Program Information
- ISBN
- 9798902051510
- 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 3
SLAR Grade 3
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 3 | 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 within each unit. For example, the “Mapa curricular de Grado 3” identifies the standards, instructional focus, and content addressed throughout the course. In unit 2, “Escamas, plumas y pelaje: la clasificación de los animales,” the materials organize 15 instructional days around the TEKS 3.1.D, 3.2.B.xi, 3.7.C, and 3.7.G. The unit includes concepts such as identifying main ideas and supporting details, reading and writing words with open syllables, and responding to texts to demonstrate comprehension. The scope and sequence provides educators with a clear overview of the standards, content, and skills addressed throughout the unit and supports planning for coherent instruction.
The materials include a scope and sequence that outlines the TEKS alignment, instructional pacing, and concepts taught throughout the course. The “Mapa curricular de Grado 3” organizes instruction into 10 units that develop linguistic competencies through literary and informational texts of varying complexity. The scope and sequence identifies the standards, instructional focus, and content addressed within each unit, providing educators with a clear overview of the progression of skills and concepts across the course. In unit 3, “El cuerpo humano: sistemas y sentidos,” the materials allocate 14 instructional days to concepts such as applying Spanish spelling patterns for regular and irregular plurals, while also developing students’ understanding of the human body through informational texts. These resources support coherent instructional planning and demonstrate how standards and content are sequenced throughout the year.
Evaluation for 1.1b
The materials include the document Guía de clases Grado 3, which provides a pacing guide with a graphic representation of the length of each unit, as well as time allotted for assessments and Pausing Points. For example, the guide includes a 37-week pacing calendar suggesting the number of days needed to complete each lesson and unit to support effective instruction. This ensures the effective implementation of various calendars, including suggested instructional pacing.
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 the rationale for the grade 3 sequence and describes how concepts connect throughout the course. The units build on students’ knowledge of the TEKS and previous education, with each unit’s introduction explaining the connections between learned content and upcoming learning. For example, in unit 3 “El cuerpo humano: sistemas y sentidos,” the introduction connects prior learning from grades 1–2 about the five senses and the body parts associated with each sense to the texts students will read throughout the current unit. These connections explain the unit order and show how concepts build across the course.
The K–5 Guía del programa explains the concepts and skills students will develop throughout the units. For example, the “Making Connections Year by Year” subsection lists the units for each grade level and explains the rationale for the instructional sequence as students progress through the elementary grades. The unit introductions also explain connections to previously taught content and upcoming units, showing how concepts connect throughout the course. For example, in grade 3, the unit introduction explains that students transition from basic comprehension to more analytical reading and writing skills, including comparing texts, analyzing the author’s purpose, and producing more structured written responses supported by evidence. These skills are positioned as preparation for more rigorous text analysis in later grades.
Evaluation for 1.1d
The “K–5 Materials: Pautas para la Internalización de la lección” provides guiding questions that help educators review, deepen their understanding of, and adapt the lessons. In “Planificación de la unidad,” the materials fully support unit internalization by directing educators to identify the foundational skills students need to master, review the scope and sequence to connect learning across the year, and anticipate misconceptions at pause points. These protocols help educators understand learning progression, align instruction to unit goals, and prepare supports for student needs.
The materials include protocols with corresponding guidance for lesson internalization through the “Planificación de la unidad” document. The document supports instructional planning and preparation by including a structured planning template that guides educators in identifying unit goals, priority standards, lesson objectives, assessment opportunities, and instructional resources needed for implementation. Additionally, the planning tool prompts educators to preview unit components, analyze instructional goals and assessments, anticipate potential student challenges, and identify opportunities for differentiation and extension, supporting thorough lesson internalization and effective instructional delivery.
Evaluation for 1.1e
The materials provide instructional leaders with resources to support implementation through the Program Overview for Leaders. The overview is organized as a participant notebook for administrators and instructional leaders and guides participants through the process of creating a step-by-step implementation plan. The 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. 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 include comprehensive unit overviews in the “Conocimiento” section of each Teacher’s Guide that provide the background knowledge and academic vocabulary necessary to teach unit concepts. For example, in unit 1 “Cuentos clásicos: El viento en los sauces,” the introduction explains that the unit introduces students to classic children’s stories with rich language and varied vocabulary. The overview also develops educator understanding of fiction elements, including dialogue, characters, plot, setting, and narrative structure.
The materials include comprehensive unit overviews that identify the academic vocabulary necessary for instruction, 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 associated with unit concepts. For example, in unit 3, the materials identify vocabulary such as abatido, convocar, inspeccionar, and posponer, as well as the expressions un buen fin and un buen principio.
Evaluation for 1.2b
The materials include supports for families in both Spanish and English for each unit through the “Carta de apoyo para las familias.” These resources explain unit content and provide suggestions for supporting student learning and progress at home. For example the letter for unit 5 “¡Rayos, truenos y centellas! La luz y el sonido,” explains that students will explore how light and sound travel in waves, how instruments manipulate those waves, how to conduct research, take notes, respond to texts, and how to complete a writing task and publish a newspaper article.
The materials also include supports for families in both Spanish and English through the “Carta de apoyo para las familias” in the Habilidades y Destrezas Cuaderno de actividades. These resources provide suggested activities that reinforce classroom learning and support student progress. 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. These resources support ongoing communication between home and school and provide families with opportunities to support student progress.
Evaluation for 1.3a
The materials include comprehensive, structured, and detailed daily lesson plans, as demonstrated in Guía del maestro unit 1 “Cuentos clásicos: El viento en los sauces.” Each lesson includes daily objectives aligned to the TEKS, embedded questions and tasks, required materials, and formative instructional assessments aligned to lesson goals. For example, lesson 1 provides timing for each instructional component and identifies materials such as chart paper, a Venn diagram, word cards, and student readers. These components provide educators with the structure and guidance necessary to deliver instruction aligned to the content and language standards of the lesson.
The grade 3 materials include comprehensive, structured, and detailed daily lesson plans, as demonstrated in Guía del maestro unit 3, lesson 1. The lesson includes objectives aligned to the TEKS, discussion prompts, collaborative learning opportunities, instructional tasks, materials, and formative assessments that support implementation. Each lesson is organized under “Enfoque principal de la lección” and includes sections such as “Conexiones esenciales,” “Lectura,” “Escritura,” and “Lenguaje,” which integrate content and language standards. The materials include targeted questions for complex tasks and graphic organizers, as well as materials such as blank and ruled paper, an SQA chart, a writing chart, a spelling chart, and a plural words chart. These components provide educators with the structure and guidance necessary to deliver instruction aligned to the content and language standards of the lesson.
Evaluation for 1.3b
The materials in Guía del maestro unit 1 “Cuentos clásicos: El viento en los sauces” include a lesson overview that lists the educator and student materials necessary to deliver the lesson and provides suggested timing for each lesson component. For example, lesson 1 includes a “Vistazo a la lección” that specifies the time allotted for each component, including “Audición y expresión oral” (45 minutes), “Lectura” (20 minutes), “Destrezas básicas” (25 minutes), and an additional “Lectura” (30 minutes).
Guía del maestro unit 9 “La época colonial en los Estados Unidos” also includes a lesson overview that identifies the educator and student materials required for lesson delivery and provides suggested timing for each lesson component. The “Contenido” section and “Vistazo a la lección” specify time allocations for instructional activities, including 20 minutes for “Conexiones esenciales” and five minutes for “Introducción a la lectura.” The “Materiales” column lists instructional resources, such as “Tarjetas de imágenes” and flipcharts, and student materials, such as activity pages. The lessons also include an “Enfoque principal de la lección” and a “Preparación previa” section that guide lesson preparation and organization.
Evaluation for 1.3c
The materials in Guía del maestro unit 5 include guidance on the effective use of lesson materials for review, extension, and enrichment based on student performance. At the “Nivel Emergente” level, the materials direct educators to use daily scaffolds and supplemental decodable texts during small-group or independent reading. At the “Nivel Avanzado,” the materials provide extension and enrichment activities, including the “Desafío” section and additional resources for advanced learners. The “Pausa” section guides educators in adjusting instruction and selecting reading, writing, and language resources that support different levels of student mastery.
The materials also include guidance on the effective use of lesson materials for extended practice through a Cuaderno de actividades, which supports independent practice during school or as homework for each lesson. For example, the Cuaderno de actividades for unit 3 “El cuerpo humano: sistemas y sentidos” includes activities to complete at home. The “Ordenar oraciones” routine directs students to “Selecciona y marca la oración temática y la oración de conclusión en este párrafo” and “Numera las oraciones que dan detalles de apoyo en el orden correcto” as part of their practice.
1.1 Course-Level Design
1.1a
Materials include a scope and sequence outlining the TEKS and concepts taught in the course.
Materials include a scope and sequence outlining the TEKS and concepts taught in the course.
2 out of 2 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS and concepts taught in the course.
2 out of 2 points
The materials include a scope and sequence that outlines the TEKS alignment, instructional pacing, and concepts taught throughout the course. The “Mapa curricular de Grado 3” organizes instruction into 10 units that develop linguistic competencies through literary and informational texts of varying complexity. The scope and sequence identifies the standards, instructional focus, and content addressed within each unit, providing educators with a clear overview of the progression of skills and concepts across the course. In unit 3, “El cuerpo humano: sistemas y sentidos,” the materials allocate 14 instructional days to concepts such as applying Spanish spelling patterns for regular and irregular plurals, while also developing students’ understanding of the human body through informational texts. These resources support coherent instructional planning and demonstrate how standards and content are sequenced throughout the year.
1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
2 out of 2 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
2 out of 2 points
The materials 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
The K–5 Guía del programa explains the concepts and skills students will develop throughout the units. For example, the “Making Connections Year by Year” subsection lists the units for each grade level and explains the rationale for the instructional sequence as students progress through the elementary grades. The unit introductions also explain connections to previously taught content and upcoming units, showing how concepts connect throughout the course. For example, in grade 3, the unit introduction explains that students transition from basic comprehension to more analytical reading and writing skills, including comparing texts, analyzing the author’s purpose, and producing more structured written responses supported by evidence. These skills are positioned as preparation for more rigorous text analysis in later grades.
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
The materials include protocols with corresponding guidance for lesson internalization through the “Planificación de la unidad” document. The document supports instructional planning and preparation by including a structured planning template that guides educators in identifying unit goals, priority standards, lesson objectives, assessment opportunities, and instructional resources needed for implementation. Additionally, the planning tool prompts educators to preview unit components, analyze instructional goals and assessments, anticipate potential student challenges, and identify opportunities for differentiation and extension, supporting thorough lesson internalization and effective instructional delivery.
1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
The materials also provide tools that help leaders monitor and support implementation over time. 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 include comprehensive unit overviews that identify the academic vocabulary necessary for instruction, 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 associated with unit concepts. For example, in unit 3, the materials identify vocabulary such as abatido, convocar, inspeccionar, and posponer, as well as the expressions un buen fin and un buen principio.
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 supports for families in both Spanish and English through the “Carta de apoyo para las familias” in the Habilidades y Destrezas Cuaderno de actividades. These resources provide suggested activities that reinforce classroom learning and support student progress. 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. These resources support ongoing communication between home and school and provide families with opportunities to support student progress.
1.3 Lesson-Level Design
1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS).
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS).
4 out of 4 points
Evaluation for 1.3a
Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS).
4 out of 4 points
The grade 3 materials include comprehensive, structured, and detailed daily lesson plans, as demonstrated in Guía del maestro unit 3, lesson 1. The lesson includes objectives aligned to the TEKS, discussion prompts, collaborative learning opportunities, instructional tasks, materials, and formative assessments that support implementation. Each lesson is organized under “Enfoque principal de la lección” and includes sections such as “Conexiones esenciales,” “Lectura,” “Escritura,” and “Lenguaje,” which integrate content and language standards. The materials include targeted questions for complex tasks and graphic organizers, as well as materials such as blank and ruled paper, an SQA chart, a writing chart, a spelling chart, and a plural words chart. These components provide educators with the structure and guidance necessary to deliver instruction aligned to the content and language standards of the lesson.
1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
Evaluation for 1.3b
Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
Guía del maestro unit 9 “La época colonial en los Estados Unidos” also includes a lesson overview that identifies the educator and student materials required for lesson delivery and provides suggested timing for each lesson component. The “Contenido” section and “Vistazo a la lección” specify time allocations for instructional activities, including 20 minutes for “Conexiones esenciales” and five minutes for “Introducción a la lectura.” The “Materiales” column lists instructional resources, such as “Tarjetas de imágenes” and flipcharts, and student materials, such as activity pages. The lessons also include an “Enfoque principal de la lección” and a “Preparación previa” section that guide lesson preparation and organization.
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 on the effective use of lesson materials for extended practice through a Cuaderno de actividades, which supports independent practice during school or as homework for each lesson. For example, the Cuaderno de actividades for unit 3 “El cuerpo humano: sistemas y sentidos” includes activities to complete at home. The “Ordenar oraciones” routine directs students to “Selecciona y marca la oración temática y la oración de conclusión en este párrafo” and “Numera las oraciones que dan detalles de apoyo en el orden correcto” as part of their practice.
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 Guía del maestro includes diagnostic, formative, and summative assessments at the lesson and unit levels that vary in task and question type. At the beginning of lessons and throughout instruction, the materials incorporate ongoing diagnostic and formative assessments. The materials include varied tasks such as exit tickets, quick writes, true-or-false questions, and grammar checks that require students to identify sentence parts or select words from a list. During “Pausa” days, the materials provide assessments in comprehension, spelling, and fluency to monitor student progress before students continue to the next lessons. In lesson 14, students complete a summative unit assessment that includes multiple-choice questions, open-ended responses, and written reflections.
The materials also include summative unit assessments that measure student mastery of skills and concepts taught throughout the unit through a variety of tasks and question types. For example, unit 7’s “Evaluación de la unidad” serves as a summative assessment and includes tasks in writing and listening that align to the unit learning objectives. The assessment provides students with multiple opportunities to demonstrate their understanding of unit content and skills through varied response formats. In addition, the “Evaluación de la unidad” incorporates formative assessment opportunities that allow educators to gather evidence of student learning throughout the assessment process. These varied assessment tasks support the measurement of student mastery and provide information about progress toward unit goals.
Evaluation for 2.1b
The K–5 Guía de la evaluación features definitions and intended purposes for the instructional assessment types used throughout the program. The guide describes a comprehensive set of assessments that range from daily comprehension checks and formative assessments to unit milestones and yearlong benchmarks, including beginning-of-year, middle-of-year, and end-of-year assessments. The guide defines each assessment type, explains its intended purpose, and describes its role in measuring mastery of TEKS-aligned objectives. The materials also explain how educators should analyze and use assessment data to monitor student progress, identify learning gaps, and make informed instructional decisions.
Additionally, in the “How Data Are Used” section, the materials describe how assessment information helps educators monitor student performance and progress over time. 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. This resource describes how educators interpret results, identify student needs, and adjust instruction based on assessment outcomes. The supports clarify the purpose of each assessment type and connect assessment data to responsive instruction.
Evaluation for 2.1c
The materials in Guía del maestro’s “Evaluación de la unidad” include educator guidance that supports the consistent and accurate administration of instructional assessments. The materials provide clear pacing guidelines, scripted directions, and standardized scoring resources. The materials also specify timeframes for assessing reading comprehension, grammar, and morphology skills and include an optional fluency assessment. In addition, the materials guide educators through the administration of reading tasks with precise scripts and step-by-step directions that support consistent implementation.
The materials include educator guidance in the “Evaluación de la unidad” that supports consistent assessment administration across examiners. For example, in unit 3 “El cuerpo humano: sistemas y sentidos,” the materials provide explicit directions for timing student performance: “Comience a tomar el tiempo cuando el estudiante lea la primera palabra. Si usa un reloj, escriba la hora de inicio exacta en minutos y segundos en la hoja de registro. Si está usando un cronómetro, no necesita anotar la hora de inicio porque el cronómetro calculará el lapso transcurrido.” These detailed, scripted procedures establish clear expectations for administering the assessment and recording results, helping ensure that all examiners follow the same process and collect data consistently across students.
Evaluation for 2.1d
The materials include diagnostic, formative, and summative assessments aligned to the TEKS and to course, unit, and lesson objectives. The materials identify the TEKS within pretests, formative assessments, domain assessments, and Habilidades y Destrezas Student Performance Assessments. Throughout the units, students participate in a variety of assessment opportunities, including preliminary assessments, checks for understanding, performance assessments, anecdotal records, activity book assessments, and end-of-unit evaluations. The TEKS are displayed directly within assessment materials, helping educators connect assessment results to the standards and objectives addressed during instruction. This alignment supports the use of assessment data to monitor student progress toward grade-level expectations and instructional goals. For example, unit 7 “Astronomía: nuestro sistema solar y más allá” includes an “Evaluación de la unidad” that identifies the TEKS assessed in the writing, listening, and speaking sections.
