features. Students encounter academic terms such as derechos civiles, discriminación, segregación, boicot, and no violencia, which are supported through contextual explanations and visual resources. The text’s organization, precise language, historical accuracy, and integration of photographs and illustrations demonstrate the quality and craftsmanship expected of publishable Spanish informational texts appropriate for grade 2 students.
Evaluation for 7.1c
The “K–5 Resumen de conexiones transversales” demonstrates the materials’ approach to providing traditional, contemporary, classical, and diverse authentic or transadapted Spanish texts across multiple content areas. The resource identifies how the curriculum integrates a wide range of text types across literature, history, science, geography, and the arts to build background knowledge and vocabulary. For example, Conocimiento 1 “Cuentos de hadas y cuentos exagerados” includes traditional folktales and exaggerated stories that introduce students to recurring literary structures and cultural storytelling traditions. Conocimiento 3 “Historias del monte Olimpo” includes classical mythology texts that expose students to Greek myths and foundational narratives from world literature. Conocimiento 4 “Poesía: rimas y estrofas” features authentic Spanish poetry from diverse Spanish-language authors that represents different poetic traditions and literary styles. Conocimiento 6 “Los insectos: por todas partes and Conocimiento 9 “Travesías a los Estados Unidos: una tierra de oportunidades” focus on informational and historical texts that develop scientific, cultural, and historical knowledge through authentic Spanish language and content-specific vocabulary. The different units demonstrate how students engage with varied authentic and transadapted Spanish texts that represent multiple genres, perspectives, cultures, and disciplines throughout the program.
Additionally, the planning documents and the Guía de complejidad de los textos y vocabulario demonstrate the intentional selection and organization of traditional, contemporary, classical, and diverse Spanish texts across the curriculum. The guide identifies the literary and informational selections within each Conocimiento unit and documents the range of genres and content areas represented throughout the program. For example, students engage with traditional literature in Conocimiento 1 “Cuentos de hadas y cuentos exagerados,” classical historical texts in Conocimiento 2 “La civilización griega antigua,” authentic literary poetry in Conocimiento 4 “Poesía: rimas y estrofas,” and informational science texts in Conocimientos 5 “Los ciclos de la naturaleza: de las nubes a la lluvia and Conocimientos 6 “Los insectos: por todas partes.” By organizing texts across genres, disciplines, and cultural contexts, the materials ensure students regularly interact with a diverse collection of high-quality Spanish texts that support knowledge building and literacy development.
Evaluation for 7.1d
Conocimiento 5 Guía del maestro’s lesson 1 includes informational texts that connect scientific concepts to students’ everyday experiences, making the content relevant and engaging. Before reading, educators activate students’ prior knowledge by discussing familiar cycles of day and night, days of the week, and months of the year. Students then generate additional examples from their own experiences during partner discussions and use these connections to build understanding of natural cycles introduced in the text. By linking new scientific concepts to familiar experiences students recognize from their daily lives, the lesson provides meaningful access points that increase engagement and support knowledge development.
Conocimiento 9 Guía del maestro’s lesson 1 also includes texts and activities that authentically reflect students’ diverse backgrounds and experiences through themes of immigration, culture, family traditions, and community. The “Introducción” guides educators to connect the unit’s historical content to students’ cultural experiences and backgrounds in order to establish meaningful learning connections. Students explore immigration by examining familiar examples of cultural exchange, including foods such as rollos de huevo, espaguetis, and tacos, while discussing how people bring traditions and customs with them when they move to a new country. Educators encourage students to make personal connections by discussing whether they know someone who immigrated to the United States and inviting them to share connections to their families and communities. These opportunities allow students to engage with historical content through experiences that reflect the diverse cultures, identities, and backgrounds represented in the classroom.
Evaluation for 7.2a
Conocimiento 2 Guía del maestro lesson 5’s “Escuchar con un propósito” section provides structured opportunities for students to listen to, think about, and critically respond to grade-level authentic Spanish texts while justifying their thinking orally and in writing. Before the read-aloud, educators establish a purpose for listening by guiding students to revisit previous predictions and identify questions they hope the text will answer. During “Lectura en voz alta,” students listen actively and analyze historical information presented in the text. After reading, students respond to “Preguntas de comprensión” that require them to explain ideas, make connections, and support their responses with details from the text during whole-group discussions and written responses. These activities provide students with opportunities to process grade-level Spanish texts, evaluate information, and justify their understanding through oral and written communication.
Additionally, Conocimiento 7 Guía del maestro’s lesson 1 provides multiple opportunities for students to listen to, analyze, and critically respond to grade-level authentic Spanish texts. During the read-aloud about Harriet Tubman’s childhood, for instance, educators establish a listening purpose by asking students to consider how her early experiences influenced her life before the Civil War. Following “Lectura en voz alta,” students respond to “Preguntas de comprensión” that require them to discuss key ideas, use evidence from the text to support their thinking, and respond to classmates’ ideas during collaborative conversations. During the “Aplicación” section, students extend their understanding by completing the “Tabla de T de la esclavitud y la libertad” tool and writing an entry in their “Cuaderno de la Guerra Civil,” explaining Harriet Tubman’s childhood using information from the text. These structured opportunities require students to engage with historical texts, evaluate ideas, and justify their thinking through both oral discussion and written responses.
Evaluation for 7.2b
In Conocimiento 3 Guía del maestro, lesson 1’s “Conexiones esenciales,” the “Tabla de vocabulario,” and “Preguntas de comprensión” provide structured opportunities for students to discuss specific aspects of grade-level Spanish texts, including genre, author’s purpose, text structure, and vocabulary. In the “Introducción,” educators are guided to pause during each “Lectura en voz alta” to clarify vocabulary in context and facilitate discussions that connect ideas across texts. Students begin by discussing why Greek myths are considered fiction as they analyze the characteristics and purpose of myths. Educators introduce the concept that “los mitos son relatos ficticios de la antigüedad que pretenden explicar eventos o partes de la naturaleza” and guide students in examining how the genre, themes, and language choices contribute to the meaning of the texts. Through the “Tabla de vocabulario” and “Preguntas de comprensión” students then discuss unfamiliar words, key ideas, and specific details from the text, developing a deeper understanding of the author’s purpose and text features.
Additionally, in Conocimiento 9 Guía del maestro, lesson 6 provides opportunities for students to discuss specific aspects of grade-level Spanish informational texts, including key ideas, vocabulary, and the author’s message. After the “Lectura en voz alta,” students respond to “Preguntas de comprensión” that guide them to analyze important events, characters, and central ideas presented in the text. During the “Practicar palabras: Apoyo” section, students examine the meaning of the word apoyo in context, explain how the author uses the word in the selection, and apply the vocabulary in partner discussions. These activities provide opportunities for students to discuss language, vocabulary, and meaning while strengthening their understanding of how authors communicate ideas through informational texts.
Evaluation for 7.2c
In Conocimiento 5 Guía del maestro, lesson 9 provides multiple opportunities for students to engage in a variety of reading skills while interacting with grade-level informational texts. During the “Lectura en voz alta” students listen with a purpose and respond to “Preguntas de comprensión” that require them to make inferences, analyze scientific concepts, and explain relationships among the stages of the water cycle using information from the text. Students synthesize details from multiple sections of the text to explain how evaporation, condensation, and precipitation work together as a continuous process. Finally, during “Boleto de salida,” students demonstrate their understanding by summarizing the water cycle through writing, illustrations, or the unit song, applying their ability to organize and synthesize information from the lesson.
Similarly, Conocimiento 9 Guía del maestro’s lesson 6 features opportunities for students to apply a variety of reading skills while engaging with grade-level historical texts. During “¿Dónde estamos?” students analyze maps to identify Northern Europe and the Midwestern United States and generate predictions about why immigrants may have traveled and settled in these regions. Throughout the “Lectura en voz alta” students respond to “Preguntas de comprensión” that require them to make inferences about immigrant experiences, analyze historical events, evaluate challenges faced by immigrant families, and support their responses with information from the text. These activities provide repeated opportunities for students to predict, question, infer, analyze, evaluate, and synthesize information while building knowledge about immigration and cultural experiences.