The materials in Guía del maestro unit 9 “La época colonial en los Estados Unidos” align diagnostic, formative, and summative assessments to the TEKS and unit objectives. Throughout the unit, assessment materials identify TEKS alignment by displaying the TEKS standards next to formative assessment tasks, within lesson focus sections, and alongside unit assessment items. The materials also connect assessments to daily lesson objectives through pacing guides, “Vistazo a la lección,” and instructional directions that specify when educators should administer workbook activities and informal assessments. The TEKS and lesson objectives guide the timing, implementation, and evaluation criteria for student assessments.
Evaluation for 2.1e
The materials include definitions and intended purposes for the instructional assessments used throughout the program. For example, the K–5 Guía del usuario’s “Evaluación” section describes the assessment system and explains how diagnostic, formative, and summative assessments support instruction and monitor student progress. The guide outlines the purpose of each assessment type and explains how assessment data can be used to inform instructional decisions. The guide describes the assessments included within the program and explains how they support ongoing progress monitoring and measurement of student mastery. These resources help educators understand the purpose of each assessment type and how assessment results connect to instructional goals and TEKS-aligned expectations.
The materials include formative assessments embedded within daily lessons, allowing educators to monitor student understanding throughout instruction. For example, in unit 1 “Cuentos clásicos: El viento en los sauces” the “Comentar la lectura en voz alta” section includes a series of discussion questions and a “Verificar la comprensión” activity that assesses student understanding of the text. These questions provide opportunities for students to demonstrate comprehension through oral responses and text-based discussions. The formative assessment questions are labeled according to their level of complexity, including literal, inferential, and evaluative categories. The labels help educators understand the cognitive demand of each question and support the assessment of student thinking at multiple levels.
Evaluation for 2.2a
The materials include scoring rubrics that provide guidance for interpreting student performance. For example, Guía del maestro unit 1 “Cuentos clásicos: El viento en los sauces” contains a “Rúbrica de escritura de tercer grado: escritura narrativa.” The rubric features three proficiency levels—“Básico,” “Competente,” and “Avanzado”—that aids educators in evaluating student writing. The rubric includes clearly defined performance criteria that distinguish levels of proficiency across components of narrative writing. These scoring tools support educators in interpreting student performance and making instructional decisions based on demonstrated writing skills.
The materials also include guidance for interpreting student performance through differentiated performance-level descriptors. For example, in Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos” lesson 12, the materials provide a table with three performance levels—”Nivel emergente,” “A nivel,” and “Nivel avanzado”—that help educators identify student performance and determine appropriate instructional responses. The descriptors include guidance such as providing individual support with pronunciation, intonation, rhythm, or volume for students at the “Nivel emergente” level. They also recommend grouping students to support one another at the “A nivel level” and allowing students at the “Nivel avanzado” level to work independently. These supports help educators interpret performance levels and match instruction to student needs.
Evaluation for 2.2b
The materials include guidance for using assessment results to respond to trends in student performance. For example, in Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido,” the “Nota para el maestro” explains how educators can analyze student work to identify recurring patterns of misunderstanding. The guidance states, “Más adelante en la lección puede ser útil utilizar la plantilla que se da para analizar los errores de los estudiantes. Esto le permitirá identificar patrones incipientes o persistentes en el trabajo de los estudiantes.” These supports help educators analyze assessment evidence, identify performance trends, and determine appropriate instructional responses.
The materials also include guidance for using assessment results to plan targeted instructional support. For example, Guía del maestro unit 10 “Jazz y más” features the “Análisis de la evaluación de comprensión de la lectura silenciosa: El gato.” For thisi assessment, students who answer six questions or fewer correctly are identified as having “preparación mínima para grado 4.” The materials then direct educators to reinforce skills from previous lessons to address identified areas of need and support student understanding. These supports help educators use assessment results to determine the next instructional steps based on student performance trends.
Evaluation for 2.2c
The materials include tools for educators to track student progress and growth. In Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” the “Lista de verificación para la audición y expresión oral” provides a tool for documenting student performance and identifying trends in listening and speaking skills. During the “Evaluación formativa: Presentar un artículo periodístico,” educators record students’ ability to participate in conversations, follow discussion rules, ask clarifying questions, provide information about a topic, explain ideas in detail, and demonstrate proficiency in language use and conventions. These tools support educators in monitoring student growth over time and identifying areas that may require additional instructional support.
The materials also include tools for students to track their own progress and growth. For example, the “Registro de lectura” provides three versions—“Lectores emergentes,” “Lectores en desarrollo,” and “Lectores independientes”—that allow students to monitor their daily reading habits. Students record their reading activity by marking the day of the week and indicating whether they read independently, read with someone, or listened to someone read. The materials provide the appropriate reading log based on each student’s reading proficiency. These tools support student ownership of learning by helping them monitor and reflect on their reading progress over time.
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 also include summative unit assessments that measure student mastery of skills and concepts taught throughout the unit through a variety of tasks and question types. For example, unit 7’s “Evaluación de la unidad” serves as a summative assessment and includes tasks in writing and listening that align to the unit learning objectives. The assessment provides students with multiple opportunities to demonstrate their understanding of unit content and skills through varied response formats. In addition, the “Evaluación de la unidad” incorporates formative assessment opportunities that allow educators to gather evidence of student learning throughout the assessment process. These varied assessment tasks support the measurement of student mastery and provide information about progress toward unit goals.
2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
Additionally, in the “How Data Are Used” section, the materials describe how assessment information helps educators monitor student performance and progress over time. 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. This resource describes how educators interpret results, identify student needs, and adjust instruction based on assessment outcomes. The supports clarify the purpose of each assessment type and connect assessment data 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 include educator guidance in the “Evaluación de la unidad” that supports consistent assessment administration across examiners. For example, in unit 3 “El cuerpo humano: sistemas y sentidos,” the materials provide explicit directions for timing student performance: “Comience a tomar el tiempo cuando el estudiante lea la primera palabra. Si usa un reloj, escriba la hora de inicio exacta en minutos y segundos en la hoja de registro. Si está usando un cronómetro, no necesita anotar la hora de inicio porque el cronómetro calculará el lapso transcurrido.” These detailed, scripted procedures establish clear expectations for administering the assessment and recording results, helping ensure that all examiners follow the same process and collect data consistently across students.
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 in Guía del maestro unit 9 “La época colonial en los Estados Unidos” align diagnostic, formative, and summative assessments to the TEKS and unit objectives. Throughout the unit, assessment materials identify TEKS alignment by displaying the TEKS standards next to formative assessment tasks, within lesson focus sections, and alongside unit assessment items. The materials also connect assessments to daily lesson objectives through pacing guides, “Vistazo a la lección,” and instructional directions that specify when educators should administer workbook activities and informal assessments. The TEKS and lesson objectives guide the timing, implementation, and evaluation criteria for student assessments.
2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
Evaluation for 2.1e
Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
The materials include formative assessments embedded within daily lessons, allowing educators to monitor student understanding throughout instruction. For example, in unit 1 “Cuentos clásicos: El viento en los sauces” the “Comentar la lectura en voz alta” section includes a series of discussion questions and a “Verificar la comprensión” activity that assesses student understanding of the text. These questions provide opportunities for students to demonstrate comprehension through oral responses and text-based discussions. The formative assessment questions are labeled according to their level of complexity, including literal, inferential, and evaluative categories. The labels help educators understand the cognitive demand of each question and support the assessment of student thinking at multiple levels.
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 guidance for interpreting student performance through differentiated performance-level descriptors. For example, in Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos” lesson 12, the materials provide a table with three performance levels—”Nivel emergente,” “A nivel,” and “Nivel avanzado”—that help educators identify student performance and determine appropriate instructional responses. The descriptors include guidance such as providing individual support with pronunciation, intonation, rhythm, or volume for students at the “Nivel emergente” level. They also recommend grouping students to support one another at the “A nivel level” and allowing students at the “Nivel avanzado” level to work independently. These supports help educators interpret performance levels and match instruction to student needs.
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 guidance for using assessment results to plan targeted instructional support. For example, Guía del maestro unit 10 “Jazz y más” features the “Análisis de la evaluación de comprensión de la lectura silenciosa: El gato.” For thisi assessment, students who answer six questions or fewer correctly are identified as having “preparación mínima para grado 4.” The materials then direct educators to reinforce skills from previous lessons to address identified areas of need and support student understanding. These supports help educators use assessment results to determine the next instructional steps based on student performance trends.
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
The materials also include tools for students to track their own progress and growth. For example, the “Registro de lectura” provides three versions—“Lectores emergentes,” “Lectores en desarrollo,” and “Lectores independientes”—that allow students to monitor their daily reading habits. Students record their reading activity by marking the day of the week and indicating whether they read independently, read with someone, or listened to someone read. The materials provide the appropriate reading log based on each student’s reading proficiency. These tools support student ownership of learning by helping them monitor and reflect on their reading progress over time.
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
In Guía del maestro unit 3 “El cuerpo humano: sistemas y sentidos,” the “Pausa 2” section directs students to complete a narrative writing task. In the process, the materials provide guidance for differentiating instruction based on student readiness. The educator note states: “Puede demostrar este paso del proceso de escritura para los estudiantes que no estén preparados para completarla de manera individual. También puede pedir a los estudiantes que trabajen con un compañero o en grupo.” These supports provide scaffolding through educator modeling and collaborative practice for students who are not yet ready for independent performance.
The materials also include differentiated instructional guidance based on student performance levels. For example, in Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” a lesson on antonyms includes support for students at “Nivel emergente,” “A nivel,” and “Nivel avanzado.” Students at the “Nivel emergente” level receive targeted educator support, while on-level students determine whether examples are synonyms or antonyms, and students at the “Nivel avanzado” level generate antonyms independently. These supports help educators adjust the level of instruction, practice, and support based on student readiness and proficiency levels.
Evaluation for 3.1b
The materials include pre-teaching and embedded supports for unfamiliar vocabulary and references in text. For example, in Guía del maestro unit 1 “Cuentos clásicos: El viento en los sauces,” the “Lectura en voz alta” section of “Por la carretera” highlights vocabulary words and provides student-friendly definitions. The materials define potrero as “un terreno con pastos que se usa para alimentar y guardar el ganado,” supporting student understanding of unfamiliar vocabulary and references in the text. Vocabulary support is embedded directly within the lesson so educators can introduce and clarify unfamiliar words as they arise during reading. These supports help students access the text, develop understanding of academic and content-specific language, and participate more successfully in discussions about the text.
The materials also include embedded supports for figurative language. For example, in Guía del maestro unit 6 “Poesía: ritmo y rima” lesson 11, the materials provide educator guidance for helping students distinguish between literal and figurative language while reading poems. Students read poems and identify whether words and phrases convey literal meaning or figurative language. The lesson provides structured opportunities for students to analyze language and discuss how meaning changes when words are used nonliterally. These supports help students interpret figurative language, understand how meaning can shift depending on context, and deepen their comprehension of literary texts.
Evaluation for 3.1c
The materials include educator guidance for enrichment and extension activities for students who demonstrate proficiency in grade-level content and skills. In Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales,” lesson 3 directs educators to have students complete “Actividad 3.1” and provides an extension question for students who complete the activity independently: “¿Por qué creen que los animales vertebrados pueden ser más grandes que los invertebrados?” This additional task extends student thinking beyond the lesson activity by requiring students to analyze biological characteristics and explain relationships between concepts. The question encourages deeper reasoning and application of content knowledge rather than simple recall of information. These supports provide opportunities for students to extend their understanding of grade-level content through higher-level thinking.
The materials also include educator guidance for enrichment activities that extend learning for students who have mastered unit content. For example, in Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá” lesson 16, the materials direct educators to use the “Desafío” to extend learning. The sidebar notes: “Los estudiantes pueden escribir preguntas y respuestas en tarjetas de fichero para usar durante el juego de repaso de la unidad.” The activity extends learning by requiring students to generate their own questions, identify important content, and create study materials for use during review activities. Students apply and synthesize unit knowledge while engaging in a collaborative learning experience. These enrichment opportunities support deeper understanding and continued growth beyond mastery of grade-level expectations.
Evaluation for 3.2a
The materials include explicit prompts and guidance that support educators in modeling and explaining concepts. For example, in Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales,” lesson 3 uses the “Demostración del maestro” to guide educators in modeling the process students use to compare two texts. The Teacher’s Guide states: “Lea en voz alta los pasajes del frente de la página. Demuestre cómo identificar y resaltar temas similares con un marcador amarillo. Demuestre cómo encerrar en un círculo información diferente con un marcador anaranjado.” These prompts provide step-by-step guidance for modeling the thinking process and demonstrating how to use visual strategies to analyze and compare information across texts. By making the cognitive process visible, the materials support educators in explicitly teaching comprehension and analysis skills.
The materials also include explicit prompts and guidance that support educators in explaining new concepts. In the Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 17 provides guided explanations for introducing and clarifying pronombres posesivos. The Teacher's Guide states: “Explique que los pronombres posesivos indican a quién pertenece algo, por eso cambian según la persona a quien pertenece. Señale la columna de ‘Pertenece a’ para mostrar las diferentes personas y el pronombre que le corresponde a cada una.” The materials include direct educator language and visual references that connect grammatical forms to their meanings and uses. Through these supports, educators can clearly explain new concepts and provide students with a concrete understanding of how language functions in context.
Evaluation for 3.2b
In Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales” lesson 1, the materials provide guidance for lesson delivery through approaches such as annotating observations in a graphic organizer, participating in Think-Pair-Share routines, working with a research partner, and engaging in a virtual museum field trip. Students observe and describe characteristics of animals, record observations in a graphic organizer, discuss ideas with peers, and work with a partner to investigate information. These approaches provide opportunities for discussion, graphic organization, and partner collaboration during instruction.
The materials also include educator guidance and recommendations for lesson facilitation through multiple instructional structures. For example, in Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos” lesson 1, educators are directed to facilitate learning through activities such as discussing cause-and-effect relationships, completing activity pages, listening with a purpose, analyzing images, and participating in comprehension checks. The lesson includes whole-group discussion, guided practice, partner work, visual supports, and comprehension checks throughout instruction. These structures provide multiple formats for presenting content and monitoring student responses during the lesson.
Evaluation for 3.2c
The materials support multiple types of practice and include guidance for educators on implementing whole-group, small-group, partner, and individual structures. In Guía del maestro unit 6 “Poesía: ritmo y rima,” “Pausa 2” provides recommendations for organizing students during review, reinforcement, and extension activities. The educator guidance suggests setting aside time to review previously taught content and using the activities with the entire class or in small groups based on student needs. These structures provide educators with options for delivering guided and collaborative practice using different grouping formats.
The materials also support collaborative practice and include guidance for implementing partner and whole-group structures. For example, in Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos” lesson 2, students complete a section of an activity page with a partner and then participate in a whole-class discussion of responses. The lesson includes both partner work and whole-group review as part of the instructional sequence. These structures provide opportunities for collaborative practice and whole-group participation as students complete and discuss lesson activities.
Evaluation for 3.3a
The K–5 Guía del usuario provides information about bilingual program models and guidance for implementation within different instructional settings. For example, the materials describe early-exit, late-exit, dual-language one-way, and dual-language two-way program models and explain how language allocation may vary across grade levels. The guide also provides information about the use of Spanish language arts in the early grades and the integration of English language arts and reading in later grades according to the program model. These supports help educators understand how the materials are designed to be used within approved bilingual and ESL program structures.
The materials also include implementation guidance that supports instruction within bilingual and ESL program models through cultural and linguistic connections. For example, in unit 1 “Cuentos clásicos: El viento en los sauces,” the “Conexión cultural” section features guidance for connecting instruction to students’ cultural and linguistic backgrounds. The materials direct educators to incorporate discussions about family stories, analyze and dramatize traditional Spanish-language tales, and provide opportunities for students to share storytelling traditions from their families and communities. The materials also recommend the use of authentic resources from Spanish-speaking countries and encourage educators to draw on students’ linguistic knowledge during instruction. These supports provide guidance for incorporating students’ cultural and linguistic experiences into classroom learning.
Evaluation for 3.3b
The Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales” lesson 1 includes “Nivel emergente,” “A nivel,” and “Nivel avanzado” tables that provide embedded instructional supports based on student needs throughout the reading and writing components of the lesson. These supports guide educators in adjusting language demands, providing scaffolds, and differentiating instruction as students engage with academic content. The materials embed these supports for emergent bilingual students within instruction, allowing educators to respond to varying levels of language proficiency while maintaining access to grade-level content.
The materials also include embedded guidance that supports emergent bilingual students in building background knowledge and making connections between academic content and students’ cultural experiences. For example, in Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” the “Conexión cultural” section guides educators in connecting the unit to students’ cultural backgrounds and experiences so they can make personal connections to the topic being studied. Further, each group collaborates to research an astronomical feature, creates a visual and written presentation, and shares their findings with the class. This instructional design ensures that students routinely leverage their prior knowledge and diverse cultural perspectives as a foundation for navigating new academic content.
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 instructional guidance based on student performance levels. For example, in Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” a lesson on antonyms includes support for students at “Nivel emergente,” “A nivel,” and “Nivel avanzado.” Students at the “Nivel emergente” level receive targeted educator support, while on-level students determine whether examples are synonyms or antonyms, and students at the “Nivel avanzado” level generate antonyms independently. These supports help educators adjust the level of instruction, practice, and support based on student readiness and proficiency levels.
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 embedded supports for figurative language. For example, in Guía del maestro unit 6 “Poesía: ritmo y rima” lesson 11, the materials provide educator guidance for helping students distinguish between literal and figurative language while reading poems. Students read poems and identify whether words and phrases convey literal meaning or figurative language. The lesson provides structured opportunities for students to analyze language and discuss how meaning changes when words are used nonliterally. These supports help students interpret figurative language, understand how meaning can shift depending on context, and deepen their comprehension of literary texts.
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 extend learning for students who have mastered unit content. For example, in Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá” lesson 16, the materials direct educators to use the “Desafío” to extend learning. The sidebar notes: “Los estudiantes pueden escribir preguntas y respuestas en tarjetas de fichero para usar durante el juego de repaso de la unidad.” The activity extends learning by requiring students to generate their own questions, identify important content, and create study materials for use during review activities. Students apply and synthesize unit knowledge while engaging in a collaborative learning experience. These enrichment opportunities support deeper understanding and continued growth beyond mastery of grade-level expectations.
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
The materials also include explicit prompts and guidance that support educators in explaining new concepts. In the Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 17 provides guided explanations for introducing and clarifying pronombres posesivos. The Teacher's Guide states: “Explique que los pronombres posesivos indican a quién pertenece algo, por eso cambian según la persona a quien pertenece. Señale la columna de ‘Pertenece a’ para mostrar las diferentes personas y el pronombre que le corresponde a cada una.” The materials include direct educator language and visual references that connect grammatical forms to their meanings and uses. Through these supports, educators can clearly explain new concepts and provide students with a concrete understanding of how language functions in context.
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
The materials also include educator guidance and recommendations for lesson facilitation through multiple instructional structures. For example, in Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos” lesson 1, educators are directed to facilitate learning through activities such as discussing cause-and-effect relationships, completing activity pages, listening with a purpose, analyzing images, and participating in comprehension checks. The lesson includes whole-group discussion, guided practice, partner work, visual supports, and comprehension checks throughout instruction. These structures provide multiple formats for presenting content and monitoring student responses during the lesson.
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 and whole-group structures. For example, in Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos” lesson 2, students complete a section of an activity page with a partner and then participate in a whole-class discussion of responses. The lesson includes both partner work and whole-group review as part of the instructional sequence. These structures provide opportunities for collaborative practice and whole-group participation as students complete and discuss lesson activities.
3.3 Support for Emergent Bilingual Students
3.3a
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Evaluation for 3.3a
Evaluation for 3.3a
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
The materials also include implementation guidance that supports instruction within bilingual and ESL program models through cultural and linguistic connections. For example, in unit 1 “Cuentos clásicos: El viento en los sauces,” the “Conexión cultural” section features guidance for connecting instruction to students’ cultural and linguistic backgrounds. The materials direct educators to incorporate discussions about family stories, analyze and dramatize traditional Spanish-language tales, and provide opportunities for students to share storytelling traditions from their families and communities. The materials also recommend the use of authentic resources from Spanish-speaking countries and encourage educators to draw on students’ linguistic knowledge during instruction. These supports provide guidance for incorporating students’ cultural and linguistic experiences into classroom learning.
3.3b
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
Evaluation for 3.3b
Evaluation for 3.3b
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
The materials also include embedded guidance that supports emergent bilingual students in building background knowledge and making connections between academic content and students’ cultural experiences. For example, in Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” the “Conexión cultural” section guides educators in connecting the unit to students’ cultural backgrounds and experiences so they can make personal connections to the topic being studied. Further, each group collaborates to research an astronomical feature, creates a visual and written presentation, and shares their findings with the class. This instructional design ensures that students routinely leverage their prior knowledge and diverse cultural perspectives as a foundation for navigating new academic content.
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 the “Mapa curricular de Grado 3.” The materials follow a structured progression that guides students from decoding simpler multisyllabic words to reading and spelling words with more complex sound–spelling patterns. Students demonstrate and apply phonetic knowledge to words with varied spellings of the same sound, including c, k, s, z, and q, as well as words with silent h. In unit 1, students identify and decode words with sílabas abiertas y cerradas, grupos consonánticos, and dígrafos con l and r. As the year progresses, students learn more complex patterns, including the silent u in gue/gui and the u with diaeresis in güe/güi in unit 5, followed by prefijos and sufijos in units 7 and 8. This sequence progresses from simpler to more complex phonics skills.
The materials also include systematic and sequenced instruction of phonics and spelling skills in Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación.” In the “Ortografía” sections, students practice reading and writing words according to accentuation patterns through a logical instructional sequence. The materials introduce palabras agudas and their accent rules in lesson 1, continue with palabras graves in lesson 7, and then introduce palabras esdrújulas in lesson 8. Students apply sound–symbol correspondence skills by reading, spelling, and identifying when different types of words require a written accent. This progression builds phonics and spelling knowledge through a systematic sequence of increasingly complex orthographic patterns.
Evaluation for 4.1b
The materials include explicit and intentional opportunities for ongoing phonics practice as demonstrated in Habilidades y Destrezas. For example, in Guía del maestro unit 1 “Cuentos clásicos: El viento en los sauces” lesson 3, students practice previously taught phonics skills involving sílabas abiertas y cerradas and consonant clusters with l and r. In the “Destrezas básicas” section, students read and write words containing pr, br, dr, tr, gr, fr and pl, bl, tl, gl, and fl, including plato, blanco, atlas, regla, flotan, avestruz, escribir, disfrutar, completo, and temblar. Students apply these phonics patterns in isolated word reading and writing activities as well as in connected reading, providing repeated opportunities to reinforce previously taught skills.
In Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales,” the materials include ongoing, explicit, and intentionally planned practice opportunities to develop phonics skills and sound–spelling correspondences. In lesson 1, educators formally introduce an accentuation spelling rule and guide students in analyzing the final letter of words. To apply this knowledge, students practice in isolation by classifying and writing an assigned list of words into the correct columns of a spelling table based on their endings. In addition to this direct work with individual words, the materials extend practice through the decodable text “El bosque tropical,” which is intentionally designed for students to reinforce and apply decoding skills in small groups, pairs, or independently. Through this sequence, students practice the targeted phonics skill in isolation before applying it in connected decodable text, providing ongoing opportunities to reinforce sound–spelling correspondences.
Evaluation for 4.2a
In Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales,” lesson 1 provides highly structured, daily components that systematically introduce and model essential phonics concepts and sound–symbol correspondences. The layout displays distinct, time-blocked instructional components such as a 25-minute “Lenguaje” section designed for targeted grammar and mechanics. In this lesson, the educator explicitly introduces spelling rules for words with specific accentuation patterns, palabras agudas, using a spelling poster. The educator provides direct modeling by writing target vocabulary words on the chalkboard, marking the stressed syllables, and guiding students on whether they require a written accent. Students then practice classifying the words in a graphic organizer based on their endings. The materials reinforce these concepts by incorporating decodable text to provide students with additional direct practice in phonetic decoding skills.
The materials also structure subsequent units to deliver daily lessons that blend explicit instructional guidance with purposeful educator modeling. For example, in Guía del maestro unit 4 “La civilización romana antigua” lesson 1, the “Ortografía: Palabras con c y k” section presents explicit phonics instruction and educator modeling by having educators introduce words that contain the /k/ sound and explain that the same sound can be represented by different spellings, including c and k. The lesson directs educators to use the “Tabla de palabras de ortografía” to model sound–spelling relationships and provide examples of words with each spelling pattern. This guidance ensures that daily lessons include explicit (direct) phonics instruction with educator modeling of phonics concepts and sound–symbol correspondences.
Evaluation for 4.2b
The design of Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido” lesson 1 ensures that daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback. The materials provide recommendations that help educators monitor student work and provide feedback during instruction. In the “Sinónimos” section, the materials state: “Circule por el salón para dar la asistencia necesaria mientras los estudiantes completan el ejercicio. Si disponen de tiempo, puede revisar las respuestas con toda la clase.” This guidance provides opportunities for educators to observe student performance as students work toward mastery and provide immediate feedback and assistance when needed to clarify errors or reinforce understanding.
The curriculum structures subsequent segments so that daily lessons include opportunities for explicit instruction with guidance for immediate and corrective feedback. For example, in Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 1 includes comprehension questions that students answer with a partner while the educator monitors progress. The “Preguntas de comprensión” section directs educators to have students complete the activity page with a partner and to “circular por el salón para dar la asistencia necesaria mientras los estudiantes completan la actividad.” This instruction allows educators to observe student responses during the activity and offer guidance or immediate corrective feedback as difficulties arise.
Evaluation for 4.2c
The materials include daily opportunities for students to practice phonics skills through independent practice. For example, in Guía del maestro unit 1 “Cuentos clásicos: El viento en los sauces” lesson 13, students review the consonant patterns mb and nv. In the “Destrezas básicas” section, the educator writes the words embudo and invisible and guides students in identifying that m precedes b and n precedes v. Students participate in whole-group practice as they analyze the spelling patterns with educator guidance and then complete activity pages independently to apply the skill. These activities provide opportunities for both collaborative and independent phonics practice.
The materials also include daily opportunities for students to practice phonics skills through collaborative learning and independent practice. For example, in Guía del maestro unit 4 “La civilización romana antigua” lesson 6, students practice identifying the syllables que and qui through discussion and small-group discussion. In the “Ortografía: Palabras con que, qui” section, the educator prompts students to recall how the /k/ sound can be represented before the vowels e and i and engages the class in a discussion of the spelling pattern. Students then apply the skill independently by completing the corresponding activity page. These activities support phonics practice through educator-guided discussion and independent application of the target spelling pattern.
Evaluation for 4.3a
In Guía del maestro unit 3 “El cuerpo humano: sistemas y sentidos” lesson 14, the “Evaluación de ortografía” revisits previously taught spelling patterns with s, z, and c. The assessment requires students to classify words into the categories “Palabras con s,” “Palabras con z,” and “Palabras con ce, ci” based on their spelling. This cumulative review provides opportunities for students to apply previously taught spelling patterns and allows educators to verify mastery of the spelling rules for s, z, and c.
Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido” includes spelling instruction and decodable texts that support cumulative phonics review and practice. The materials provide a spelling word chart and instructional resources that revisit previously taught sound–spelling patterns and syllable structures. For example, lesson 1 includes the “Preparación previa” chart with words containing ga, go, gu, gue, gui, güe, and güi, such as merengue, pingüino, and cigüeña. Lesson 2 reinforces these patterns through the “A completar” spelling activity and lesson 8 revisits the diacritical accent. These activities provide cumulative review and practice of previously taught phonics patterns.
Evaluation for 4.3b
The materials include “Repaso de ortografía” activities that provide practice with phonics skills taught during prior instruction. For example, in Guía del maestro unit 1 “Cuentos clásicos: El viento en los sauces” lesson 15, the “Destrezas básicas: Repaso de ortografía” section instructs the educator to review words with mb, nv, and h. The educator facilitates a word-sorting activity in which students read word cards and place them in the correct column of a three-column chart while classmates verify the placement. After reviewing the words, students complete an independent activity in which they decode words from a word bank. The educator also guides a discussion about why the letter h is silent and does not produce a sound when decoding. These activities provide practice with phonics skills that students have already learned.
The materials in Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido” include a spelling section that provides practice opportunities aligned to phonics skills taught during instruction. The “Ortografía: Palabras con /g/” component features spelling tables and activity pages that reinforce the phonics patterns associated with the /g/ sound. For example, the lesson teaches the silent u in the syllables gue/gui, as demonstrated in juguetería and guitarra, and the use of the diaeresis in güe/güi, as demonstrated in pingüino and vergüenza. Students then complete “Páginas de actividades 1.3” and “1.4” to practice the patterns in reading and writing tasks. These activities allow students the opportunity to apply explicitly taught phonics skills.
Evaluation for 4.3c
The materials include decodable texts that incorporate cumulative practice of taught phonics skills. For example, in Guía del maestro unit 3 “El cuerpo humano: sistemas y sentidos,” the “Recursos para el maestro” provide decodable texts that reinforce previously taught phonics skills within connected reading. The decodable text “Veo, veo” includes words with s and z, allowing students to apply previously taught sound–spelling patterns in context, as demonstrated by target words such as cinco, sentidos, visión, lazarillo, cabeza, and capaces. These decodable texts provide cumulative practice of phonics skills taught earlier in instruction.
The materials in Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido” include decodable texts that incorporate cumulative practice of taught phonics skills. The “Recursos para el maestro” section provides decodable texts, such as “¿Qué es la luz?” in lesson 1, which include previously taught phonics and decoding skills within connected reading. The text contains words that reinforce spelling patterns associated with the /g/ sound, including gue, gui, güe, and güi. The guide notes that educators may use these texts in small groups, partner reading, or independent reading to provide cumulative practice and reinforce previously taught spelling patterns, including words with the /g/ sound.
Evaluation for 4.3d
The materials include lessons with an instructional focus and opportunities for practice in isolation and in decodable connected text. For example, in Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales” lesson 6, the spelling section focuses on palabras graves con y sin acento escrito. The lesson provides opportunities for students to practice the spelling patterns in isolation through a table that organizes words into two categories: words ending in n, s, or a vowel and words ending in other consonants. The lesson also features a decodable text that allows students to apply the targeted skills in connected reading. These activities provide practice in isolation and in decodable connected text.
Guía del maestro unit 3 “El cuerpo humano: sistemas y sentidos” includes lessons and student resources that provide opportunities for practice in isolation and in decodable connected text. For example, lesson 1 includes a language block that focuses on plural nouns and adjectives. The lesson uses “Tablas de formas plurales” and a “Póster de ortografía” to provide isolated practice with spelling patterns, including the change from z to c before adding -es, as in with lápiz and lápices. Students then apply these skills while reading connected texts, including “¿Cómo funciona tu cuerpo?” and additional decodable texts provided in the educator resources. These combined resources ensure that lessons include an instructional focus with opportunities for practice in isolation and decodable connected text.
Evaluation for 4.4a
In Guía del maestro unit 1 “Cuentos clásicos: El viento en los sauces,” the materials provide a beginning-of-year assessment that serves as both a benchmark and diagnostic measure to determine students’ instructional needs. The unit also includes ongoing formative assessments and targeted evaluations of literacy and vocabulary skills throughout instruction. The unit calendar identifies structured assessment opportunities in lessons 6–9, 11, and 15, during which students demonstrate proficiency in silent reading, reading comprehension, vocabulary, and spelling. For example, students complete independent silent reading assessments using grade-level texts, participate in a formal vocabulary comprehension assessment, and complete a dictation assessment at the end of the unit to demonstrate application of foundational literacy skills. These varied assessment tools align to the literacy skills and academic vocabulary taught during the unit, provide age-appropriate opportunities for students to demonstrate learning, and allow educators to monitor progress across multiple measures.
Similarly, in Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido,” the “Instancias de evaluación” section identifies assessment opportunities embedded throughout instruction. In lesson 1, students complete “Página de actividades 1.1: Antes y después de leer” to demonstrate their ability to identify central ideas and supporting details, while the language component assesses students’ understanding of spelling patterns associated with the /g/ sound. The materials also include two “Pausa” days following lessons 7 and 17 that provide opportunities for educators to review assessment results and address student needs in reading comprehension, writing, spelling, grammar, morphology, and fluency.
Evaluation for 4.4b
The materials include progress monitoring tools aligned to specific phonics and spelling skills taught during instruction. In Guía del maestro unit 1 “Cuentos clásicos: El viento en los sauces” lesson 15, students complete a formal vocabulary assessment and a dictation and spelling review assessment. The dictation assessment measures students’ ability to apply foundational phonics and spelling patterns taught during the unit through structured writing tasks. In addition, formative assessment opportunities embedded in the Cuaderno de actividades allow educators to record student performance and monitor progress toward lesson objectives and standards. These progress monitoring tools provide ongoing data about students’ mastery of grade-level phonics and literacy skills and help educators identify students who may require additional instruction or practice.