Evaluation for 7.3a
Conocimiento 4 Guía del maestro lesson 1 provides educator guidance and embedded scaffolds that ensure all students can access grade-level authentic Spanish literary texts while maintaining rigorous expectations. Before reading, educators introduce “Vocabulario esencial” using the “Tabla de vocabulario” tool, which categorizes domain-specific, academic, and everyday vocabulary, including librarse, cascabel, barbicano, colilargo, and hociquirromo. During the “Lectura en voz alta,” educators model fluent reading and use think-alouds, targeted questioning, and vocabulary discussions to support comprehension without reducing text complexity. Throughout partner discussions, educators provide sentence frames such as, “Dijiste que los gatos y los ratones son parecidos porque ambos. . .” and “Son diferentes porque. . .” enabling students to discuss literary ideas using academic language. Embedded supports in “Apoyo a la enseñanza” and “Instrucción diferenciada” also reinforce concepts such as rhyme through explicit modeling and guided practice, while emergent learners participate in scaffolded oral-response activities that maintain engagement with the same grade-level text and learning expectations.
Additionally, Conocimiento 8 Guía del maestro lesson 4 “Órganos,” contains embedded scaffolds and guidance to ensure that educators can support all students in accessing grade-level informational texts while preserving instructional rigor. Before the “Lectura en voz alta,” educators activate prior knowledge using guiding questions, “Tarjetas de imágenes,” diagrams, and a review of previously taught concepts about cells and tissues. During reading, educators model comprehension through think-alouds, targeted questioning, and visual supports while prompting students to make predictions, explain relationships between body systems, and use academic vocabulary to justify their thinking. The “Apoyo a la enseñanza” section then directs educators to revisit key vocabulary, including función, before introducing new concepts, and includes differentiated supports that provide scaffolded entry points without reducing task complexity. Emerging learners respond to structured questions, on-level students use sentence frames such as “El corazón es similar a/diferente de la piel. . .” and advanced students support their responses with evidence from the text. Vocabulary routines further reinforce understanding by guiding students to define, discuss, and apply the academic word nutrir in oral and written responses.
Evaluation for 7.3b
In Conocimiento 2 Guía del maestro, the “Actividades finales” section provides opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level authentic Spanish texts. Following the “Evaluación del Conocimiento,” educator guidance identifies enrichment opportunities that “ampliar o enriquecen la experiencia de los estudiantes con conocimiento del tema.” For example, in “Estuviste allí: la Antigua Grecia,” students synthesize information from multiple unit texts by writing from the perspective of someone living in ancient Greece and incorporating historical figures, events, and concepts studied throughout the unit. In “La batalla de las Termópilas,” students extend their analysis by interpreting the poem, discussing the meaning of selected verses, presenting an oral summary, and then writing a summary that synthesizes the text’s central ideas. These enrichment activities require students to apply and extend their understanding through deeper analysis of grade-level texts.
Conocimiento 4 Guía del maestro’s “Enriquecimiento” section provides similar opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level authentic Spanish literary texts. The “Enriquecimiento” section extends learning beyond core instruction by directing students to revisit poems, analyze authors’ craft, compare poetic techniques across selections, interpret the relationship between text and illustrations, and compose reflective journal responses supported by evidence from the poems. Students also apply their understanding by creating original poems and participating in dramatic performances that require them to analyze and emulate the literary techniques and structures found in the mentor texts. These enrichment activities deepen students’ analysis while maintaining the rigor of the grade-level literary selections.
Evaluation for 7.4a
The “Mapa curricular de Grado 2” provides quantitative and qualitative information that supports the selection and grade-level placement of Spanish core texts throughout the year. The curriculum identifies each unit’s instructional focus, genre, text type, Lexile measure, and instructional sequence, demonstrating a systematic progression in text complexity across literary and informational texts. For example, Conocimiento 1 Guía del maestro, is identified as a literary unit with a Lexile measure of 780L and is positioned early in the year to introduce students to narrative structure, character development, and genre characteristics through classic fairy tales such as “La bella y la bestia” and American tall tales such as “Pecos Bill.” The curriculum map explains how the unit establishes foundational literary knowledge and reading skills that prepare students for the increasingly complex texts and concepts they will encounter throughout the grade 2 program, providing a clear rationale for the educational purpose and grade-level placement of the texts.
Additionally, the Guía de complejidad de los textos y vocabulario provides a quantitative and qualitative analysis of each Spanish core text, including a rationale for each text’s educational purpose and grade-level placement. For every unit, the guide identifies the instructional focus, genre, text type, academic vocabulary, Lexile measure, qualitative complexity ratings, and expectations for reading comprehension. For example, Conocimiento 2 Guía del maestro is identified as an informational and literary unit with a Lexile measure of 950L, an MCI rating of 2, indicating moderate complexity in text structure and purpose, and an ELC rating of 2, indicating that students must apply previously developed knowledge to comprehend the text. The guide also explains that the unit is intentionally sequenced to build historical knowledge about ancient Greek civilization, including its influence on government, language, architecture, mythology, and the Olympic Games, while supporting grade-level comprehension through an appropriate balance of quantitative complexity, qualitative features, and instructional scaffolds. This analysis provides a clear rationale for both the educational purpose and the grade 2 placement of the core texts.
Evaluation for 7.4b
In Conocimiento 10, the Guía de complejidad de los textos y vocabulario demonstrates the core texts’ appropriate level of complexity in Spanish according to their quantitative and qualitative analyses and alignment to student tasks. The guide identifies the informational texts as containing words and sentences of moderate length and complexity, diverse academic vocabulary, and content with increasing conceptual depth. Students engage with historical texts about individuals who promoted equality and civil rights while developing an understanding of concepts such as derechos civiles, igualdad, discriminación, ciudadanía, and Constitución. The qualitative analysis explains that the texts include moderate complexity in structure and purpose, while comprehension tasks require students to apply knowledge developed throughout the program. Lesson activities maintain this rigor by asking students to analyze “Personas que hicieron la diferencia,” identify the author’s supporting reasons, discuss the impact of historical figures, make connections between the text and society, and respond using newly acquired academic vocabulary.
Furthermore, the Guía de complejidad de los textos y vocabulario demonstrates that the complexity of the program’s Spanish core texts is intentionally aligned to instructional tasks and students’ developmental needs. The guide explains that the Libros de lectura consist of literary chapter books that support decoding, fluency, and comprehension while following the program’s phonics progression. It also explains that the “Lectura en voz alta” selections include approximately 20 percent informational texts and 80 percent literary texts, written one to three grade levels above students’ independent reading levels, allowing educators to scaffold comprehension of more complex vocabulary and concepts. The guide further aligns text complexity with instructional routines such as “Lectura compartida,” “Grupos pequeños,” and formative comprehension checks, ensuring that students engage with increasingly complex Spanish texts through appropriately scaffolded reading, discussion, analysis, and evidence-based responses that match the texts’ quantitative and qualitative complexity.
Evaluation for 7.5a
Conocimiento 3 Guía del maestro includes authentic Spanish transadaptations designated for “Lectura en voz alta” that are age-appropriate, at or above grade-level complexity, and supported with embedded instructional scaffolds. The “Introducción” to the “Conexión Cultural” explains that “los mitos de esta unidad han sido adaptados a partir de los originales,” preserving the themes, language, and narrative structures of classical Greek mythology while making the texts accessible for students. Throughout the unit, students engage with read-aloud selections such as “Dédalo e Ícaro,” which feature sequential events, cause-and-effect relationships, and traditional mythological structures. Educators support comprehension through “Vocabulario esencial,” visual supports, “Apoyo a la enseñanza,” differentiated questioning, and instructional tools such as the “Character Chart,” which helps students distinguish among gods, goddesses, and human characters while analyzing increasingly complex texts during read-alouds and shared reading.
Additionally, Conocimiento 4 Guía del maestro lesson 4 also provides authentic Spanish poetry designated for “Lectura en voz alta” that is age-appropriate, at or above grade-level complexity, and supported with embedded scaffolds. During the read-aloud of “El cóndor temeroso” by Lautaro Muñoz Tamayo, students analyze poetic structures and literary elements, including stanzas, rhyme, sensory imagery, personification, and similes. Before reading, educators build background knowledge using “Tarjetas de imágenes,” maps, and explicit vocabulary instruction for words such as temeroso, ventolera, inerte, and ventarrón. During and after the read-aloud, they guide students through text-dependent questions that progress from literal comprehension to inferential and evaluative analysis while requiring evidence-based responses. Differentiated routines, including gestures, partner discussions, and language supports for multilingual learners, ensure that all students can successfully access rigorous Spanish literary texts while maintaining grade-level expectations.