The materials include progress-monitoring tools that systematically and accurately measure students’ acquisition of grade-level phonics skills throughout the units. In Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido,” the “Evaluación de ortografía” has students distinguish between homophones and similar-sounding words, such as botar/votar, cocer/coser, and baya/valla, by analyzing sentence meaning and selecting the correct spelling. The assessment follows a consistent administration procedure that includes oral presentation of the word, a contextual sentence, and student encoding. The materials also direct educators to use a “Plantilla para el análisis de errores” to identify patterns such as confusion between homophones, misuse of silent letters, and inconsistent application of spelling conventions. These tools support systematic monitoring of student progress in phonics and spelling.
Evaluation for 4.4c
The materials include assessment opportunities across the school year that align to progress-monitoring tools, as demonstrated in the “Mapa curricular de Grado 3” and the K–5 Guía de la evaluación. The materials establish a longitudinal tracking framework that spans the entire academic year through three distinct benchmark windows: the “Evaluación de principio de año” to determine readiness and identify learning gaps, the “Evaluación de mitad de año” to measure midyear progress, and the “Evaluación de fin de año” to evaluate cumulative grade-level mastery. Data from these benchmark tools provide diagnostic insight that identifies gaps in student understanding, guides student grouping, and directly informs target areas for small-group instruction across the span of the school year.
The materials include systematically embedded unit measures that track student progress at multiple points during instruction. Within individual units, the materials include “Evaluaciones intermedias de la unidad” to evaluate literacy skills at the midpoint of instruction, alongside comprehensive “Evaluaciones de la unidad” at the end of each unit. For example, in Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales,” the “Evaluación de la unidad” occurs in lesson 15. These tools utilize specialized “Registros de análisis y observación” in the “Recursos para el maestro” section to record performance data and monitor growth. This progress monitoring remains continuous through the end of the school year. In unit 10 “Jazz y más,” the materials provide a “Guía de evaluación para la escritura informativa de tercer grado” to systematically record data from research essays. This ongoing data collection across units ensures educators can accurately monitor student progress and adjust instruction across the span of the school year.
Evaluation for 4.5a
In Guía del maestro unit 3 “El cuerpo humano: sistemas y sentidos,” lesson 14 includes a “Tabla de análisis de ortografía” that allows educators to record and analyze individual spelling performance. The table documents students’ spelling scores and includes the explicit guidance: “Puede resultarle útil anotar los errores de ortografía que cometen en la tabla anterior.” This diagnostic tool enables educators to document individual student performance, identify systematic patterns in spelling errors, and use the information to target and accelerate foundational skill development.
The materials also feature specialized multidimensional data tracking tools later in the school year. In Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido” lesson 14, the “Evaluación opcional de la fluidez” measures the number of words a student reads per minute, using “Página de actividades 14.3” as the primary data-management artifact for documenting individual student performance. While students read aloud, the educator records quantitative performance data and follows up with text-dependent comprehension questions. This tool allows educators to concurrently document individual fluency and comprehension metrics, translating the raw assessment data into targeted instructional decisions that drive and accelerate student progress.
Evaluation for 4.5b
In Guía del maestro unit 3 “El cuerpo humano: sistemas y sentidos” lesson 14, the comprehensive “Evaluación de la unidad” provides class-level performance data across multiple instructional domains, including comprehension, writing, spelling, grammar, morphology, and fluency. By aggregating results from the skills assessment, fluency assessment, written reflection, and spelling assessment, educators can identify macro-level patterns in student performance and identify areas of systemic strength or need across the entire class.
The materials also include data-management tools for tracking whole-class student progress and analyzing patterns in student learning. In Guía del maestro unit 4 “La civilización romana antigua” lesson 5, the “Evaluación de ortografía” section directs students to complete “Página de actividades 5.4” to demonstrate their knowledge of spelling patterns associated with c and k. Educators then administer the assessment through dictation and utilize the class-wide “Tabla de análisis de ortografía” alongside the “Instrucciones para el análisis de ortografía” to systematically review errors and identify common patterns across the class. These tools support the collective analysis of whole-class performance data, allowing educators to quickly identify common areas of need in spelling and word analysis to adapt group instruction.
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 Guía de la evaluación. The guide presents progress monitoring as a data-driven component of the response to intervention (RTI) framework within a multi-tiered system of supports (MTSS), emphasizing the use of assessment data to evaluate student response to instruction and inform instructional decisions. The materials include “Pautas para el monitoreo del progreso” that identify students at tier-one, tier-two, and tier-three levels and establish recommended monitoring schedules based on student performance. For example, tier one students are monitored three times per year, tier two students are monitored once per week, and tier three students are monitored once or twice per week.
This guidance is further reinforced within individual units by incorporating strategic “Pausa” checkpoints distributed at key intervals to provide targeted evaluation and flexible intervention opportunities. For example, in Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” the materials outline three designated “Pausa” days following lessons 5, 12, and 19. The implementation guidance explicitly instructs educators to adjust the frequency of monitoring based on student performance profiles. For students requiring intensive intervention on foundational skills such as decoding diphthongs or hiatus patterns, the materials advise frequent weekly progress monitoring using the supplementary “Textos decodificables” and immediate “Pausa” activities to track growth. Conversely, for students meeting or exceeding grade-level benchmarks, the guidance suggests a regular, milestone-based monitoring frequency, allowing advanced learners to work independently on the “Tablero de opciones de lectura y escritura” while the educator conducts focused small-group interventions.
Evaluation for 4.5d
The materials include guidance on how to accelerate learning based on progress monitoring data to support mastery of specific concepts, as demonstrated in the Guía de la evaluación. The guide provides recommendations for using progress monitoring results to identify student performance and determine targeted instructional responses. For example, the guide explains that progress monitoring supports mastery of specific concepts across grade levels. By analyzing progress monitoring data, educators identify student needs and implement instructional supports to promote mastery of targeted skills and concepts.
The materials also include localized guidance for accelerating learning based on progress monitoring data within specific units. For example, in Guía del maestro unit 4 “La civilización romana antigua” lesson 5, the “Instrucciones para el análisis de ortografía” direct educators to analyze assessment results and identify patterns in student performance. The materials recommend using this data to determine exactly which spelling patterns require additional review and intensive practice. This guidance supports targeted, accelerated instructional responses based on current student performance, helping educators directly address and correct specific linguistic areas in which students have not yet demonstrated mastery.
4.1 Explicit (Direct) and Systematic Phonics Instruction
4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
2 out of 2 points
The materials also include systematic and sequenced instruction of phonics and spelling skills in Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación.” In the “Ortografía” sections, students practice reading and writing words according to accentuation patterns through a logical instructional sequence. The materials introduce palabras agudas and their accent rules in lesson 1, continue with palabras graves in lesson 7, and then introduce palabras esdrújulas in lesson 8. Students apply sound–symbol correspondence skills by reading, spelling, and identifying when different types of words require a written accent. This progression builds phonics and spelling knowledge through a systematic sequence of increasingly complex orthographic 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
In Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales,” the materials include ongoing, explicit, and intentionally planned practice opportunities to develop phonics skills and sound–spelling correspondences. In lesson 1, educators formally introduce an accentuation spelling rule and guide students in analyzing the final letter of words. To apply this knowledge, students practice in isolation by classifying and writing an assigned list of words into the correct columns of a spelling table based on their endings. In addition to this direct work with individual words, the materials extend practice through the decodable text “El bosque tropical,” which is intentionally designed for students to reinforce and apply decoding skills in small groups, pairs, or independently. Through this sequence, students practice the targeted phonics skill in isolation before applying it in connected decodable text, providing ongoing opportunities to reinforce sound–spelling correspondences.
4.2 Daily Instructional Sequence and Routines
4.2a
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
1 out of 1 points
The materials also structure subsequent units to deliver daily lessons that blend explicit instructional guidance with purposeful educator modeling. For example, in Guía del maestro unit 4 “La civilización romana antigua” lesson 1, the “Ortografía: Palabras con c y k” section presents explicit phonics instruction and educator modeling by having educators introduce words that contain the /k/ sound and explain that the same sound can be represented by different spellings, including c and k. The lesson directs educators to use the “Tabla de palabras de ortografía” to model sound–spelling relationships and provide examples of words with each spelling pattern. This guidance ensures that daily lessons include explicit (direct) phonics instruction with educator modeling of phonics concepts and sound–symbol correspondences.
4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
3 out of 3 points
Evaluation for 4.2b
Evaluation for 4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
3 out of 3 points
The curriculum structures subsequent segments so that daily lessons include opportunities for explicit instruction with guidance for immediate and corrective feedback. For example, in Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 1 includes comprehension questions that students answer with a partner while the educator monitors progress. The “Preguntas de comprensión” section directs educators to have students complete the activity page with a partner and to “circular por el salón para dar la asistencia necesaria mientras los estudiantes completan la actividad.” This instruction allows educators to observe student responses during the activity and offer guidance or immediate corrective feedback as difficulties arise.
4.2c
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
4 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
4 out of 4 points
The materials also include daily opportunities for students to practice phonics skills through collaborative learning and independent practice. For example, in Guía del maestro unit 4 “La civilización romana antigua” lesson 6, students practice identifying the syllables que and qui through discussion and small-group discussion. In the “Ortografía: Palabras con que, qui” section, the educator prompts students to recall how the /k/ sound can be represented before the vowels e and i and engages the class in a discussion of the spelling pattern. Students then apply the skill independently by completing the corresponding activity page. These activities support phonics practice through educator-guided discussion and independent application of the target spelling pattern.
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
Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido” includes spelling instruction and decodable texts that support cumulative phonics review and practice. The materials provide a spelling word chart and instructional resources that revisit previously taught sound–spelling patterns and syllable structures. For example, lesson 1 includes the “Preparación previa” chart with words containing ga, go, gu, gue, gui, güe, and güi, such as merengue, pingüino, and cigüeña. Lesson 2 reinforces these patterns through the “A completar” spelling activity and lesson 8 revisits the diacritical accent. These activities provide cumulative review and practice of previously taught phonics patterns.
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 in Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido” include a spelling section that provides practice opportunities aligned to phonics skills taught during instruction. The “Ortografía: Palabras con /g/” component features spelling tables and activity pages that reinforce the phonics patterns associated with the /g/ sound. For example, the lesson teaches the silent u in the syllables gue/gui, as demonstrated in juguetería and guitarra, and the use of the diaeresis in güe/güi, as demonstrated in pingüino and vergüenza. Students then complete “Páginas de actividades 1.3” and “1.4” to practice the patterns in reading and writing tasks. These activities allow students the opportunity to apply explicitly taught phonics skills.
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 in Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido” include decodable texts that incorporate cumulative practice of taught phonics skills. The “Recursos para el maestro” section provides decodable texts, such as “¿Qué es la luz?” in lesson 1, which include previously taught phonics and decoding skills within connected reading. The text contains words that reinforce spelling patterns associated with the /g/ sound, including gue, gui, güe, and güi. The guide notes that educators may use these texts in small groups, partner reading, or independent reading to provide cumulative practice and reinforce previously taught spelling patterns, including words with the /g/ sound.
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
Guía del maestro unit 3 “El cuerpo humano: sistemas y sentidos” includes lessons and student resources that provide opportunities for practice in isolation and in decodable connected text. For example, lesson 1 includes a language block that focuses on plural nouns and adjectives. The lesson uses “Tablas de formas plurales” and a “Póster de ortografía” to provide isolated practice with spelling patterns, including the change from z to c before adding -es, as in with lápiz and lápices. Students then apply these skills while reading connected texts, including “¿Cómo funciona tu cuerpo?” and additional decodable texts provided in the educator resources. These combined resources ensure that lessons include an instructional focus with opportunities for practice in isolation and decodable connected text.
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
Similarly, in Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido,” the “Instancias de evaluación” section identifies assessment opportunities embedded throughout instruction. In lesson 1, students complete “Página de actividades 1.1: Antes y después de leer” to demonstrate their ability to identify central ideas and supporting details, while the language component assesses students’ understanding of spelling patterns associated with the /g/ sound. The materials also include two “Pausa” days following lessons 7 and 17 that provide opportunities for educators to review assessment results and address student needs in reading comprehension, writing, spelling, grammar, morphology, and fluency.
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 include progress-monitoring tools that systematically and accurately measure students’ acquisition of grade-level phonics skills throughout the units. In Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido,” the “Evaluación de ortografía” has students distinguish between homophones and similar-sounding words, such as botar/votar, cocer/coser, and baya/valla, by analyzing sentence meaning and selecting the correct spelling. The assessment follows a consistent administration procedure that includes oral presentation of the word, a contextual sentence, and student encoding. The materials also direct educators to use a “Plantilla para el análisis de errores” to identify patterns such as confusion between homophones, misuse of silent letters, and inconsistent application of spelling conventions. These tools support systematic monitoring of student progress in phonics and spelling.
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 include systematically embedded unit measures that track student progress at multiple points during instruction. Within individual units, the materials include “Evaluaciones intermedias de la unidad” to evaluate literacy skills at the midpoint of instruction, alongside comprehensive “Evaluaciones de la unidad” at the end of each unit. For example, in Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales,” the “Evaluación de la unidad” occurs in lesson 15. These tools utilize specialized “Registros de análisis y observación” in the “Recursos para el maestro” section to record performance data and monitor growth. This progress monitoring remains continuous through the end of the school year. In unit 10 “Jazz y más,” the materials provide a “Guía de evaluación para la escritura informativa de tercer grado” to systematically record data from research essays. This ongoing data collection across units ensures educators can accurately monitor student progress and adjust instruction across the span of the school year.
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 feature specialized multidimensional data tracking tools later in the school year. In Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido” lesson 14, the “Evaluación opcional de la fluidez” measures the number of words a student reads per minute, using “Página de actividades 14.3” as the primary data-management artifact for documenting individual student performance. While students read aloud, the educator records quantitative performance data and follows up with text-dependent comprehension questions. This tool allows educators to concurrently document individual fluency and comprehension metrics, translating the raw assessment data into targeted instructional decisions that drive and accelerate student progress.
4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
2 out of 2 points
Evaluation for 4.5b
Evaluation for 4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
2 out of 2 points
The materials also include data-management tools for tracking whole-class student progress and analyzing patterns in student learning. In Guía del maestro unit 4 “La civilización romana antigua” lesson 5, the “Evaluación de ortografía” section directs students to complete “Página de actividades 5.4” to demonstrate their knowledge of spelling patterns associated with c and k. Educators then administer the assessment through dictation and utilize the class-wide “Tabla de análisis de ortografía” alongside the “Instrucciones para el análisis de ortografía” to systematically review errors and identify common patterns across the class. These tools support the collective analysis of whole-class performance data, allowing educators to quickly identify common areas of need in spelling and word analysis to adapt group instruction.
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
This guidance is further reinforced within individual units by incorporating strategic “Pausa” checkpoints distributed at key intervals to provide targeted evaluation and flexible intervention opportunities. For example, in Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” the materials outline three designated “Pausa” days following lessons 5, 12, and 19. The implementation guidance explicitly instructs educators to adjust the frequency of monitoring based on student performance profiles. For students requiring intensive intervention on foundational skills such as decoding diphthongs or hiatus patterns, the materials advise frequent weekly progress monitoring using the supplementary “Textos decodificables” and immediate “Pausa” activities to track growth. Conversely, for students meeting or exceeding grade-level benchmarks, the guidance suggests a regular, milestone-based monitoring frequency, allowing advanced learners to work independently on the “Tablero de opciones de lectura y escritura” while the educator conducts focused small-group interventions.
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 localized guidance for accelerating learning based on progress monitoring data within specific units. For example, in Guía del maestro unit 4 “La civilización romana antigua” lesson 5, the “Instrucciones para el análisis de ortografía” direct educators to analyze assessment results and identify patterns in student performance. The materials recommend using this data to determine exactly which spelling patterns require additional review and intensive practice. This guidance supports targeted, accelerated instructional responses based on current student performance, helping educators directly address and correct specific linguistic areas in which students have not yet demonstrated mastery.
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% (106 out of 106 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
Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales” develops students’ oral language through structured daily routines that progress from educator modeling to guided and collaborative speaking activities. For example, in lesson 1, the educator prepares students for oral interaction by modeling the pronunciation of academic vocabulary, including zoólogo and características, before leading oral brainstorming activities. Students then verbalize their observations with a partner and share them with the class during a Think-Pair-Share activity. Lesson 5 extends these routines through “Presentaciones con un compañero,” which provides a structured opportunity for students to practice oral expression and exchange ideas with a peer.
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 Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá.” Lesson 3, for example, supports oral language development through modeled instruction, guided discussion, and independent speaking opportunities. During a Think-Pair-Share activity, the educator introduces the academic vocabulary word glacial through modeling, examples, and guided discussion before students practice using the word in context. Educators prompt students to respond in complete sentences and support oral responses by paraphrasing or extending student ideas as needed. Students then write about a planet they would like to learn more about and share their ideas with a partner. Additional activities, including discussions of synonyms and antonyms and student-generated review questions, provide continued opportunities to strengthen oral language through varied instructional routines.
Evaluation for 5.B.1b
In Guía del maestro unit 6 “Poesía: ritmo y rima,” lesson 14 provides structured opportunities for students to communicate with peers for both collaborative and academic purposes. Students work together to organize and display poems on a class poetry wall, creating an authentic audience of classmates who read and respond to one another’s work. Educators model and guide students in using sentence frames to provide specific feedback on word choice, ideas, and poetic devices. Students collaborate with partners to generate feedback, respond to comments, and share their observations with the class, supporting meaningful communication with peers and the larger classroom community.
Furthermore, Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos” engages students in collaborative discussions, presentations, and partner activities that promote communication with a variety of audiences. In the “Conexión cultural” section, students work in small groups to analyze Indigenous housing from Central and South America, share cultural experiences, and create a technical diagram with explanatory arrows. Lessons 5 and 12 extend these opportunities through independent reading followed by small-group presentations, while lessons 6 and 10 include “Lectura en voz alta con un compañero” and “Lectura con un compañero” to support discussion and analysis of characters. These activities encourage students to exchange ideas, present information, and communicate with partners, small groups, and the class.
Evaluation for 5.B.1c
The materials provide structured, authentic opportunities in Spanish for students to engage in collaborative discourse, practice active listening, and exchange ideas using scaffolded questioning. For example, Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido” provides structured opportunities for students to build understanding through active listening, discussion, and the exchange of ideas in Spanish. In lesson 2, the “Introducción a la lectura en voz alta,” “Presentar la lectura en voz alta,” and “Comentar la lectura en voz alta” sections engage students in discussing the meanings of academic vocabulary, including energía. In lesson 9, the writing activity “Muro de preguntas” invites students to record and discuss questions about the characteristics of sound and the phenomena they observe. In lesson 6, the Think-Pair-Share routine gives students clear opportunities to discuss concepts related to refraction and lenses with their peers. These activities promote meaningful oral interactions that support comprehension and the sharing of information and ideas.
Similarly, Guía del maestro unit 10 “Jazz y más” lesson 3 engages students in daily comprehension questions following a read-aloud to encourage questioning, discussion, and the exchange of ideas. After the read-aloud, students discuss connections between the text and their own experiences by responding to educator prompts about overcoming challenging situations and explaining how they solved them. These discussions encourage students to listen to others, share ideas, and build understanding through authentic classroom conversations.
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
Guía del maestro unit 3 “El cuerpo humano: sistemas y sentidos” sequences sound–spelling instruction to build students’ decoding and encoding skills through daily Spanish phonics lessons. The instructional progression moves from foundational syllable patterns to more complex orthographic features, including “Palabras con h” in lesson 14. Students apply these sound–spelling patterns while reading decodable texts that align with the daily instructional focus, allowing them to practice previously introduced skills in connected reading. The “Destrezas básicas” block reinforces encoding through “Dictado,” in which students apply newly learned letter–sound relationships during spelling and writing activities.
The materials maintain this systematic progression in Guía del maestro unit 4 “La civilización romana antigua.” For example, lesson 1 introduces the /k/ sound through a structured sequence of reading and spelling instruction. In the “Lenguaje” section, “Ortografía: Palabras con c y k,” students learn to read and write words containing the /k/ sound represented by the letters c and k. The “Tabla de palabras de ortografía” organizes examples such as escolar, cubeta, and columpio for c and koala, Kenia, and kilómetro for k, allowing students to recognize sound–spelling patterns and decode words such as cohete and kétchup. Students reinforce these patterns by completing “Página de actividades 1.3” before applying them while reading the decodable text “Roma, la ciudad de las siete colinas.”
Evaluation for 5.C.2b
Through structured planning tools and targeted intervention frameworks, the materials provide educators with explicit guidance in Spanish to connect phonemes to letters while delivering responsive feedback for common student misconceptions. In Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales,” the “Evaluación de la unidad” guides educators in using spelling assessment results to strengthen phoneme-grapheme instruction and address common orthographic errors. During spelling assessment and self-correction activities, students analyze accentuation patterns and words with multiple graphemic representations, including b/v and s/z. The materials direct educators to examine student work for emerging or persistent error patterns related to palabras agudas, graves, and esdrújulas, compare student responses with correct spellings, and identify concepts that require additional reinforcement. These routines support targeted instructional feedback based on students’ misconceptions.
Additionally, Guía del maestro unit 4 “La civilización romana antigua” provides step-by-step educator guidance for teaching the Spanish /k/ phoneme through its spelling patterns c, k, and q. In the “Introducción” to the “Ortografía” component, the materials establish the instructional goal that students will read and write words with the /k/ sound represented by c, k, and q. Lesson 1 “Palabras con c y k” uses categorized spelling tables to model the different spellings with examples such as escolar and cubeta for c and koala and kilómetro for k. The lesson then guides educators to reinforce these sound–spelling relationships through “Página de actividades 1.3” and the decodable text “Roma, la ciudad de las siete colinas,” providing additional opportunities for students to apply the targeted spelling patterns.
Evaluation for 5.C.2c
Through a variety of student readers, practice pages, and cumulative review structures, the materials provide multiple opportunities in Spanish for students to practice and reinforce letter–sound correspondences when decoding single-syllable and multisyllabic words both in isolation and within authentic connected text. For example, Guía del maestro unit 4 “La civilización romana antigua” provides multiple opportunities for students to develop and reinforce letter–sound relationships through isolated practice, cumulative review, and authentic Spanish decodable text. Lesson 11 focuses on the written accent in interrogative and exclamatory words, guiding students to read, identify, and write words such as qué, quién, cómo, cuándo, dónde, and cuánto. Students practice these patterns using digital word lists and activities in the Cuaderno de actividades before applying previously learned spelling patterns while reading vocabulary-controlled decodable texts available in the “Recursos para el maestro.” These connected texts allow students to apply letter–sound relationships and accentuation patterns within authentic reading while reinforcing skills introduced earlier in the unit.
Furthermore, in Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” the materials build students’ decoding skills through a sequence of isolated practice, connected reading, and cumulative review. Lessons 1 and 3 introduce syllable patterns containing the diphthongs ui, iu, and uy, followed by lessons 8 and 9, which extend instruction to hiatuses and written accent patterns in multisyllabic words. The “Recursos para el maestro” include the decodable text “Los movimientos de la Tierra,” which students read in small groups, with partners, or independently to apply previously taught sound–spelling patterns in connected text. During “Pausa” days, students revisit previously taught decoding and literacy skills through review activities such as retelling read-alouds with digital images, creating and exchanging riddles, comparing and contrasting planets, participating in eclipse dramatizations, completing RAFT writing, writing astronomical poetry, exploring multiple-meaning words, and reading additional astronomy texts independently.
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 “Mapa curricular de Grado 3” demonstrates a systematic sequence for introducing grade-level Spanish sound–spelling patterns and syllable combinations to support decoding of single- and multisyllabic words as outlined in the Spanish TEKS. The curriculum map sequences phonics and orthographic instruction across the year, beginning with foundational syllable structures and progressing to increasingly complex spelling patterns. Unit 1 “Cuentos clásicos: El viento en los sauces” introduces foundational decoding concepts, including open and closed syllables; consonant blends and digraphs with l and r; words containing mb, mp, and nv; and the use of h. Unit 2 “Escamas, plumas y pelaje: la clasificación de los animales” extends this progression by introducing syllable stress and accentuation through palabras agudas, palabras graves, and palabras esdrújulas. Later in the year, unit 5 “¡Rayos, truenos y centellas! La luz y el sonido” develops more advanced orthographic knowledge by introducing the /g/ sound, the silent u in gue/gui, and the use of ü in güe/güi. This intentional progression provides students with repeated opportunities to apply increasingly complex Spanish sound–spelling patterns when decoding multisyllabic words.
Guía del maestro Unit 2 “Escamas, plumas y pelaje: la clasificación de los animales” further demonstrates the systematic sequence through explicit instruction and application of syllable stress and accentuation patterns. In lesson 1, students learn palabras agudas through explicit instruction using the “Póster de ortografía” and practice identifying when words require a written accent based on Spanish spelling rules. Students classify multisyllabic words according to their stress patterns and spelling features, including words ending in n, s, vowels, and other consonants. Lesson 6 extends instruction to palabras graves, and lesson 8 introduces palabras esdrújulas, allowing students to apply each orthographic pattern before advancing to the next level of complexity. Students reinforce these patterns while reading the decodable text “El bosque tropical,” applying syllable stress and accentuation knowledge to decode words in connected text. This sequence reflects a progression from explicit instruction and guided practice to independent application in authentic reading contexts.
Evaluation for 5.E.1b
In Guía del maestro unit 3 “El cuerpo humano: sistemas y sentidos,” lesson 4 provides explicit educator guidance for teaching grade-level Spanish spelling patterns through direct instruction with words containing the prefixes pre- and in-/im-. As students read and analyze words such as predecir, infeliz, and imposible, educators model pronunciation and spelling, guide students in identifying meaningful word parts, and explain how prefixes affect word meaning. The lesson provides direct instruction on the spelling pattern in imposible by prompting educators to ask students what they notice about the prefix and explicitly explaining that the letter m is used before p. Educators reinforce this spelling pattern through modeled examples, guided and independent practice, opportunities for students to generate additional words, and activities that support separating words into syllables before and after adding prefixes. This instructional sequence provides explicit guidance for applying grade-level Spanish spelling patterns during reading and writing.
In Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” lesson 1 provides explicit educator guidance for introducing the Spanish /j/ sound through grade-level spelling patterns. In the “Lenguaje” section, “Ortografía,” educators introduce the two spellings that represent the /j/ sound by stating, “Diga a los estudiantes que esta semana estudiarán dos maneras de escribir el sonido /j/.” Educators then explicitly explain the spelling rule: “El sonido /j/ se puede escribir con la letra g solamente delante de las vocales e o i. Entonces, cuando escuchan el sonido /j/ delante de las vocales a, o o u, siempre deben escribir la letra j.” Students apply this rule through guided practice with word lists, spelling activities, and reading and writing tasks. This progression from explicit educator modeling and explanation to guided practice and independent application supports students’ mastery of grade-level Spanish sound–spelling patterns.
Evaluation for 5.E.1c
The materials include Guía del maestro unit 3 “El cuerpo humano: sistemas y sentidos,” which provides a variety of authentic Spanish activities and instructional resources for students to develop, practice, and reinforce grade-level sound–spelling patterns through cumulative review. In lesson 1, students revisit previously taught spelling rules for forming the plural of regular and irregular nouns and adjectives while extending their understanding of Spanish orthographic patterns. Educators use the “Póster de ortografía” from previous instruction to review the spelling rule “La forma plural de las palabras que terminan en z se escribe con c.” Students apply this pattern by reading, writing, and analyzing word pairs such as lápiz/lápices, pez/peces, and veloz/veloces while also reviewing plural forms that add -s after vowels and -es after consonants. Through word analysis, oral discussion, spelling practice, and written application, students repeatedly apply previously learned spelling patterns in meaningful Spanish contexts.
In Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” lesson 1 reinforces grade-level sound–spelling patterns through structured review and application activities. In the “Ortografía” section, students revisit the two spellings that represent the /j/ sound by analyzing words containing j and g. Educators model pronunciation, review the spelling word list, and guide students in identifying the syllable containing the target sound before examining how the sound is represented in writing. Students compare graphemes that represent the same sound and apply the spelling rule through guided word analysis, spelling activities, and follow-up reading and writing tasks. These cumulative review opportunities allow students to repeatedly practice, reinforce, and transfer grade-level Spanish sound–spelling patterns across authentic word study activities.
Evaluation for 5.E.1d
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” the materials provide a variety of authentic Spanish activities and instructional resources that support students in decoding and encoding words containing previously taught syllable correlations in both isolated practice and authentic decodable connected text. In lesson 6 “Ortografía: Presentar las palabras de ortografía,” students practice reading and writing words containing hiatus patterns, including ae, ao, ea, eo, oa, oe, aa, ee, oo, í, and ú, through digital word lists and educator-generated word lists. Students apply syllable knowledge by analyzing, reading, and writing words with these spelling patterns before transferring their learning to connected text. Students then reinforce these decoding and encoding skills while reading the decodable text “El telescopio Hubble,” applying previously taught syllable patterns within authentic Spanish sentences and text. This instructional sequence provides repeated opportunities for students to practice word recognition and spelling in isolation before applying the same patterns during meaningful reading.
In Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” the materials provide varied activities and resources that connect explicit syllable-pattern instruction to authentic Spanish decodable reading. In lesson 1 “Ortografía,” students study spelling patterns representing the /j/ sound through the letters j and g before e and i. Educators model syllable division and guide students in analyzing words such as gigante (gi-gan-te) while students read and write target words organized in a two-column chart. Students then apply these sound–spelling patterns while reading the decodable text “Pueblos prehistóricos de Norteamérica” during small-group, partner, and independent reading. These activities provide students with multiple opportunities to decode and encode words using previously taught syllable correlations, first through isolated word practice and then through authentic Spanish connected text that builds on prior instruction.
Evaluation for 5.E.2a
In Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales,” the materials provide a systematic sequence for decoding and encoding multisyllabic Spanish words based on syllable stress (sílaba tónica) and accentuation rules. The sequence begins with instruction on palabras agudas and progresses to palabras graves and palabras esdrújulas, allowing students to build understanding of Spanish stress patterns over time. In lesson 6, students are introduced to palabras graves through explicit educator guidance: “Explique a los estudiantes que las palabras graves son aquellas que se pronuncian con la penúltima sílaba más fuerte. Las palabras graves se escriben con acento cuando no terminan en n, s o vocal.” Students apply this rule while reading, analyzing, and writing multisyllabic words. In lesson 8, the sequence extends to palabras esdrújulas as educators model that the antepenultimate syllable receives the greatest stress and explicitly teach that all palabras esdrújulas require a written accent mark. This sequence supports students in using syllable stress and accentuation rules to accurately decode and encode multisyllabic words.
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” the materials extend this systematic sequence by developing students’ ability to decode and encode multisyllabic words containing diphthongs. In lesson 1 “Presentar las palabras de ortografía,” educators introduce the diphthongs ui, iu, and uy by explaining that students will study a new type of diphthong formed by two closed vowels and connecting the concept to previously learned diphthongs formed by open and closed vowels. Students identify and mark the diphthong in target words before classifying multisyllabic words into categories labeled iu, ui, and uy. Through explicit instruction, word analysis, and written application, students apply knowledge of syllable combinations and vowel patterns to decode and encode increasingly complex multisyllabic words.
Evaluation for 5.E.2b
Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido” provides explicit educator guidance for teaching syllable division principles that support students in decoding and encoding multisyllabic words according to Spanish orthographic conventions. Throughout the unit, educators provide direct instruction on how syllable stress (sílaba tónica), accent marks, and spelling patterns affect pronunciation and meaning. In lesson 6, the “Ortografía” section guides educators in introducing the use of the diacritical accent: “Por otra parte, estudiarán el uso del acento diacrítico para diferenciar significado y palabras homófonas.” Educators explain how accent marks can distinguish word meanings and guide students in applying this knowledge when reading and writing words. Earlier lessons provide explicit instruction on the silent u in gue/gui and the pronounced u with diaeresis in güe/güi, helping students understand how letter combinations influence pronunciation, syllable division, and decoding. This sequence of explicit modeling, guided practice, and application supports students in using Spanish syllable division and accentuation rules to accurately decode and encode multisyllabic words.
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 6 provides explicit educator guidance for teaching syllable division principles through the study of palabras con hiatos. In the “Ortografía” section, educators explain that a hiatus occurs when two adjacent vowels belong to separate syllables and model different types of hiatuses, including combinations of two open vowels, two identical vowels, and an accented closed vowel (i or u) combined with another vowel. Educators present and read multisyllabic words, guide students to identify and mark the hiatus, and model how to divide words into syllables to show why the vowels are pronounced separately rather than as a diphthong. Students apply these syllable division principles while decoding and encoding multisyllabic words, reinforcing accurate syllabication, syllable stress, pronunciation, and accent mark rules through guided practice.
Evaluation for 5.E.2c
In Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales,” lesson 5 provides a variety of Spanish activities and resources for students to develop, practice, and reinforce decoding and encoding multisyllabic words through cumulative review of previously taught orthographic patterns. In the “Evaluación de ortografía” section, students complete “Página de actividades 5.1” by writing words dictated by the educator and applying previously learned rules related to sílaba tónica, word types (palabras agudas, graves, and esdrújulas), and accent marks to determine whether words require a written accent. Throughout the unit, students revisit and apply orthographic patterns while reading, analyzing, spelling, and writing multisyllabic words. These cumulative activities reinforce accurate decoding and encoding by requiring students to use previously taught Spanish spelling conventions in meaningful word study tasks.