Evaluation for 7.5b
The supplementary material Paquete de fluidez provides authentic Spanish texts designated for independent reading that span a range of genres and complexity levels to support students’ developing fluency and independence. The collection includes literary and informational texts and poetry, such as “El lagarto está llorando,” “La mariposa y las abejas,” “Los felinos,” and “Castillos.” The introduction explains that students build fluency through modeled, assisted, and independent reading while developing accuracy, prosody, and expression. The materials intentionally sequence passages with increasing word counts, sentence complexity, and reading demands, enabling students to progress from shorter, more accessible texts to longer, more complex selections. Educator guidance recommends selecting texts that are “desafiantes pero accesibles para cada nivel de habilidad,” ensuring students independently practice reading authentic Spanish texts that are appropriately matched to their reading development.
Similarly, Habilidades y Destrezas 3 Guía del maestro “El Club Amigos del Mundo,” provides authentic Spanish texts designated for independent reading that increase in complexity across the unit. Throughout the lessons, students independently read selections from “El Club Amigos del Mundo” during independent reading and small-group practice, progressing from shorter, highly supported texts, such as “Una gran idea” in lesson 3, to longer selections by lesson 10 that require increased fluency, automaticity, expression, and sustained comprehension. Educator guidance focuses on repeated independent reading, rereading, and fluency practice that allows students to apply decoding, vocabulary, and comprehension skills with increasingly complex texts. This progression provides systematic opportunities for students to practice reading authentic Spanish texts independently across a range of complexity levels.
Evaluation for 7.5c
The K–5 Guía de lectura independiente provides a comprehensive plan for students to self-select high-quality Spanish texts, read independently for sustained periods, and establish accountability for achieving independent reading goals. The guide directs educators to “Establecer metas de lectura y proporcionar estrategias para ayudar a los estudiantes a alcanzar las metas,” helping students plan, monitor, and reflect on their reading throughout the year. For example, educators model how to break long-term goals into manageable daily reading targets, such as reading five pages each day to reach a weekly goal of twenty-five pages. The guide also emphasizes student ownership of learning by stating “Siempre que sea posible, permita que los estudiantes establezcan sus propias metas de lectura.” It recommends using conferences, reading records, and the guide for creating SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals to monitor progress, celebrate accomplishments, and maintain accountability for independent reading goals.
Conocimiento 4 Guía del maestro’s “Pausa” section also demonstrates how the program implements the independent reading plan during daily instruction. During independent reading time, students self-select high-quality Spanish poetry books or related biographies based on their interests and read independently for a sustained period. Educators monitor students’ reading, confer about book selections and comprehension, and encourage students to record and reflect on their reading progress. The K–5 Guía de lectura independiente extends this routine by providing reading logs, goal-setting tools, reflection activities, and opportunities for educator and peer discussions that hold students accountable for meeting their independent reading goals while fostering sustained engagement with self-selected 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
Conocimiento 10 Guía del maestro also uses authentic Spanish informational texts that meet grade 2 text complexity expectations as identified through research-based measures. Throughout the unit, students read biographies, historical narratives, speeches, and informational texts that introduce historical events, influential leaders, and key concepts related to the Civil Rights Movement. Beginning in lesson 1, students interact with texts that present increasingly complex ideas and structures while maintaining appropriate Spanish language for grade 2 readers. During “Lectura en voz alta,” students analyze text-dependent questions that require them to identify key details, explain historical concepts, and make connections across texts. The text complexity measures, combined with structured comprehension activities and academic vocabulary supports, ensure that students engage with grade-level Spanish texts that reflect the expectations of grade 2 literacy 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
Similarly, Conocimiento 10 Guía del maestro lesson 6 “Rosa Parks: La madre del movimiento por los derechos civiles” features an authentic Spanish informational biography that reflects the characteristics of well-crafted, publishable nonfiction. The text presents Rosa Parks’s life and contributions through a clear chronological structure, integrating accurate historical information, domain-specific vocabulary, and supporting text features. Students encounter academic terms such as derechos civiles, discriminación, segregación, boicot, and no violencia, which are supported through contextual explanations and visual resources. The text’s organization, precise language, historical accuracy, and integration of photographs and illustrations demonstrate the quality and craftsmanship expected of publishable Spanish informational texts appropriate for grade 2 students.
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
Additionally, the planning documents and the Guía de complejidad de los textos y vocabulario demonstrate the intentional selection and organization of traditional, contemporary, classical, and diverse Spanish texts across the curriculum. The guide identifies the literary and informational selections within each Conocimiento unit and documents the range of genres and content areas represented throughout the program. For example, students engage with traditional literature in Conocimiento 1 “Cuentos de hadas y cuentos exagerados,” classical historical texts in Conocimiento 2 “La civilización griega antigua,” authentic literary poetry in Conocimiento 4 “Poesía: rimas y estrofas,” and informational science texts in Conocimientos 5 “Los ciclos de la naturaleza: de las nubes a la lluvia and Conocimientos 6 “Los insectos: por todas partes.” By organizing texts across genres, disciplines, and cultural contexts, the materials ensure students regularly interact with a diverse collection of high-quality Spanish texts that support knowledge building and literacy development.
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
Conocimiento 9 Guía del maestro’s lesson 1 also includes texts and activities that authentically reflect students’ diverse backgrounds and experiences through themes of immigration, culture, family traditions, and community. The “Introducción” guides educators to connect the unit’s historical content to students’ cultural experiences and backgrounds in order to establish meaningful learning connections. Students explore immigration by examining familiar examples of cultural exchange, including foods such as rollos de huevo, espaguetis, and tacos, while discussing how people bring traditions and customs with them when they move to a new country. Educators encourage students to make personal connections by discussing whether they know someone who immigrated to the United States and inviting them to share connections to their families and communities. These opportunities allow students to engage with historical content through experiences that reflect the diverse cultures, identities, and backgrounds represented in the classroom.
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
Additionally, Conocimiento 7 Guía del maestro’s lesson 1 provides multiple opportunities for students to listen to, analyze, and critically respond to grade-level authentic Spanish texts. During the read-aloud about Harriet Tubman’s childhood, for instance, educators establish a listening purpose by asking students to consider how her early experiences influenced her life before the Civil War. Following “Lectura en voz alta,” students respond to “Preguntas de comprensión” that require them to discuss key ideas, use evidence from the text to support their thinking, and respond to classmates’ ideas during collaborative conversations. During the “Aplicación” section, students extend their understanding by completing the “Tabla de T de la esclavitud y la libertad” tool and writing an entry in their “Cuaderno de la Guerra Civil,” explaining Harriet Tubman’s childhood using information from the text. These structured opportunities require students to engage with historical texts, evaluate ideas, and justify their thinking through both oral discussion and written responses.
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
Additionally, in Conocimiento 9 Guía del maestro, lesson 6 provides opportunities for students to discuss specific aspects of grade-level Spanish informational texts, including key ideas, vocabulary, and the author’s message. After the “Lectura en voz alta,” students respond to “Preguntas de comprensión” that guide them to analyze important events, characters, and central ideas presented in the text. During the “Practicar palabras: Apoyo” section, students examine the meaning of the word apoyo in context, explain how the author uses the word in the selection, and apply the vocabulary in partner discussions. These activities provide opportunities for students to discuss language, vocabulary, and meaning while strengthening their understanding of how authors communicate ideas through informational 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
Similarly, Conocimiento 9 Guía del maestro’s lesson 6 features opportunities for students to apply a variety of reading skills while engaging with grade-level historical texts. During “¿Dónde estamos?” students analyze maps to identify Northern Europe and the Midwestern United States and generate predictions about why immigrants may have traveled and settled in these regions. Throughout the “Lectura en voz alta” students respond to “Preguntas de comprensión” that require them to make inferences about immigrant experiences, analyze historical events, evaluate challenges faced by immigrant families, and support their responses with information from the text. These activities provide repeated opportunities for students to predict, question, infer, analyze, evaluate, and synthesize information while building knowledge about immigration and cultural experiences.
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, Conocimiento 8 Guía del maestro lesson 4 “Órganos,” contains embedded scaffolds and guidance to ensure that educators can support all students in accessing grade-level informational texts while preserving instructional rigor. Before the “Lectura en voz alta,” educators activate prior knowledge using guiding questions, “Tarjetas de imágenes,” diagrams, and a review of previously taught concepts about cells and tissues. During reading, educators model comprehension through think-alouds, targeted questioning, and visual supports while prompting students to make predictions, explain relationships between body systems, and use academic vocabulary to justify their thinking. The “Apoyo a la enseñanza” section then directs educators to revisit key vocabulary, including función, before introducing new concepts, and includes differentiated supports that provide scaffolded entry points without reducing task complexity. Emerging learners respond to structured questions, on-level students use sentence frames such as “El corazón es similar a/diferente de la piel. . .” and advanced students support their responses with evidence from the text. Vocabulary routines further reinforce understanding by guiding students to define, discuss, and apply the academic word nutrir in oral and written responses.
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
Conocimiento 4 Guía del maestro’s “Enriquecimiento” section provides similar opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level authentic Spanish literary texts. The “Enriquecimiento” section extends learning beyond core instruction by directing students to revisit poems, analyze authors’ craft, compare poetic techniques across selections, interpret the relationship between text and illustrations, and compose reflective journal responses supported by evidence from the poems. Students also apply their understanding by creating original poems and participating in dramatic performances that require them to analyze and emulate the literary techniques and structures found in the mentor texts. These enrichment activities deepen students’ analysis while maintaining the rigor of the grade-level literary selections.
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
Additionally, the Guía de complejidad de los textos y vocabulario provides a quantitative and qualitative analysis of each Spanish core text, including a rationale for each text’s educational purpose and grade-level placement. For every unit, the guide identifies the instructional focus, genre, text type, academic vocabulary, Lexile measure, qualitative complexity ratings, and expectations for reading comprehension. For example, Conocimiento 2 Guía del maestro is identified as an informational and literary unit with a Lexile measure of 950L, an MCI rating of 2, indicating moderate complexity in text structure and purpose, and an ELC rating of 2, indicating that students must apply previously developed knowledge to comprehend the text. The guide also explains that the unit is intentionally sequenced to build historical knowledge about ancient Greek civilization, including its influence on government, language, architecture, mythology, and the Olympic Games, while supporting grade-level comprehension through an appropriate balance of quantitative complexity, qualitative features, and instructional scaffolds. This analysis provides a clear rationale for both the educational purpose and the grade 2 placement of the 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
Furthermore, the Guía de complejidad de los textos y vocabulario demonstrates that the complexity of the program’s Spanish core texts is intentionally aligned to instructional tasks and students’ developmental needs. The guide explains that the Libros de lectura consist of literary chapter books that support decoding, fluency, and comprehension while following the program’s phonics progression. It also explains that the “Lectura en voz alta” selections include approximately 20 percent informational texts and 80 percent literary texts, written one to three grade levels above students’ independent reading levels, allowing educators to scaffold comprehension of more complex vocabulary and concepts. The guide further aligns text complexity with instructional routines such as “Lectura compartida,” “Grupos pequeños,” and formative comprehension checks, ensuring that students engage with increasingly complex Spanish texts through appropriately scaffolded reading, discussion, analysis, and evidence-based responses that match the texts’ quantitative and qualitative complexity.
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
Additionally, Conocimiento 4 Guía del maestro lesson 4 also provides authentic Spanish poetry designated for “Lectura en voz alta” that is age-appropriate, at or above grade-level complexity, and supported with embedded scaffolds. During the read-aloud of “El cóndor temeroso” by Lautaro Muñoz Tamayo, students analyze poetic structures and literary elements, including stanzas, rhyme, sensory imagery, personification, and similes. Before reading, educators build background knowledge using “Tarjetas de imágenes,” maps, and explicit vocabulary instruction for words such as temeroso, ventolera, inerte, and ventarrón. During and after the read-aloud, they guide students through text-dependent questions that progress from literal comprehension to inferential and evaluative analysis while requiring evidence-based responses. Differentiated routines, including gestures, partner discussions, and language supports for multilingual learners, ensure that all students can successfully access rigorous Spanish literary texts while maintaining grade-level expectations.
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
Similarly, Habilidades y Destrezas 3 Guía del maestro “El Club Amigos del Mundo,” provides authentic Spanish texts designated for independent reading that increase in complexity across the unit. Throughout the lessons, students independently read selections from “El Club Amigos del Mundo” during independent reading and small-group practice, progressing from shorter, highly supported texts, such as “Una gran idea” in lesson 3, to longer selections by lesson 10 that require increased fluency, automaticity, expression, and sustained comprehension. Educator guidance focuses on repeated independent reading, rereading, and fluency practice that allows students to apply decoding, vocabulary, and comprehension skills with increasingly complex texts. This progression provides systematic opportunities for students to practice reading authentic Spanish texts independently across a range of complexity levels.
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
Conocimiento 4 Guía del maestro’s “Pausa” section also demonstrates how the program implements the independent reading plan during daily instruction. During independent reading time, students self-select high-quality Spanish poetry books or related biographies based on their interests and read independently for a sustained period. Educators monitor students’ reading, confer about book selections and comprehension, and encourage students to record and reflect on their reading progress. The K–5 Guía de lectura independiente extends this routine by providing reading logs, goal-setting tools, reflection activities, and opportunities for educator and peer discussions that hold students accountable for meeting their independent reading goals while fostering sustained engagement with self-selected 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
Conocimiento 6 Guía del maestro lesson 8 “¿Amigos o rivales?” includes text-dependent questions and tasks that require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims. Following the read-aloud, students respond to inferential questions such as “¿De qué modo los insectos ayudan a los humanos?” and “¿De qué modo los humanos pueden ser perjudiciales para los insectos?” by referring to information presented in the text. They then participate in a Think-Pair-Share activity in which they determine whether insects and humans are amigos or rivales and justify their claims using evidence from the text. Differentiated sentence frames and response supports guide students in citing relevant details while communicating their ideas across proficiency levels.
Similarly, Conocimiento 8 Guía del maestro lesson 5 “Audición y expresión oral: Intercambiar información e ideas” provides text-dependent questions and tasks that require students to use evidence from informational texts to demonstrate comprehension and support their thinking. During the lesson, students answer questions about the relationships between cells, tissues, organs, and body systems using information from the read-aloud. The “Nivel avanzado” guidance requires students to justify their responses with evidence from the text, while differentiated supports provide structured opportunities for all students to explain their ideas using relevant details from the reading. These tasks require students to return to the text, identify supporting information, and use evidence to communicate their understanding of scientific concepts.
Evaluation for 8.A.1b
In Conocimiento 4 Guía del maestro, lesson 5 “El cóndor temeroso” includes questions and tasks in Spanish that require students to use textual evidence when evaluating the poem’s language, key ideas, details, craft, and structure. During close reading students cite specific stanzas to identify rhyming words; analyze the setting and central character; explain why the condor visits the doctor using evidence from the fourth stanza; and determine the author’s purpose by evaluating whether the poem is intended to entertain, inform, or teach a lesson. Students also analyze the academic vocabulary word ventarrón by using contextual evidence to determine its meaning and explain how the poet’s word choice contributes to the poem’s overall meaning. Through differentiated discussions, partner conversations, vocabulary activities, and comprehension questions, students practice consistently supporting their analyses with textual evidence.
Conocimiento 11 Guía del maestro’s lesson 3 “¡A volar! Todo sobre aviones” also includes questions and collaborative tasks in Spanish that require students to use textual evidence when evaluating the language, key ideas, details, and structure of an informational text. During partner discussions and comprehension activities, students identify the central ideas, distinguish important facts from supporting details, and explain how specific evidence supports the author’s presentation of information. Students also analyze the organizational structure of the text and use textual evidence to justify why particular details are especially important for understanding the topic. These activities require students to evaluate the author’s organization and key ideas while consistently supporting their conclusions with evidence from the text.
Evaluation for 8.A.1c
In Conocimiento 3 Guía del maestro, lesson 6 and the Cuaderno de actividades’ “Página de actividades 6.2” include questions and tasks in Spanish that require students to support their claims and justify their thinking through summarizing, paraphrasing, discussing key ideas, and using evidence from the text. After reading the myth “Dédalo e Ícaro,” students complete “Página de actividades 6.2” by summarizing the events of the myth using accompanying illustrations to sequence important details. Students paraphrase key events in their own words, discuss the central ideas of the myth, and select relevant textual details to include in their summaries. Through these activities, students use evidence from the text to demonstrate their comprehension and justify their understanding of the story’s key ideas.