Similarly, in Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” the materials extend cumulative practice through a variety of classroom and at-home learning activities that reinforce decoding and encoding multisyllabic words. In the Cuaderno de actividades, students and families use the “Página de actividades 1.4” to review previously taught concepts through word lists, written practice, and connected reading activities that include multisyllabic words containing diphthongs, hiatuses, syllable stress patterns, word types, and accent marks. Students apply these orthographic skills across isolated word practice and connected reading, providing repeated opportunities to strengthen previously taught decoding and encoding strategies. These varied Spanish activities and resources support ongoing cumulative review of multisyllabic word skills in both classroom and home contexts.
Evaluation for 5.E.2d
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” the Cuaderno de actividades “Página de actividades 6.5” provides opportunities for students to practice decoding and encoding multisyllabic words using syllable patterns and syllable division principles. Students read lists of multisyllabic words containing hiatuses, identify syllable divisions, and apply previously taught orthographic rules while analyzing word structure. Students then encode the same words by writing sentences using the target vocabulary and copying words to reinforce accurate spelling. These activities provide practice with multisyllabic words in isolation before extending application to sentence-level contexts, strengthening students’ ability to decode, spell, and use words with complex syllable patterns.
Subsequently, in Guía del maestro unit 9 “La época colonial en los Estados Unidos,” the materials provide a sequence of Spanish activities and resources that move students from isolated practice with multisyllabic words to application in authentic decodable connected text. Beginning in lesson 1, students apply previously taught decoding skills while reading decodable texts available in the “Recursos para el maestro.” In lessons 4 and 11, students reinforce syllable patterns and Spanish orthographic conventions through activities such as “Clasificar palabras de ortografía” and “Presentar las palabras de ortografía,” where they analyze, read, and write multisyllabic words before applying these patterns in connected reading and writing tasks. Ongoing “Evaluación de ortografía” activities in lessons 5, 10, and 15 provide additional opportunities for students to encode multisyllabic words and demonstrate cumulative application of syllable patterns, syllable division principles, and spelling conventions. This sequence supports students in transferring decoding and encoding skills from isolated word practice to authentic Spanish decodable connected text that builds on previous instruction.
Evaluation for 5.E.3a
The “Mapa curricular de Grado 3” and Guía del maestro unit 3 “El cuerpo humano: sistemas y sentidos” demonstrate how morphological instruction progresses throughout the year by introducing prefixes, suffixes, and root words in increasingly complex contexts. The “Introducción” explains that students develop morphological knowledge by studying how morphemes change word meaning. In lesson 4, educators explicitly introduce the prefixes pre- and in-/im-, explaining that prefixes are added to the beginning of root words to create new meanings. Educators model this process by writing the base word decir, adding the prefix pre- to form predecir, and guiding students to analyze how the prefix changes the word’s meaning before applying the same process to additional examples during guided reading and word analysis activities. This sequence establishes foundational morphological concepts that students continue to build upon throughout the year.
Additionally, in Guía del maestro unit 9 “La época colonial en los Estados Unidos,” lesson 11 extends students’ understanding of morphology through explicit instruction on derivational suffixes. In the “Morfología: Los sufijos -ura y -iento” section, educators review that suffixes are added to the end of base words to create new words and meanings before introducing the suffixes -ura and -iento. Students analyze word pairs such as frito–fritura, blanco–blancura, sed–sediento, and razonar–razonamiento to determine how each suffix changes the meaning and grammatical function of the base word. Students then apply these morphemes while reading, discussing, and writing new words, demonstrating a systematic progression from previously learned prefixes to increasingly sophisticated derivational morphology.
Evaluation for 5.E.3b
Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales” provides educators with explicit instructional routines authentic to Spanish for helping students recognize common morphemes. Students then use their meanings to support decoding, encoding, and reading comprehension. Educators introduce the concept of root words by explaining, “Una palabra raíz es la parte principal de una palabra que contiene su significado básico. Al añadirle otras partes, cambiamos o modificamos ese significado.” Educators then model how to identify the root word before reading longer or unfamiliar words using the routine, “Para leer una palabra larga o nueva, primero busquen la palabra raíz que ya conocen. Luego, lean el resto de la palabra.” Students apply this strategy while analyzing words such as acuático and viviente, using known roots and affixes to determine word meanings, decode unfamiliar words, support accurate spelling, and strengthen reading comprehension. Educators also prompt students to identify the root word before encoding multisyllabic words, reinforcing the relationship between morphology, spelling, and meaning.
Similarly, in Guía del maestro unit 9 “La época colonial en los Estados Unidos,” the “Suplemento de vocabulario: Sufijos comunes” section provides explicit educator guidance for introducing and applying common derivational suffixes through modeling, guided practice, and independent application. Educators review that suffixes are added to the end of base words to create new meanings before modeling how adding -ble to the root word lavar forms the derived word lavable. Students then analyze additional words, explain how suffixes change word meanings, and apply the suffixes while reading and constructing new words during guided and independent practice. These instructional routines support students in recognizing common morphemes and using their meanings to decode unfamiliar words, encode words accurately, and improve reading comprehension through morphological analysis.
Evaluation for 5.E.3c
Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá” provides a variety of Spanish activities and instructional resources for students to develop, practice, and reinforce grade-level morphological skills through cumulative review. In lesson 4, educators explicitly introduce the suffix -mente and guide students in forming adverbs from base adjectives while discussing how the suffix changes word meaning and grammatical function. Students practice the new morpheme through word-analysis activities, reading, and writing tasks. In lesson 14, “Morfología: Repasar los sufijos -mente, -oso/-osa, -dad, y -eza,” students revisit and apply multiple derivational suffixes introduced in previous lessons by analyzing unfamiliar words, identifying their base words and affixes, and explaining how each suffix changes meaning. This cumulative review reinforces previously taught morphemes through repeated practice in authentic Spanish reading and word study activities.
Additionally, in Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” lesson 9 extends cumulative practice by reinforcing previously taught morphology through guided review and application of the suffixes -able and -ible. During the “Morfología” section, educators review that both suffixes mean “que se puede” before students analyze words, determine how the suffix changes the meaning of the base word, and select the appropriate derived word to complete sentences. Students then apply their understanding of suffix meanings during reading and writing activities that require them to use familiar morphemes to interpret and construct new words. These varied instructional activities provide repeated opportunities for students to develop, practice, and reinforce grade-level morphological skills through cumulative review.
Evaluation for 5.E.3d
In Guía del maestro unit 4 “La Guerra Civil de los Estados Unidos,” the Cuaderno de actividades provides a variety of authentic Spanish activities and resources for students to decode and encode words with grade-level morphemes in isolation and in connected text. Students first practice decoding derived words in isolation by completing “Actividad 8.4,” where they analyze words containing familiar morphemes, and “Actividad 9.5,” where they match derived words to their meanings using previously learned prefixes and suffixes. Students strengthen encoding by forming nouns with the suffixes -or and -ora, writing the newly formed words, and applying them in sentences. They then extend this learning to authentic connected text by reading thematic passages in “Lección 1.5” and contextual sentences in “Actividad 9.5,” where they decode and use target words in meaningful contexts, such as describing Harriet Tubman as una conductora. This sequence moves from isolated word study to sentence- and text-level application, reinforcing previously taught morphemes through authentic Spanish reading and writing.
Similarly, Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá” lesson 14 reinforces previously taught suffixes through word analysis and authentic Spanish decodable connected text. In “Morfología: Repasar los sufijos -mente, -oso/-osa, -dad, y -eza,” students review the meaning and function of each suffix before analyzing derived words presented in isolation and determining whether they are used correctly in orally presented sentences. For example, after hearing “Me apresuré en mi examen de ortografía y cometí un error cuidadoso en una palabra,” students identify that cuidadoso is used incorrectly based on its meaning and explain the error. Educators then direct students to read a previously introduced decodable text in which they identify, decode, and interpret words containing the target suffixes within connected Spanish text. These activities provide repeated opportunities to decode and encode morphologically complex words in isolation and apply those skills during authentic connected reading that builds on previous instruction.
Evaluation for 5.F.1a
In Guía del maestro unit 2 “Escamas, plumas y pelaje: La clasificación de los animales,” lesson 1 provides educator guidance for helping students determine the meanings of unfamiliar Spanish words using illustrations, text features, and context. Before reading “Conozcan a Rattenborough,” educators introduce essential vocabulary, including hábitat, herbívoro, carnívoro, and omnívoro, using student-friendly definitions. During the read-aloud, students analyze photographs, captions, and boldfaced vocabulary in the student text to connect words with visual and contextual information. For example, educators use the photograph and caption “Rattenborough está en un hábitat desértico” to demonstrate how text features support understanding and guide students to confirm the meaning of hábitat using the glossary. Through educator modeling, purposeful questioning, and guided practice with illustrations and context clues, students develop strategies for independently determining the meanings of unfamiliar words.
Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido” lesson 1 provides explicit instructional routines that support students in determining the meanings of unfamiliar Spanish words using context clues. During the lesson on synonyms, educators model how surrounding words can clarify unfamiliar vocabulary by explaining that “los sinónimos pueden ayudarnos para entender el significado de una palabra desconocida en una oración.” Educators demonstrate this strategy by identifying relationships among words, such as underlining júbilo and circling alegría to show how a synonym reveals meaning. Students then apply this strategy during guided practice by analyzing sentences and using contextual clues, such as alimentos inusuales, to determine the meaning of comidas exóticas. These activities provide explicit practice with using context to determine the meanings of unfamiliar words and strengthen students’ vocabulary development in Spanish.
Evaluation for 5.F.1b
Guía del maestro unit 3 “El cuerpo humano: sistemas y sentidos” provides educator guidance in Spanish for explicitly introducing and using print reference resources to support vocabulary development. During “Destrezas de ortografía,” educators prepare students to use dictionaries by explicitly teaching alphabetical order and guiding students to locate words efficiently. In the “Escritura” section, educators guide students in creating a class dictionary that includes essential vocabulary, student-friendly definitions, example sentences, and illustrations, reinforcing the purpose of dictionaries as tools for recording and reviewing word meanings. Throughout the unit, educators also direct students to use the glossary and vocabulary resources included in the student materials to confirm the meanings of unfamiliar words encountered during reading. These instructional routines develop students’ understanding of the purpose and use of print reference tools to support vocabulary development and writing.
Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá” provides explicit instructional routines for teaching students how to use dictionaries and reference resources to support vocabulary development, spelling, and language acquisition. Throughout the unit, educators guide students to practice and improve their dictionary skills, with a specific focus on utilizing guide words (palabras guía) to locate words and verify meanings. For example, in lesson 8, educators guide students to use dictionary guide words to locate words with simple and accented hiatuses, verifying spelling and accent marks while examining how vowel combinations affect pronunciation and meaning. Students then apply these reference tools to analyze word structures, correct spellings, and complete activity pages, demonstrating purposeful use of print reference resources to support accurate written expression and language development.
Evaluation for 5.F.1c
Guía del maestro unit 4’s “Suplemento de vocabulario: Referencias impresas y digitales” resource provides structured activities in Spanish that require students to use print and digital reference resources to determine the meanings, pronunciations, and syllabication of unfamiliar words. Through educator modeling and guided practice, students learn how to use glossaries and dictionaries to locate entries, interpret pronunciation and syllable division, and identify word meanings. Students then independently analyze words such as acoso, alternativa, misión, and élite, using reference entries to examine pronunciation, syllabication, and definitions before applying the words in reading and writing activities. These tasks develop students’ ability to use print and digital reference tools to support vocabulary development and accurate word analysis.
Additionally, in Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” lesson 6 engages students in using dictionary entries to determine word meanings, pronunciations, syllabication, and word forms. Students examine dictionary entries to identify guide words, parts of speech, multiple definitions of homographs, pronunciation information, and syllable divisions before selecting the meaning that best fits the context. In unit 9, students extend this work through “Página de actividades 10.5,” where they identify the part of speech, record the definitions of an entry word and its root word, examine related word forms, and apply the appropriate form in sentence contexts. Using entries such as hervor/hervir, pintor/pintar, and estudioso/estudiar, students use print reference resources to analyze pronunciation, syllabication, word meanings, and morphological relationships while strengthening vocabulary knowledge.
Evaluation for 5.G.1a
Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales” provides lessons, activities, and tasks in Spanish that model fluent reading and offer students repeated opportunities to practice fluency in and out of context with educator guidance and feedback. Throughout the unit, educators model fluent reading during “Lectura en voz alta,” demonstrating appropriate accuracy, phrasing, intonation, pacing, and expression before students practice the same skills during independent, partner, and small-group reading of the unit reader. For example, lesson 5 “Lectura en grupos pequeños” and lesson 11 “Lectura con un compañero” provide repeated oral reading of connected text to strengthen fluency. During “Audición y expresión oral” in lessons 2–6, educators model fluent reading and guide students as they reread selections, while instructional supports such as the “Clave de respuestas del Cuaderno de actividades,” “Grupos pequeños: Refuerzo,” and educator prompts including “¿Cómo lo saben?” and “¿Por qué piensan eso?” help educators monitor oral reading, provide immediate corrective feedback, and adjust instruction based on students’ fluency and comprehension needs.
In Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido” lesson 14, the “Evaluación opcional de la fluidez,” provides structured opportunities for students to practice fluent reading using connected informational text while supplying detailed educator guidance for observation and feedback. During the assessment, students read the passage “Pupilas” aloud as educators record omissions, insertions, substitutions, self-corrections, and educator-provided words to monitor reading accuracy, rate, and expression. Students then answer literal comprehension questions to demonstrate understanding of the text. The lesson includes procedures for calculating palabras correctas por minuto (P.C.P.M.), interpreting fluency results, and identifying students who need additional support. Educators use this information to provide targeted feedback, reteach specific fluency skills, and recommend additional oral reading practice based on individual student performance.
Evaluation for 5.G.1b
Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos” lesson 3 embeds modeling and practice with authentic Spanish word lists, decodable phrases and sentences, and decodable connected text within the lesson. During “Ortografía: ¡A completar!” educators model the pronunciation and reading of the weekly spelling word list before students read the words independently. Students then apply the target spelling patterns by completing “Página de actividades 3.4,” using the words in decodable sentences that reinforce accurate decoding and encoding. After practicing the target words in isolation and in sentences, students read a decodable text that incorporates the same orthographic patterns in connected reading, providing repeated opportunities to apply previously taught decoding skills in authentic Spanish text.
Guía del maestro unit 10 “Análisis literario: Ray Charles” integrates educator modeling and guided practice with authentic Spanish words, sentences, and connected texts throughout the lessons. In lesson 8, educators model the pronunciation and meaning of vocabulary such as contratar, modulada, and derramar before students reread the words within the text, discuss their meanings in context, and compose original sentences using the target vocabulary. Sentence frames provide scaffolded practice as students read and use the words accurately in oral and written language. In lesson 6, educators model how to locate and paraphrase textual evidence before students reread the connected text with a partner to identify supporting details and reread targeted words and phrases. These embedded opportunities for educator modeling, repeated oral reading, sentence practice, and connected-text reading reinforce fluency and decoding through authentic Spanish instructional materials.
Evaluation for 5.G.1c
In Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido,” lesson 2 provides practice activities and tasks in Spanish that develop word reading fluency across a variety of instructional settings. During “Lectura con un compañero,” partners alternate reading paragraphs of “¿Qué es la luz?” aloud, supporting one another by rereading unfamiliar words and discussing their meanings to improve reading accuracy and automaticity. The lesson recommends flexible grouping so educators can pair students according to instructional needs and adjust partnerships throughout the year. While partners read, educators work with small groups requiring targeted support, monitoring oral reading, providing corrective feedback, and reinforcing fluent word reading. Students then complete “Página de actividades 2.1” independently, extending fluency practice through individual application. Differentiation guidance further supports varied instructional settings by recommending additional educator support for emerging learners and collaborative practice for on-level and advanced students.
Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá” provides repeated opportunities for students to develop word reading fluency through independent, partner, and educator-facilitated small-group instruction. Lessons 2 and 4 include “Lectura en grupos pequeños,” where educators model fluent reading, monitor student performance, and provide targeted feedback during guided oral reading. Lessons 6 and 10 feature “Lectura con un compañero,” allowing students to practice repeated oral reading collaboratively while supporting one another’s fluency development. Lessons 1 and 15 include “Lectura individual,” giving students opportunities to independently apply previously taught decoding and orthographic skills while building reading accuracy and automaticity. Daily “Ortografía” activities further reinforce fluent word reading by providing repeated practice with grade-level words across multiple instructional formats.