Similarly, Conocimiento 5 Guía del maestro’s lesson 4 “El ciclo de vida de una planta” includes questions and tasks in Spanish that require students to support their claims and justify their thinking through paraphrasing, summarizing, and discussing key ideas using evidence from the text. During the Think-Pair-Share activity, students paraphrase each stage of the plant life cycle using the life cycle poster and “Tarjetas de imágenes” while referring to information from the read-aloud. Students then answer inferential questions explaining why spring provides favorable conditions for germination, why pollination is essential to the plant life cycle, and what might happen if bees no longer pollinated flowers, supporting their responses with evidence from the text. Students also summarize the process of pollination, discuss key scientific concepts, and use relevant textual details to justify their conclusions during collaborative discussions.
Evaluation for 8.A.1d
Conocimiento 7 Guía del maestro’s lessons 1–2 includes questions and tasks designed at progressively higher levels of cognitive complexity in order to engage students in analyzing grade-level historical texts. In lessons 1–2, “Harriet Tubman, Parte I” and “Harriet Tubman, Parte II,” educators first ask students to identify key details about Harriet Tubman’s childhood and the conditions of slavery before guiding them to compare slavery and freedom using a T-chart. Students then confirm or revise predictions, make inferences about Harriet Tubman’s motivations, explain the purpose of the Underground Railroad, and evaluate how Tubman’s experiences influenced her actions. They support their responses with evidence from the text during Think-Pair-Share discussions and written activities. Differentiated supports increase cognitive demand across proficiency levels by moving students from scaffolded oral responses to complex evidence-based explanations, providing repeated opportunities to analyze historical texts through increasingly rigorous questioning and tasks.
Additionally, Conocimiento 11 Guía del maestro lesson 3 also includes questions and tasks designed at different levels of cognitive complexity that require students to analyze grade-level informational text. During “Escritura,” educators guide students to organize information using the “¿Quién? ¿Qué? ¿Cuándo? ¿Dónde? ¿Por qué? ¿Cómo?” framework before students summarize key ideas, analyze relationships among historical events and scientific concepts related to aviation, explain how evidence supports important ideas, and draw conclusions about the factors that influence flight. Differentiated expectations increase cognitive rigor across proficiency levels: emergent students answer questions using drawings and oral responses, on-level students collaborate to locate and analyze information from the text, and advanced students synthesize evidence into complete written explanations. Scaffolded questions and tasks provide systematic opportunities for students to engage in increasingly sophisticated analysis of informational text.
Evaluation for 8.A.2a
Conocimiento 8 Guía del maestro’s lesson 1 “El asombroso cuerpo humano” explicitly guides educators in modeling how students can use evidence from informational and visual texts to generate evidence-based claims and construct text-based responses. During “Conexiones esenciales,” educators use “Póster 2” to model how to observe details, identify relevant evidence, and formulate complete responses about the human body systems. In “Verificar la comprensión,” educators explicitly prompt students to support their ideas with evidence by asking, “¿Qué elementos del gráfico reconocen?” The “Apoyo a la enseñanza” guidance further models complete evidence-based responses, such as “Los pulmones nos ayudan a respirar,” demonstrating how educators can aid students in using information from instructional texts and visuals to support claims and construct text-based oral responses.
Similarly, Conocimiento 11 Guía del maestro lesson 11 “¡Sabía que tenía que volar!” includes explicit educator guidance for modeling how to use textual evidence to generate evidence-based claims and construct text-based responses. During “Lectura en voz alta,” educators conduct a think-aloud that models how to identify important details, sequence events, and monitor understanding using prompts such as, “Primero. . .” “Luego. . .” and “Después. . . ” Educators then model how those textual details support conclusions before guiding students to answer inferential and evaluative questions. During the accompanying writing task, students are directed to “Piensa en la evidencia textual del cuento” as they compare Sylvia Acevedo and José M. Hernández and support their responses with information gathered from the text. These instructional routines explicitly demonstrate how educators model the use of textual evidence to help students develop evidence-based claims and construct both oral and text-based written responses.
Evaluation for 8.A.2b
Conocimiento 5 Guía del maestro lesson 7 includes guidance for educators to facilitate structured, evidence-based discussions using Spanish academic vocabulary and syntax. Before the read-aloud, educators introduce the academic vocabulary word transformación and establish a listening purpose by directing students to focus on the changes that occur during a frog’s life cycle. During and after reading, educators guide whole-class and partner discussions in which students explain the stages of metamorphosis, describe changes in the frog’s appearance, and support their responses with evidence from the text and illustrations. Differentiated language supports enable educators to provide sentence frames and complete-sentence responses that help students use academic vocabulary and increasingly complex oral language as they participate in evidence-based discussions.
Conocimiento 9 Guía del maestro lesson 3 “La vida en la ciudad” also explicitly guides educators to facilitate structured opportunities for students to engage in evidence-based discussions using Spanish academic vocabulary and syntax. Throughout the lesson, educators lead whole-class and partner discussions before, during, and after reading, requiring students to support their ideas with evidence from the text while responding in complete sentences. Students answer literal, inferential, and evaluative questions comparing Paola’s life in Italy and the United States, analyzing factors that attracted immigrants, and explaining why many immigrants settled in large cities. Educators prompt students to incorporate academic vocabulary, including costumbres, tradicional, hostil, and recién llegados, into their responses, while differentiated supports provide sentence completions, multiple-word responses, complete sentences, and increasingly complex grammatical structures. These instructional routines support meaningful, evidence-based discussions using appropriate Spanish academic language and syntax.
Evaluation for 8.B.1a
Conocimiento 6 Guía del maestro lesson 4 “Insectos sociales: abejas y avispas” includes an authentic Spanish informational mentor text that serves as a model for students to compose informational writing aligned to the grade-level Spanish TEKS. Educators guide students in analyzing how the text organizes scientific information, develops key ideas through descriptive details, and uses domain-specific vocabulary to explain insect behavior. Through text-dependent questions such as “¿Ven un patrón en las celdillas de este panal?” and “¿Por qué son sociales los insectos y cómo trabajan juntos todos los insectos de la colonia?” students examine the language, organization, and craft of the mentor text. Students then apply these features by composing their own “Diario de insectos” entry, creating labeled scientific illustrations, and writing informational sentences that explain why honeybees or paper wasps are social insects and how colony members work together. Differentiated writing supports maintain grade-level expectations while helping students apply the mentor text’s organizational structure, language, and text features in their own informational writing.
Furthermore, Conocimiento 9 Guía del maestro’s “Actividades finales” and “Conexiones personales” sections include authentic and transadapted Spanish historical narratives, biographies, and letters that serve as mentor texts for students to compose their own writing in alignment to the grade-level Spanish TEKS. Throughout the unit, educators guide students in analyzing the organization, language, and genre characteristics of texts about Charles Steinmetz, Irish immigrants, and Chinese immigrants before they begin writing. During “Conexiones personales,” students use the mentor texts as models to compose an original personal narrative or letter describing their family’s origins, cultural background, or a journey taken by their ancestors. By studying the structure, sequencing, and language of the mentor texts before writing, students apply genre-specific characteristics and craft to produce their own original compositions in Spanish.
Evaluation for 8.B.1b
Conocimiento 3 Guía del maestro’s lesson 8 asks students to “Escribir un borrador de un mito griego.” The lesson includes opportunities for students to compose literary texts in Spanish for authentic audiences using the genre-specific characteristics and craft of myths. Educators guide students through drafting an original Greek myth by introducing characters and setting, developing a plot with a beginning, middle, and end, incorporating dialogue, and writing a concluding sentence and title. Students strengthen their writing by adding descriptive details, developing characters’ actions and motivations, and crafting myths that explain a natural phenomenon or convey a moral. The lesson concludes with students sharing their completed myths with classmates, providing an authentic audience while reinforcing the purpose, structure, and craft of literary writing.
Additionally, Conocimiento 4 Guía del maestro’s “Repaso del conocimiento” includes opportunities for students to compose literary texts in Spanish for multiple purposes and audiences while applying the genre-specific characteristics and craft of poetry. After analyzing authentic mentor poems throughout the unit, educators guide students in planning, drafting, revising, editing, and sharing original poems that incorporate rhyme, rhythm, stanzas, sensory language, figurative language, and descriptive word choice. Ultimately, students publish and present their poems to classmates, using the poetic techniques studied throughout the unit to communicate ideas creatively for an authentic audience while demonstrating an understanding of the structure and craft of the poetry genre.
Evaluation for 8.B.1c
In Conocimiento 6 Guía del maestro, lessons 5–6 include opportunities for students to compose informational texts in Spanish for multiple purposes and audiences using genre-specific characteristics and craft. Educators guide students through planning and drafting an informational composition about a selected insect by identifying a topic, organizing ideas, answering planning questions about the insect’s characteristics and behaviors, and developing an introduction, supporting details, and a conclusion. Students incorporate accurate scientific information and domain-specific vocabulary, including comunicarse, panal, and cavan, while educators model brainstorming, provide graphic organizers, facilitate writing conferences and peer feedback, and guide students in revising for clarity and accuracy. In the end, students produce informational compositions that communicate scientific knowledge using the organizational structure and language features of the genre.
Conocimiento 8 Guía del maestro lesson 6 “Mi diario del cuerpo humano” includes similar opportunities for students to compose informational texts in Spanish for authentic purposes and audiences using genre-specific characteristics and craft. Educators guide students in writing an informational journal entry that explains the digestive system by organizing ideas into an introduction and supporting details using “Página de actividades 5.2.” Students compose complete sentences that accurately explain the functions of the digestive system while incorporating scientific vocabulary and information learned throughout the unit. Educators model how to organize information, elaborate on key ideas, and revise writing for clarity and accuracy before students share their completed entries, reinforcing the organizational structure, language, and purpose of informational writing.
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 9 Guía del maestro lesson 8 “Sello postal de los Estados Unidos: Escribir un borrador de una carta” includes opportunities for students to compose correspondence in Spanish using the genre-specific characteristics and craft of letter writing. Educators model the five parts of a letter, fecha, saludo, desarrollo, cierre, and firma, before students draft a letter from the perspective of a newly arrived immigrant writing to family members back in their home country. Students write for an authentic purpose and audience by describing their new community, work, daily life, and experiences while incorporating transition words, varied sentence structures, and vocabulary developed throughout the unit. Educators provide differentiated writing supports, conferencing, and feedback to strengthen organization and conventions before students publish, share their letters with classmates, and place them in addressed envelopes for a classroom mailbox.
Similarly, Conocimiento 11 Guía del maestro’s lesson 12, “Escribir una carta,” includes opportunities for students to compose correspondence in Spanish for an authentic audience while applying the genre-specific characteristics and craft of formal letter writing. After learning about aviation pioneers, educators model the organizational elements of a letter, including the fecha, saludo, cuerpo, despedida, and firma, and demonstrate appropriate language for addressing the recipient. Students write a letter to an aviator describing what they learned about the individual’s accomplishments and asking thoughtful questions about aviation and flight. Educators then guide students through revising and editing to strengthen organization, sentence structure, vocabulary, and conventions before students share their completed letters with classmates, reinforcing the purpose, audience, and structure of written correspondence.
Evaluation for 8.B.2a
In Conocimiento 3 Guía del maestro, lessons 7–9 support students’ coherent use of the writing process to compose an original Greek myth while applying age-appropriate Spanish writing conventions. In lesson 7, educators guide students in planning by using a graphic organizer to develop characters, setting, conflict, and plot. In lesson 8, educators model drafting as students compose an introduction, sequence events with dialogue, develop a conclusion, and create a title that reflects the central idea of the myth. In lesson 9, students revise and edit their drafts using a structured checklist that addresses organization, character development, capitalization, punctuation, spelling, and narrative structure. Educators facilitate conferencing by guiding peer review and providing individualized feedback before students publish and share their completed myths with classmates. This instructional sequence supports the coherent use of each element of the writing process while reinforcing conventions authentic to Spanish writing.
Conocimiento 4 Guía del maestro lessons 7–11 also provide a systematic progression through the writing process as students compose, revise, and publish original poems in Spanish while applying age-appropriate writing conventions. In lesson 7, educators guide students in planning by generating ideas and organizing them around a selected theme. In lesson 8, students draft poems by composing verses and organizing them into stanzas using poetic elements studied throughout the unit. In lesson 9, educators support revising, editing, and conferencing as students refine word choice, strengthen figurative language and poetic techniques, and review spelling, punctuation, and other Spanish writing conventions through peer and educator feedback. In lesson 10, students prepare a polished final copy for publication before sharing their completed poems with classmates during lesson 11. These structured lessons support students in using each stage of the writing process coherently while strengthening poetic craft and conventions authentic to Spanish writing.
Evaluation for 8.B.2b
In Conocimiento 3 Guía del maestro, lessons 7–9 include explicit educator guidance for modeling each element of the writing process while supporting students through conferencing and revising. In lesson 7, educators model planning by completing a class graphic organizer, brainstorming characters, setting, and plot, and conferencing with students to refine ideas before drafting. In lesson 8, educators model drafting by demonstrating how to transform planning notes into a complete myth with an introduction, sequenced events, dialogue, a conclusion, and a title while providing individualized feedback throughout the writing process. Finally, in lesson 9, educators model revising and editing by using a structured checklist to evaluate organization, character development, capitalization, punctuation, spelling, and narrative structure. Students participate in peer conferences, revise their drafts based on feedback, and publish and share their completed myths, while educators provide ongoing support throughout the writing process.
Similarly, Conocimiento 6 Guía del maestro’s lessons 5, 6, and 8 include explicit educator guidance for modeling each element of the writing process while supporting students through conferencing and revising. In lesson 5, educators model planning by guiding students through “Página de actividades 5.1” using questions about an insect’s characteristics, habitat, and behavior to organize ideas. In lesson 6, educators model drafting by demonstrating how to expand planning notes into complete informational paragraphs using domain-specific vocabulary while conferencing with students and providing individualized feedback. In lesson 8, educators model revising and editing by reviewing each component of a revision checklist and guiding students to strengthen organization, clarity, spelling, punctuation, and other mechanical conventions. Finally, students revise their drafts based on educator and peer feedback before sharing and publishing their completed informational compositions, reinforcing each stage of the writing process.
Evaluation for 8.B.3a
Habilidades y Destrezas 2 Guía del maestro lesson 13 features explicit educator guidance for direct instruction in sentence-level writing, focusing on sentence structure, Spanish syntax, and vocabulary. Educators model the correct use of capitalization, ending punctuation, question marks, exclamation marks, and dialogue punctuation through think-alouds, guided practice, and sentence editing. The lesson also provides direct instruction in sentence organization by modeling narrative sentence patterns with sentence stems such as “Había una vez. . .” “Cada día. . .” “Pero, un día. . .” and “Desde ese entonces. . .” to develop logical sequencing. Throughout the lesson, educators are also explicitly directed to teach writing vocabulary, including escenario, personajes, trama, mayúsculas, signos de puntuación, and rayas de diálogo, as they model how to apply these concepts in students’ narrative writing.
Furthermore, the Conocimiento 3 Guía del maestro includes explicit educator guidance for instruction in sentence-level writing that focuses on Spanish sentence structure, syntax, and vocabulary in its “Actividad de conciencia sintáctica: adjetivos” section. Educators model how adjectives add precision and detail to complete sentences and guide students in expanding simple sentences with descriptive language during oral and written activities. Educators also model how to transform ideas from a “tabla de personajes” tool into complete, well-structured sentences, demonstrating how sentence construction supports stronger written compositions. Scaffolded instruction and differentiated supports help students incorporate academic and domain-specific vocabulary, including santuario, espectadores, emprender el viaje, and bifurcación, while strengthening sentence structure, syntax, and precise word choice in Spanish.
Evaluation for 8.B.3b
Conocimiento 8 Guía del maestro lesson 9 “Mi diario del cuerpo humano” includes systematic and explicit educator guidance that helps students develop their writing from the sentence level to a complete composition. During the lesson, educators direct students to use “Página de actividades 9.1,” where they previously composed complete sentences about healthy habits, and expand those ideas into an informational paragraph using “Página de actividades 9.2.” Educators explicitly model how to organize a topic sentence, supporting details, and a concluding statement while providing guidance and feedback throughout the writing process. This instructional sequence systematically builds up students’ writing from complete sentences to an organized composition aligned to the grade-level Spanish language arts TEKS.