Evaluation for 5.G.1d
In Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales” lesson 15, the materials provide authentic Spanish connected text that supports students’ development of reading accuracy, fluency, prosody, and comprehension. During “Evaluación opcional de fluidez,” students read the passage “Pirañas” aloud while educators monitor oral reading behaviors, including omissions, insertions, substitutions, self-corrections, and reading rate. Educators use this information to evaluate students’ accuracy, pacing, and expression while reading connected text. After reading, students answer comprehension questions to demonstrate their understanding of the passage. These assessment routines provide opportunities for students to apply fluent reading skills with authentic Spanish text while allowing educators to identify instructional needs and provide targeted support.
Guía del maestro unit 3 “El cuerpo humano: sistemas y sentidos” incorporates authentic Spanish informational connected texts that support the development of fluency while building content knowledge. The unit reader “¿Cómo funciona tu cuerpo?” includes nonfiction selections that engage students in connected reading about the skeletal, muscular, and nervous systems. Throughout the unit, students repeatedly read and discuss these texts to strengthen accuracy, phrasing, expression, and comprehension while developing scientific knowledge. Lesson 14 provides additional fluency practice through the passage “Acto reflejo,” where students read connected text while educators monitor reading behaviors and provide feedback. Students demonstrate their understanding of the unit content during the “Evaluación de la unidad,” which includes text-based comprehension tasks, fluency assessment, and spelling activities. These varied authentic Spanish texts provide sustained opportunities for students to develop accurate, fluent, and expressive reading while comprehending grade-level content.
Evaluation for 5.H.1a
The Letra Cursiva: Cuaderno de actividades provides explicit instruction in Spanish for developing grade-appropriate handwriting skills through a systematic progression of handwriting strokes, letter formation, and written application. The Teacher’s Guide explains that “Este Cuaderno de actividades contiene hojas reproducibles que acompañan las lecciones del programa Letra Cursiva que están en la Guía del maestro,” demonstrating that handwriting instruction is intentionally coordinated with the program’s literacy instruction. Lessons are organized by common stroke patterns, allowing educators to model each movement and explain proper letter formation before students practice. Students begin by tracing dotted letters, syllables, and words while educators provide direct prompts such as “Traza las letras punteadas” and “Traza las sílabas y las palabras punteadas.” Students then copy letters independently and apply newly learned formations to syllables, words, proper nouns, and complete sentences, connecting handwriting practice to authentic Spanish writing tasks.
Letra Cursiva: Guía del maestro lesson 6, provides explicit educator guidance for introducing grade-level lowercase cursive letters m, n, ñ, v, x, y, and z through direct modeling and guided practice. Educators demonstrate each letter formation while providing precise explanations of the required handwriting strokes and movement patterns. For example, when introducing ñ, educators are told to, “Explique que para escribir la ñ deben hacer lo mismo que para escribir la n, pero luego deben levantar el lápiz del papel y trazar una línea ondulada por encima, apenas separada de las colinas de la letra. A esta línea ondulada la llamaremos gusanito.” Students observe the modeled formation, practice the corresponding strokes through tracing and copying activities, and apply the newly learned cursive letters in independent writing. This instructional sequence supports accurate letter formation and connects handwriting development to students’ ongoing Spanish reading and writing skills.
Evaluation for 5.H.1b
Letra Cursiva: Guía del maestro lesson 14 provides frequent opportunities for students to practice and develop grade-appropriate handwriting skills through structured cursive writing activities in Spanish. During “Letras paracaídas: D, L, Q, X, Z mayúsculas,” students observe educator-modeled letter formation, copy uppercase letters from the board, and complete “Página de actividades C14.1” by tracing and independently writing the target letters. Students then apply these letter formations while tracing and writing Spanish words containing the newly learned letters, providing repeated opportunities to practice cursive strokes, letter connections, and accurate formation in meaningful writing contexts.
The Letra Cursiva: Cuaderno de actividades provides ongoing handwriting practice through a systematic sequence of lessons that develops cursive writing skills across grade levels. Lessons organize letters according to shared stroke patterns, beginning with letras antihorario (a, c, d, g, o, and q), progressing to letras lacito (b, e, f, h, and k), and extending to uppercase letters with similar formation patterns. Throughout the program, students repeatedly practice handwriting by moving from tracing individual letters to writing syllables, words, and complete Spanish sentences. These activities provide frequent opportunities for students to apply cursive handwriting skills in authentic written language tasks while developing accuracy, legibility, and fluency appropriate to each grade level.
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 Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá.” Lesson 3, for example, supports oral language development through modeled instruction, guided discussion, and independent speaking opportunities. During a Think-Pair-Share activity, the educator introduces the academic vocabulary word glacial through modeling, examples, and guided discussion before students practice using the word in context. Educators prompt students to respond in complete sentences and support oral responses by paraphrasing or extending student ideas as needed. Students then write about a planet they would like to learn more about and share their ideas with a partner. Additional activities, including discussions of synonyms and antonyms and student-generated review questions, provide continued opportunities to strengthen oral language through varied instructional routines.
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
Furthermore, Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos” engages students in collaborative discussions, presentations, and partner activities that promote communication with a variety of audiences. In the “Conexión cultural” section, students work in small groups to analyze Indigenous housing from Central and South America, share cultural experiences, and create a technical diagram with explanatory arrows. Lessons 5 and 12 extend these opportunities through independent reading followed by small-group presentations, while lessons 6 and 10 include “Lectura en voz alta con un compañero” and “Lectura con un compañero” to support discussion and analysis of characters. These activities encourage students to exchange ideas, present information, and communicate with partners, small groups, and the class.
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
Similarly, Guía del maestro unit 10 “Jazz y más” lesson 3 engages students in daily comprehension questions following a read-aloud to encourage questioning, discussion, and the exchange of ideas. After the read-aloud, students discuss connections between the text and their own experiences by responding to educator prompts about overcoming challenging situations and explaining how they solved them. These discussions encourage students to listen to others, share ideas, and build understanding through authentic classroom conversations.
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 Guía del maestro unit 4 “La civilización romana antigua.” For example, lesson 1 introduces the /k/ sound through a structured sequence of reading and spelling instruction. In the “Lenguaje” section, “Ortografía: Palabras con c y k,” students learn to read and write words containing the /k/ sound represented by the letters c and k. The “Tabla de palabras de ortografía” organizes examples such as escolar, cubeta, and columpio for c and koala, Kenia, and kilómetro for k, allowing students to recognize sound–spelling patterns and decode words such as cohete and kétchup. Students reinforce these patterns by completing “Página de actividades 1.3” before applying them while reading the decodable text “Roma, la ciudad de las siete colinas.”
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, Guía del maestro unit 4 “La civilización romana antigua” provides step-by-step educator guidance for teaching the Spanish /k/ phoneme through its spelling patterns c, k, and q. In the “Introducción” to the “Ortografía” component, the materials establish the instructional goal that students will read and write words with the /k/ sound represented by c, k, and q. Lesson 1 “Palabras con c y k” uses categorized spelling tables to model the different spellings with examples such as escolar and cubeta for c and koala and kilómetro for k. The lesson then guides educators to reinforce these sound–spelling relationships through “Página de actividades 1.3” and the decodable text “Roma, la ciudad de las siete colinas,” providing additional opportunities for students to apply the targeted spelling patterns.
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
Furthermore, in Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” the materials build students’ decoding skills through a sequence of isolated practice, connected reading, and cumulative review. Lessons 1 and 3 introduce syllable patterns containing the diphthongs ui, iu, and uy, followed by lessons 8 and 9, which extend instruction to hiatuses and written accent patterns in multisyllabic words. The “Recursos para el maestro” include the decodable text “Los movimientos de la Tierra,” which students read in small groups, with partners, or independently to apply previously taught sound–spelling patterns in connected text. During “Pausa” days, students revisit previously taught decoding and literacy skills through review activities such as retelling read-alouds with digital images, creating and exchanging riddles, comparing and contrasting planets, participating in eclipse dramatizations, completing RAFT writing, writing astronomical poetry, exploring multiple-meaning words, and reading additional astronomy texts independently.
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
Guía del maestro Unit 2 “Escamas, plumas y pelaje: la clasificación de los animales” further demonstrates the systematic sequence through explicit instruction and application of syllable stress and accentuation patterns. In lesson 1, students learn palabras agudas through explicit instruction using the “Póster de ortografía” and practice identifying when words require a written accent based on Spanish spelling rules. Students classify multisyllabic words according to their stress patterns and spelling features, including words ending in n, s, vowels, and other consonants. Lesson 6 extends instruction to palabras graves, and lesson 8 introduces palabras esdrújulas, allowing students to apply each orthographic pattern before advancing to the next level of complexity. Students reinforce these patterns while reading the decodable text “El bosque tropical,” applying syllable stress and accentuation knowledge to decode words in connected text. This sequence reflects a progression from explicit instruction and guided practice to independent application in authentic reading contexts.
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
In Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” lesson 1 provides explicit educator guidance for introducing the Spanish /j/ sound through grade-level spelling patterns. In the “Lenguaje” section, “Ortografía,” educators introduce the two spellings that represent the /j/ sound by stating, “Diga a los estudiantes que esta semana estudiarán dos maneras de escribir el sonido /j/.” Educators then explicitly explain the spelling rule: “El sonido /j/ se puede escribir con la letra g solamente delante de las vocales e o i. Entonces, cuando escuchan el sonido /j/ delante de las vocales a, o o u, siempre deben escribir la letra j.” Students apply this rule through guided practice with word lists, spelling activities, and reading and writing tasks. This progression from explicit educator modeling and explanation to guided practice and independent application supports students’ mastery of grade-level Spanish sound–spelling patterns.
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
In Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” lesson 1 reinforces grade-level sound–spelling patterns through structured review and application activities. In the “Ortografía” section, students revisit the two spellings that represent the /j/ sound by analyzing words containing j and g. Educators model pronunciation, review the spelling word list, and guide students in identifying the syllable containing the target sound before examining how the sound is represented in writing. Students compare graphemes that represent the same sound and apply the spelling rule through guided word analysis, spelling activities, and follow-up reading and writing tasks. These cumulative review opportunities allow students to repeatedly practice, reinforce, and transfer grade-level Spanish sound–spelling patterns across authentic word study activities.
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
In Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” the materials provide varied activities and resources that connect explicit syllable-pattern instruction to authentic Spanish decodable reading. In lesson 1 “Ortografía,” students study spelling patterns representing the /j/ sound through the letters j and g before e and i. Educators model syllable division and guide students in analyzing words such as gigante (gi-gan-te) while students read and write target words organized in a two-column chart. Students then apply these sound–spelling patterns while reading the decodable text “Pueblos prehistóricos de Norteamérica” during small-group, partner, and independent reading. These activities provide students with multiple opportunities to decode and encode words using previously taught syllable correlations, first through isolated word practice and then through authentic Spanish connected text that builds on prior instruction.
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)
2 out of 2 points
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)
2 out of 2 points
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” the materials extend this systematic sequence by developing students’ ability to decode and encode multisyllabic words containing diphthongs. In lesson 1 “Presentar las palabras de ortografía,” educators introduce the diphthongs ui, iu, and uy by explaining that students will study a new type of diphthong formed by two closed vowels and connecting the concept to previously learned diphthongs formed by open and closed vowels. Students identify and mark the diphthong in target words before classifying multisyllabic words into categories labeled iu, ui, and uy. Through explicit instruction, word analysis, and written application, students apply knowledge of syllable combinations and vowel patterns to decode and encode increasingly complex multisyllabic words.
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)
10 out of 10 points
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)
10 out of 10 points
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 6 provides explicit educator guidance for teaching syllable division principles through the study of palabras con hiatos. In the “Ortografía” section, educators explain that a hiatus occurs when two adjacent vowels belong to separate syllables and model different types of hiatuses, including combinations of two open vowels, two identical vowels, and an accented closed vowel (i or u) combined with another vowel. Educators present and read multisyllabic words, guide students to identify and mark the hiatus, and model how to divide words into syllables to show why the vowels are pronounced separately rather than as a diphthong. Students apply these syllable division principles while decoding and encoding multisyllabic words, reinforcing accurate syllabication, syllable stress, pronunciation, and accent mark rules through guided practice.
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)
6 out of 6 points
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)
6 out of 6 points
Similarly, in Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” the materials extend cumulative practice through a variety of classroom and at-home learning activities that reinforce decoding and encoding multisyllabic words. In the Cuaderno de actividades, students and families use the “Página de actividades 1.4” to review previously taught concepts through word lists, written practice, and connected reading activities that include multisyllabic words containing diphthongs, hiatuses, syllable stress patterns, word types, and accent marks. Students apply these orthographic skills across isolated word practice and connected reading, providing repeated opportunities to strengthen previously taught decoding and encoding strategies. These varied Spanish activities and resources support ongoing cumulative review of multisyllabic word skills in both classroom and home contexts.
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)
8 out of 8 points
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)
8 out of 8 points
Subsequently, in Guía del maestro unit 9 “La época colonial en los Estados Unidos,” the materials provide a sequence of Spanish activities and resources that move students from isolated practice with multisyllabic words to application in authentic decodable connected text. Beginning in lesson 1, students apply previously taught decoding skills while reading decodable texts available in the “Recursos para el maestro.” In lessons 4 and 11, students reinforce syllable patterns and Spanish orthographic conventions through activities such as “Clasificar palabras de ortografía” and “Presentar las palabras de ortografía,” where they analyze, read, and write multisyllabic words before applying these patterns in connected reading and writing tasks. Ongoing “Evaluación de ortografía” activities in lessons 5, 10, and 15 provide additional opportunities for students to encode multisyllabic words and demonstrate cumulative application of syllable patterns, syllable division principles, and spelling conventions. This sequence supports students in transferring decoding and encoding skills from isolated word practice to authentic Spanish decodable connected text that builds on previous instruction.
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
Additionally, in Guía del maestro unit 9 “La época colonial en los Estados Unidos,” lesson 11 extends students’ understanding of morphology through explicit instruction on derivational suffixes. In the “Morfología: Los sufijos -ura y -iento” section, educators review that suffixes are added to the end of base words to create new words and meanings before introducing the suffixes -ura and -iento. Students analyze word pairs such as frito–fritura, blanco–blancura, sed–sediento, and razonar–razonamiento to determine how each suffix changes the meaning and grammatical function of the base word. Students then apply these morphemes while reading, discussing, and writing new words, demonstrating a systematic progression from previously learned prefixes to increasingly sophisticated derivational morphology.
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
Similarly, in Guía del maestro unit 9 “La época colonial en los Estados Unidos,” the “Suplemento de vocabulario: Sufijos comunes” section provides explicit educator guidance for introducing and applying common derivational suffixes through modeling, guided practice, and independent application. Educators review that suffixes are added to the end of base words to create new meanings before modeling how adding -ble to the root word lavar forms the derived word lavable. Students then analyze additional words, explain how suffixes change word meanings, and apply the suffixes while reading and constructing new words during guided and independent practice. These instructional routines support students in recognizing common morphemes and using their meanings to decode unfamiliar words, encode words accurately, and improve reading comprehension through morphological analysis.
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
Additionally, in Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” lesson 9 extends cumulative practice by reinforcing previously taught morphology through guided review and application of the suffixes -able and -ible. During the “Morfología” section, educators review that both suffixes mean “que se puede” before students analyze words, determine how the suffix changes the meaning of the base word, and select the appropriate derived word to complete sentences. Students then apply their understanding of suffix meanings during reading and writing activities that require them to use familiar morphemes to interpret and construct new words. These varied instructional activities provide repeated opportunities for students to develop, practice, and reinforce grade-level morphological skills through cumulative review.
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
Similarly, Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá” lesson 14 reinforces previously taught suffixes through word analysis and authentic Spanish decodable connected text. In “Morfología: Repasar los sufijos -mente, -oso/-osa, -dad, y -eza,” students review the meaning and function of each suffix before analyzing derived words presented in isolation and determining whether they are used correctly in orally presented sentences. For example, after hearing “Me apresuré en mi examen de ortografía y cometí un error cuidadoso en una palabra,” students identify that cuidadoso is used incorrectly based on its meaning and explain the error. Educators then direct students to read a previously introduced decodable text in which they identify, decode, and interpret words containing the target suffixes within connected Spanish text. These activities provide repeated opportunities to decode and encode morphologically complex words in isolation and apply those skills during authentic connected reading that builds on previous instruction.
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
Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido” lesson 1 provides explicit instructional routines that support students in determining the meanings of unfamiliar Spanish words using context clues. During the lesson on synonyms, educators model how surrounding words can clarify unfamiliar vocabulary by explaining that “los sinónimos pueden ayudarnos para entender el significado de una palabra desconocida en una oración.” Educators demonstrate this strategy by identifying relationships among words, such as underlining júbilo and circling alegría to show how a synonym reveals meaning. Students then apply this strategy during guided practice by analyzing sentences and using contextual clues, such as alimentos inusuales, to determine the meaning of comidas exóticas. These activities provide explicit practice with using context to determine the meanings of unfamiliar words and strengthen students’ vocabulary development in Spanish.