Additionally, Conocimiento 9 Guía del maestro also provides systematic and explicit educator guidance that builds writing from sentence-level instruction to extended compositions aligned to the grade-level Spanish language arts TEKS. Educators first model sentence construction during “Actividades de conciencia sintáctica,” where students expand complete sentences by incorporating descriptive language and appropriate syntax. Students then apply these sentence-level skills as educators guide them through planning, drafting, revising, and publishing personal narratives and letters connected to the unit’s historical themes. Throughout the sequence, educators model how to expand sentences into organized paragraphs, conduct writing conferences, and provide feedback to strengthen organization, vocabulary, and conventions, supporting a coherent progression from sentence-level writing to complete compositions.
Evaluation for 8.B.3c
Conocimiento 7 Guía del maestro provides systematic and explicit opportunities for students to engage in increasingly complex Spanish-language sentence-level writing, revising, and editing throughout the unit. Students regularly record their learning in the “Cuaderno de la Guerra Civil,” progressively expanding complete sentences into more detailed written responses based on information from the read-alouds. For example, in lesson 1 educators guide students in composing journal entries describing Harriet Tubman’s childhood using evidence from the text. Throughout the unit, “Actividades de conciencia sintáctica” provide explicit instruction in Spanish sentence structure while “Practicar palabras” models the use of academic vocabulary in complete sentences. Educators guide students in revising entries to strengthen sentence clarity, vocabulary precision, and Spanish conventions, resulting in increasingly sophisticated written responses over the course of the unit.
Habilidades y Destrezas 9 Guía del maestro lesson 13 also provides systematic and explicit opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing in Spanish. Educators model how to strengthen sentences by incorporating coordinating conjunctions to expand ideas and improve cohesion before students apply the strategy in their own opinion writing. Students use a structured revision checklist to evaluate sentence clarity, organization, and completeness, revise drafts by adding supporting details, and participate in peer conferences to receive and apply feedback. Educators provide ongoing support through the “Registro de escritura,” differentiated small-group instruction, targeted mini-lessons, and conferencing as students edit spelling, punctuation, grammar, and Spanish language conventions before publishing polished compositions aligned to the grade-level Spanish language arts TEKS.
Evaluation for 8.B.4a
Conocimiento 1 Guía del maestro’s lesson 3 provides opportunities for students to practice and apply Spanish academic language conventions in context while composing sentences and short paragraphs. Students write two or three sentences retelling their favorite scene from “La bella y la bestia, Parte I” by paraphrasing events from the text. Educator guidance emphasizes composing complete sentences with correct capitalization, punctuation, sentence structure, and grade-level Spanish conventions as students organize and communicate their ideas in writing. These activities provide authentic practice applying language conventions within connected written responses.
Similarly, in Conocimiento 6 Guía del maestro, lesson 6 provides systematic opportunities for students to practice Spanish academic language conventions both in and out of context. Educators explicitly model the use of adverbs by analyzing examples from the read-aloud, demonstrating how adverbs modify verbs within complete sentences. Students first practice the convention out of context by orally describing actions with appropriate adverbs and composing original sentences. They then apply these conventions in context by incorporating precise adverbs, correct sentence structure, capitalization, and punctuation into the informational writing and short paragraphs they have already developed throughout the unit, reinforcing alignment to the grade-level Spanish language arts TEKS.
Evaluation for 8.B.4b
Conocimiento 2 Guía del maestro lesson 5 provides systematic opportunities for students to practice and apply Spanish grammar, punctuation, and usage both in and out of context. For example, educators explicitly model the correct use of the verb preferir within complete sentences, reinforcing subject–verb agreement and appropriate sentence structure. Students first practice the target grammar out of context through guided oral sentence construction and then apply it in context by composing and revising their own grammatically correct sentences. Differentiated supports encourage students to evaluate and refine their language use while educators provide corrective feedback throughout the lesson.
Similarly, in Habilidades y Destrezas 9 Guía del maestro, lesson 13 provides systematic opportunities for students to practice and apply Spanish grammar, punctuation, and usage through revision and editing of authentic writing. Educators model how coordinating conjunctions strengthen sentence development using mentor examples before students apply the convention in their own opinion writing. Students then use a structured editing checklist to review grammar, punctuation, spelling, capitalization, and language usage before revising and publishing a polished composition. Educator conferences, peer review, differentiated small-group instruction, and targeted feedback provides repeated opportunities for students to practice language conventions in isolation during editing before applying them in context through meaningful 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
Similarly, Conocimiento 8 Guía del maestro lesson 5 “Audición y expresión oral: Intercambiar información e ideas” provides text-dependent questions and tasks that require students to use evidence from informational texts to demonstrate comprehension and support their thinking. During the lesson, students answer questions about the relationships between cells, tissues, organs, and body systems using information from the read-aloud. The “Nivel avanzado” guidance requires students to justify their responses with evidence from the text, while differentiated supports provide structured opportunities for all students to explain their ideas using relevant details from the reading. These tasks require students to return to the text, identify supporting information, and use evidence to communicate their understanding of scientific concepts.
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
Conocimiento 11 Guía del maestro’s lesson 3 “¡A volar! Todo sobre aviones” also includes questions and collaborative tasks in Spanish that require students to use textual evidence when evaluating the language, key ideas, details, and structure of an informational text. During partner discussions and comprehension activities, students identify the central ideas, distinguish important facts from supporting details, and explain how specific evidence supports the author’s presentation of information. Students also analyze the organizational structure of the text and use textual evidence to justify why particular details are especially important for understanding the topic. These activities require students to evaluate the author’s organization and key ideas while consistently supporting their conclusions with evidence from the text.
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, Conocimiento 5 Guía del maestro’s lesson 4 “El ciclo de vida de una planta” includes questions and tasks in Spanish that require students to support their claims and justify their thinking through paraphrasing, summarizing, and discussing key ideas using evidence from the text. During the Think-Pair-Share activity, students paraphrase each stage of the plant life cycle using the life cycle poster and “Tarjetas de imágenes” while referring to information from the read-aloud. Students then answer inferential questions explaining why spring provides favorable conditions for germination, why pollination is essential to the plant life cycle, and what might happen if bees no longer pollinated flowers, supporting their responses with evidence from the text. Students also summarize the process of pollination, discuss key scientific concepts, and use relevant textual details to justify their conclusions during collaborative discussions.
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, Conocimiento 11 Guía del maestro lesson 3 also includes questions and tasks designed at different levels of cognitive complexity that require students to analyze grade-level informational text. During “Escritura,” educators guide students to organize information using the “¿Quién? ¿Qué? ¿Cuándo? ¿Dónde? ¿Por qué? ¿Cómo?” framework before students summarize key ideas, analyze relationships among historical events and scientific concepts related to aviation, explain how evidence supports important ideas, and draw conclusions about the factors that influence flight. Differentiated expectations increase cognitive rigor across proficiency levels: emergent students answer questions using drawings and oral responses, on-level students collaborate to locate and analyze information from the text, and advanced students synthesize evidence into complete written explanations. Scaffolded questions and tasks provide systematic opportunities for students to engage in increasingly sophisticated analysis of informational text.
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
Similarly, Conocimiento 11 Guía del maestro lesson 11 “¡Sabía que tenía que volar!” includes explicit educator guidance for modeling how to use textual evidence to generate evidence-based claims and construct text-based responses. During “Lectura en voz alta,” educators conduct a think-aloud that models how to identify important details, sequence events, and monitor understanding using prompts such as, “Primero. . .” “Luego. . .” and “Después. . . ” Educators then model how those textual details support conclusions before guiding students to answer inferential and evaluative questions. During the accompanying writing task, students are directed to “Piensa en la evidencia textual del cuento” as they compare Sylvia Acevedo and José M. Hernández and support their responses with information gathered from the text. These instructional routines explicitly demonstrate how educators model the use of textual evidence to help students develop evidence-based claims and construct both oral and text-based written responses.
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
Conocimiento 9 Guía del maestro lesson 3 “La vida en la ciudad” also explicitly guides educators to facilitate structured opportunities for students to engage in evidence-based discussions using Spanish academic vocabulary and syntax. Throughout the lesson, educators lead whole-class and partner discussions before, during, and after reading, requiring students to support their ideas with evidence from the text while responding in complete sentences. Students answer literal, inferential, and evaluative questions comparing Paola’s life in Italy and the United States, analyzing factors that attracted immigrants, and explaining why many immigrants settled in large cities. Educators prompt students to incorporate academic vocabulary, including costumbres, tradicional, hostil, and recién llegados, into their responses, while differentiated supports provide sentence completions, multiple-word responses, complete sentences, and increasingly complex grammatical structures. These instructional routines support meaningful, evidence-based discussions using appropriate Spanish academic language and syntax.
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
Furthermore, Conocimiento 9 Guía del maestro’s “Actividades finales” and “Conexiones personales” sections include authentic and transadapted Spanish historical narratives, biographies, and letters that serve as mentor texts for students to compose their own writing in alignment to the grade-level Spanish TEKS. Throughout the unit, educators guide students in analyzing the organization, language, and genre characteristics of texts about Charles Steinmetz, Irish immigrants, and Chinese immigrants before they begin writing. During “Conexiones personales,” students use the mentor texts as models to compose an original personal narrative or letter describing their family’s origins, cultural background, or a journey taken by their ancestors. By studying the structure, sequencing, and language of the mentor texts before writing, students apply genre-specific characteristics and craft to produce their own original compositions in Spanish.
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
Additionally, Conocimiento 4 Guía del maestro’s “Repaso del conocimiento” includes opportunities for students to compose literary texts in Spanish for multiple purposes and audiences while applying the genre-specific characteristics and craft of poetry. After analyzing authentic mentor poems throughout the unit, educators guide students in planning, drafting, revising, editing, and sharing original poems that incorporate rhyme, rhythm, stanzas, sensory language, figurative language, and descriptive word choice. Ultimately, students publish and present their poems to classmates, using the poetic techniques studied throughout the unit to communicate ideas creatively for an authentic audience while demonstrating an understanding of the structure and craft of the poetry genre.
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
Conocimiento 8 Guía del maestro lesson 6 “Mi diario del cuerpo humano” includes similar opportunities for students to compose informational texts in Spanish for authentic purposes and audiences using genre-specific characteristics and craft. Educators guide students in writing an informational journal entry that explains the digestive system by organizing ideas into an introduction and supporting details using “Página de actividades 5.2.” Students compose complete sentences that accurately explain the functions of the digestive system while incorporating scientific vocabulary and information learned throughout the unit. Educators model how to organize information, elaborate on key ideas, and revise writing for clarity and accuracy before students share their completed entries, reinforcing the organizational structure, language, and purpose of informational writing.
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
Similarly, Conocimiento 11 Guía del maestro’s lesson 12, “Escribir una carta,” includes opportunities for students to compose correspondence in Spanish for an authentic audience while applying the genre-specific characteristics and craft of formal letter writing. After learning about aviation pioneers, educators model the organizational elements of a letter, including the fecha, saludo, cuerpo, despedida, and firma, and demonstrate appropriate language for addressing the recipient. Students write a letter to an aviator describing what they learned about the individual’s accomplishments and asking thoughtful questions about aviation and flight. Educators then guide students through revising and editing to strengthen organization, sentence structure, vocabulary, and conventions before students share their completed letters with classmates, reinforcing the purpose, audience, and structure of written correspondence.
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
Conocimiento 4 Guía del maestro lessons 7–11 also provide a systematic progression through the writing process as students compose, revise, and publish original poems in Spanish while applying age-appropriate writing conventions. In lesson 7, educators guide students in planning by generating ideas and organizing them around a selected theme. In lesson 8, students draft poems by composing verses and organizing them into stanzas using poetic elements studied throughout the unit. In lesson 9, educators support revising, editing, and conferencing as students refine word choice, strengthen figurative language and poetic techniques, and review spelling, punctuation, and other Spanish writing conventions through peer and educator feedback. In lesson 10, students prepare a polished final copy for publication before sharing their completed poems with classmates during lesson 11. These structured lessons support students in using each stage of the writing process coherently while strengthening poetic craft and conventions authentic to Spanish writing.
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, Conocimiento 6 Guía del maestro’s lessons 5, 6, and 8 include explicit educator guidance for modeling each element of the writing process while supporting students through conferencing and revising. In lesson 5, educators model planning by guiding students through “Página de actividades 5.1” using questions about an insect’s characteristics, habitat, and behavior to organize ideas. In lesson 6, educators model drafting by demonstrating how to expand planning notes into complete informational paragraphs using domain-specific vocabulary while conferencing with students and providing individualized feedback. In lesson 8, educators model revising and editing by reviewing each component of a revision checklist and guiding students to strengthen organization, clarity, spelling, punctuation, and other mechanical conventions. Finally, students revise their drafts based on educator and peer feedback before sharing and publishing their completed informational compositions, reinforcing each stage of the writing process.
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
Furthermore, the Conocimiento 3 Guía del maestro includes explicit educator guidance for instruction in sentence-level writing that focuses on Spanish sentence structure, syntax, and vocabulary in its “Actividad de conciencia sintáctica: adjetivos” section. Educators model how adjectives add precision and detail to complete sentences and guide students in expanding simple sentences with descriptive language during oral and written activities. Educators also model how to transform ideas from a “tabla de personajes” tool into complete, well-structured sentences, demonstrating how sentence construction supports stronger written compositions. Scaffolded instruction and differentiated supports help students incorporate academic and domain-specific vocabulary, including santuario, espectadores, emprender el viaje, and bifurcación, while strengthening sentence structure, syntax, and precise word choice in Spanish.
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
Additionally, Conocimiento 9 Guía del maestro also provides systematic and explicit educator guidance that builds writing from sentence-level instruction to extended compositions aligned to the grade-level Spanish language arts TEKS. Educators first model sentence construction during “Actividades de conciencia sintáctica,” where students expand complete sentences by incorporating descriptive language and appropriate syntax. Students then apply these sentence-level skills as educators guide them through planning, drafting, revising, and publishing personal narratives and letters connected to the unit’s historical themes. Throughout the sequence, educators model how to expand sentences into organized paragraphs, conduct writing conferences, and provide feedback to strengthen organization, vocabulary, and conventions, supporting a coherent progression from sentence-level writing to complete compositions.
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
Habilidades y Destrezas 9 Guía del maestro lesson 13 also provides systematic and explicit opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing in Spanish. Educators model how to strengthen sentences by incorporating coordinating conjunctions to expand ideas and improve cohesion before students apply the strategy in their own opinion writing. Students use a structured revision checklist to evaluate sentence clarity, organization, and completeness, revise drafts by adding supporting details, and participate in peer conferences to receive and apply feedback. Educators provide ongoing support through the “Registro de escritura,” differentiated small-group instruction, targeted mini-lessons, and conferencing as students edit spelling, punctuation, grammar, and Spanish language conventions before publishing polished compositions aligned to the grade-level Spanish language arts TEKS.
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
Similarly, in Conocimiento 6 Guía del maestro, lesson 6 provides systematic opportunities for students to practice Spanish academic language conventions both in and out of context. Educators explicitly model the use of adverbs by analyzing examples from the read-aloud, demonstrating how adverbs modify verbs within complete sentences. Students first practice the convention out of context by orally describing actions with appropriate adverbs and composing original sentences. They then apply these conventions in context by incorporating precise adverbs, correct sentence structure, capitalization, and punctuation into the informational writing and short paragraphs they have already developed throughout the unit, reinforcing alignment to the grade-level Spanish language arts TEKS.
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
Similarly, in Habilidades y Destrezas 9 Guía del maestro, lesson 13 provides systematic opportunities for students to practice and apply Spanish grammar, punctuation, and usage through revision and editing of authentic writing. Educators model how coordinating conjunctions strengthen sentence development using mentor examples before students apply the convention in their own opinion writing. Students then use a structured editing checklist to review grammar, punctuation, spelling, capitalization, and language usage before revising and publishing a polished composition. Educator conferences, peer review, differentiated small-group instruction, and targeted feedback provides repeated opportunities for students to practice language conventions in isolation during editing before applying them in context through meaningful written communication.