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
Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá” provides explicit instructional routines for teaching students how to use dictionaries and reference resources to support vocabulary development, spelling, and language acquisition. Throughout the unit, educators guide students to practice and improve their dictionary skills, with a specific focus on utilizing guide words (palabras guía) to locate words and verify meanings. For example, in lesson 8, educators guide students to use dictionary guide words to locate words with simple and accented hiatuses, verifying spelling and accent marks while examining how vowel combinations affect pronunciation and meaning. Students then apply these reference tools to analyze word structures, correct spellings, and complete activity pages, demonstrating purposeful use of print reference resources to support accurate written expression and language development.
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
Additionally, in Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” lesson 6 engages students in using dictionary entries to determine word meanings, pronunciations, syllabication, and word forms. Students examine dictionary entries to identify guide words, parts of speech, multiple definitions of homographs, pronunciation information, and syllable divisions before selecting the meaning that best fits the context. In unit 9, students extend this work through “Página de actividades 10.5,” where they identify the part of speech, record the definitions of an entry word and its root word, examine related word forms, and apply the appropriate form in sentence contexts. Using entries such as hervor/hervir, pintor/pintar, and estudioso/estudiar, students use print reference resources to analyze pronunciation, syllabication, word meanings, and morphological relationships while strengthening vocabulary knowledge.
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
In Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido” lesson 14, the “Evaluación opcional de la fluidez,” provides structured opportunities for students to practice fluent reading using connected informational text while supplying detailed educator guidance for observation and feedback. During the assessment, students read the passage “Pupilas” aloud as educators record omissions, insertions, substitutions, self-corrections, and educator-provided words to monitor reading accuracy, rate, and expression. Students then answer literal comprehension questions to demonstrate understanding of the text. The lesson includes procedures for calculating palabras correctas por minuto (P.C.P.M.), interpreting fluency results, and identifying students who need additional support. Educators use this information to provide targeted feedback, reteach specific fluency skills, and recommend additional oral reading practice based on individual student performance.
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
Guía del maestro unit 10 “Análisis literario: Ray Charles” integrates educator modeling and guided practice with authentic Spanish words, sentences, and connected texts throughout the lessons. In lesson 8, educators model the pronunciation and meaning of vocabulary such as contratar, modulada, and derramar before students reread the words within the text, discuss their meanings in context, and compose original sentences using the target vocabulary. Sentence frames provide scaffolded practice as students read and use the words accurately in oral and written language. In lesson 6, educators model how to locate and paraphrase textual evidence before students reread the connected text with a partner to identify supporting details and reread targeted words and phrases. These embedded opportunities for educator modeling, repeated oral reading, sentence practice, and connected-text reading reinforce fluency and decoding through authentic Spanish instructional materials.
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
Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá” provides repeated opportunities for students to develop word reading fluency through independent, partner, and educator-facilitated small-group instruction. Lessons 2 and 4 include “Lectura en grupos pequeños,” where educators model fluent reading, monitor student performance, and provide targeted feedback during guided oral reading. Lessons 6 and 10 feature “Lectura con un compañero,” allowing students to practice repeated oral reading collaboratively while supporting one another’s fluency development. Lessons 1 and 15 include “Lectura individual,” giving students opportunities to independently apply previously taught decoding and orthographic skills while building reading accuracy and automaticity. Daily “Ortografía” activities further reinforce fluent word reading by providing repeated practice with grade-level words across multiple instructional formats.
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
Guía del maestro unit 3 “El cuerpo humano: sistemas y sentidos” incorporates authentic Spanish informational connected texts that support the development of fluency while building content knowledge. The unit reader “¿Cómo funciona tu cuerpo?” includes nonfiction selections that engage students in connected reading about the skeletal, muscular, and nervous systems. Throughout the unit, students repeatedly read and discuss these texts to strengthen accuracy, phrasing, expression, and comprehension while developing scientific knowledge. Lesson 14 provides additional fluency practice through the passage “Acto reflejo,” where students read connected text while educators monitor reading behaviors and provide feedback. Students demonstrate their understanding of the unit content during the “Evaluación de la unidad,” which includes text-based comprehension tasks, fluency assessment, and spelling activities. These varied authentic Spanish texts provide sustained opportunities for students to develop accurate, fluent, and expressive reading while comprehending grade-level content.
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: Guía del maestro lesson 6, provides explicit educator guidance for introducing grade-level lowercase cursive letters m, n, ñ, v, x, y, and z through direct modeling and guided practice. Educators demonstrate each letter formation while providing precise explanations of the required handwriting strokes and movement patterns. For example, when introducing ñ, educators are told to, “Explique que para escribir la ñ deben hacer lo mismo que para escribir la n, pero luego deben levantar el lápiz del papel y trazar una línea ondulada por encima, apenas separada de las colinas de la letra. A esta línea ondulada la llamaremos gusanito.” Students observe the modeled formation, practice the corresponding strokes through tracing and copying activities, and apply the newly learned cursive letters in independent writing. This instructional sequence supports accurate letter formation and connects handwriting development to students’ ongoing Spanish reading and writing skills.
5.H.1b
Materials include frequent opportunities, resources, and activities and tasks in Spanish for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
Materials include frequent opportunities, resources, and activities and tasks in Spanish for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
1 out of 1 points
Evaluation for 5.H.1b
Evaluation for 5.H.1b
Materials include frequent opportunities, resources, and activities and tasks in Spanish for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
1 out of 1 points
The Letra Cursiva: Cuaderno de actividades provides ongoing handwriting practice through a systematic sequence of lessons that develops cursive writing skills across grade levels. Lessons organize letters according to shared stroke patterns, beginning with letras antihorario (a, c, d, g, o, and q), progressing to letras lacito (b, e, f, h, and k), and extending to uppercase letters with similar formation patterns. Throughout the program, students repeatedly practice handwriting by moving from tracing individual letters to writing syllables, words, and complete Spanish sentences. These activities provide frequent opportunities for students to apply cursive handwriting skills in authentic written language tasks while developing accuracy, legibility, and fluency appropriate to each grade level.
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 3” organizes instruction into content-rich units that intentionally build knowledge across the fields of science, history, literature, and the arts. Science content is developed through unit 2 “Escamas, plumas y pelaje: la clasificación de los animales” and unit 3 “El cuerpo humano: sistemas y sentidos,” where students investigate scientific concepts and the natural world. Historical and cultural knowledge is developed through unit 4 “La civilización romana antigua” and unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos.” Literary understanding is developed through unit 1 “Cuentos clásicos: El viento en los sauces,” while artistic knowledge is expanded through unit 10 “Jazz y más.” This yearlong sequence provides coherent opportunities for students to build knowledge across multiple disciplines.
The materials organize instruction around content-rich units that systematically develop student knowledge across science, history, literature, and the arts. In unit 1 “Cuentos clásicos: El viento en los sauces,” students read and discuss Kenneth Grahame’s classic novel while analyzing dialogue, plot, setting, characterization, personification, point of view, and themes such as friendship, loyalty, and responsibility. In unit 2 “Escamas, plumas y pelaje: la clasificación de los animales,” students investigate vertebrate classification, examine animal characteristics, conduct structured investigations, and use observations and evidence to develop scientific reasoning. In unit 4 “La civilización romana antigua,” students study Roman geography, government, religion, social classes, significant leaders, and the rise and decline of the Roman Empire. Finally, in unit 10 “Jazz y más,” the materials develop students’ understanding of the arts by exploring the origins and evolution of jazz, influential musicians, musical styles, improvisation, and the cultural contributions of jazz to American history. Together, these units provide coherent knowledge-building experiences across literature, science, history, and the arts.
Evaluation for 6.A.1b
The materials include the “Mapa curricular de Grado 3” and the Guía del maestro “Conocimientos previos” sections, which provide resources that demonstrate the program’s approach to knowledge-building within and across grade levels. These planning resources organize content-rich units into a coherent instructional sequence and identify how concepts introduced in earlier grades are intentionally revisited and expanded in grade 3. For example, in unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” “Conocimientos previos” informs educators that students who have participated in the program “ya contarán con el conocimiento contextual necesario para esta unidad.” The guide points to prior learning from grado 1 “Antiguas civilizaciones de América” and grado 2 “La civilización griega antigua,” “Historias del monte Olimpo,” and “Travesías a los Estados Unidos: una tierra de oportunidades,” to show how historical, geographic, civic, and cultural concepts are intentionally extended in the current unit. These resources demonstrate the program’s coherent scope and sequence for building knowledge within grade 3 and across grade levels.
The K–5 Guía del programa further demonstrates the program’s scope and sequence for knowledge-building across units and grade levels. In the “Making Connections Year by Year” section, the guide illustrates how topics, concepts, and knowledge are intentionally sequenced from grades K–5 to support cumulative learning. For example, grade 2 “Historias del monte Olimpo” connects to grade 3 “Cuentos clásicos: El viento en los sauces” by extending students’ understanding of literary themes, characterization, and traditional storytelling. Similarly, grade 2 “La Guerra Civil de los Estados Unidos” connects to grade 3 “La época colonial en los Estados Unidos,” expanding students’ understanding of historical events and the development of the United States. These planning resources provide educators with a clear year-by-year scope and sequence that supports coherent instructional planning and intentional knowledge-building within and across grade levels.
Evaluation for 6.A.1c
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” the “Introducción” explains that the unit is designed for students to spend more than four weeks building knowledge through connected scientific topics and Spanish texts. The unit includes 19 lessons and three “Pausas,” providing sustained opportunities for students to deepen their understanding of astronomy through a coherent sequence of informational texts. Instruction begins with “El Sol, la Tierra y nuestro sistema solar” and expands to connected topics including “Galaxias y estrellas,” “Comparar y contrastar: Galaxias,” and “El telescopio Hubble.” The unit concludes with texts about human space exploration, including “Mae Jemison” and “Recorrido por la Estación Espacial Internacional,” allowing students to synthesize scientific concepts developed throughout the unit. This extended instructional sequence enables students to build increasingly sophisticated knowledge through related Spanish texts over more than four weeks of instruction.
Similarly, Guía del maestro unit 9 “La época colonial en los Estados Unidos” provides students with more than three weeks of sustained instruction through 16 lessons and three “Pausas” centered on a connected historical topic. Throughout the unit, students read literary and informational Spanish texts that examine the founding of the American colonies, colonial governments, regional economies, daily life, and relationships among settlers and Indigenous peoples. Fictional narratives are intentionally paired with informational selections to deepen students’ understanding of colonial life and historical events while reinforcing concepts introduced in earlier lessons. By engaging with connected texts throughout the unit, students progressively build historical knowledge and demonstrate an increasingly sophisticated understanding of the colonial period.
Evaluation for 6.A.1d
In Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales,” the Libro de lectura and La guía de Rattenborough sobre los animales serve as the unit’s anchor texts, intentionally connecting lessons and building students’ background knowledge over time. The informational reader is revisited throughout the unit as students read connected selections that progressively develop their understanding of animal classification. The text sequence moves from foundational concepts, such as vertebrados and invertebrados, to increasingly specific topics, including animales de sangre caliente y de sangre fría, peces, anfibios, reptiles, aves, and mamíferos. Each lesson builds on knowledge established in previous readings through discussion, vocabulary, and comprehension activities that return students to the anchor text, reinforcing scientific concepts and expanding their understanding of classification through a coherent sequence of connected Spanish texts.
In Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” the “Lecturas en voz alta” section organizes instruction around the anchor text set “Historias de los pueblos nativos americanos,” which intentionally builds connected historical and cultural knowledge across the unit. The materials describe the text set as realistic fiction that “procura transmitir información de no ficción sobre diversas culturas de nativos americanos.” Students first establish background knowledge through informational resources such as the “Mapa de la migración por Beringia” before reading connected narratives that deepen their understanding of Native American regions and cultures. For example, “Akando y Aponi, los recolectores” introduces the traditions and daily life of regional Native American groups, while “La caza del gran oso” extends learning by exploring the cultures of the Arctic and Subarctic peoples. Together, these anchor texts and supporting informational resources intentionally connect lessons and enable students to build background knowledge through a coherent sequence of related Spanish texts.
Evaluation for 6.A.1e
Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales” intentionally connects Spanish grammar, vocabulary, discussion, and writing to the study of animal classification. Throughout the unit, “Palabras importantes” introduces and revisits academic and domain-specific vocabulary, including hábitat, carnívoro, herbívoro, omnívoro, reino, clasificar, característica, vertebrado, invertebrado, and ciclo de vida, as students investigate animal characteristics and scientific classification. During “Audición y expresión oral,” students observe and describe animals, record observations, and justify their thinking through educator prompts such as “¿Cómo lo saben?” and “¿Por qué piensan eso?” In the “Lenguaje” section, students apply grade-level grammar by studying sustantivos, verbos, adjetivos, sujeto y predicado, fragmentos de oración, and oraciones simples y compuestas while composing sentences related to the science content. During “Escritura,” students write informative paragraphs and reflections in their “Cuaderno de campo” describing animal characteristics and explaining how organisms are classified. These integrated grammar, vocabulary, discussion, and writing activities reinforce the unit’s knowledge-building focus while supporting students’ development of Spanish academic language.
In Guía del maestro unit 3 “El cuerpo humano: sistemas y sentidos” lesson 1 integrates Spanish grammar, vocabulary, discussion, and writing with the unit’s knowledge-building focus on the human body. During “Palabras importantes,” students develop academic and domain-specific vocabulary, including célula, tejido, órgano, sistema, and organismo, while discussing how body systems work together during “Audición y expresión oral” and “Lectura en voz alta.” The lesson’s “Lenguaje” instruction reinforces sentence construction as students use complete sentences to explain scientific ideas and answer text-based questions. During “Escritura,” students respond to the prompt, “¿Cómo están funcionando en este momento varios sistemas dentro de su cuerpo?” using newly learned vocabulary and evidence from the lesson. These integrated language activities connect grammar, vocabulary, discussion, and writing directly to the unit’s scientific content while building students’ understanding of the human body.
Evaluation for 6.A.2a
In Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido,” the “Conocimientos previos” section activates students’ background knowledge by explicitly connecting the unit content to concepts introduced in prior grade levels. The section explains that students who participated in the program already possess the contextual knowledge needed for the unit and identifies specific prior learning that supports the new content, including “Los cinco sentidos” from grade K, “El cuerpo humano” and “Astronomía: la exploración del espacio” from grade 1, and “Los ciclos de la naturaleza: de las nubes a la lluvia” from grade 2. Educators use these connections to review previously learned scientific concepts before introducing new learning about light and sound, supporting a coherent progression of knowledge across grade levels.
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá” the “Conocimientos previos” section further activates and builds on students’ background knowledge by connecting new learning to astronomy concepts taught in earlier grades. The section references “Astronomía: la exploración del espacio” from grade 1 and “Los ciclos de la naturaleza: de las nubes a la lluvia” from grade 2 and identifies previously learned concepts such as the solar system, Earth’s rotation and revolution, day and night, the seasons, the phases of the moon, and the work of astronomers. The introduction explains that this prior knowledge prepares students to study more advanced concepts, including galaxies, gravity, the universe, scientific theories, and space exploration. In lesson 1, educators further activate prior learning by asking students to recall objects in the solar system and the meaning of lunar before introducing new vocabulary and concepts, reinforcing a coherent vertical progression from earlier grade-level instruction to current learning.
Evaluation for 6.A.2b
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” the “Conocimientos previos” section activates and supplies background knowledge in Spanish by explicitly connecting the unit to concepts developed earlier in unit 5 “¡Rayos, truenos y centellas! La luz y el sonido.” The introduction reminds educators that students previously investigated light, energy, waves, and observation tools, preparing them to study the sun as a source of light and heat, as well as eclipses, gravity, and the solar system. In lesson 1, educators activate this knowledge by asking students to recall what they know about the sun, the moon, and the solar system before introducing new concepts. Throughout the unit, students extend previously learned vocabulary and concepts, including energía luminosa, energía calórica, luz solar, sombra, eclipse, órbita, and universo, through discussions, sequencing activities, and explanatory writing, demonstrating intentional connections across grade 3 science units.
In Guía del maestro unit 9 “La época colonial en los Estados Unidos,” the “Conocimientos previos” section activates students’ background knowledge by connecting the study of colonial America to historical concepts developed earlier in the grade 3 curriculum. The introduction explains that students build on their understanding of civilizations, geography, and government from unit 4 “La civilización romana antigua,” including how governments are organized, how geography influences settlement, and how societies develop over time. In lesson 14 “El camino hacia la revolución, parte 1” educators further activate background knowledge by asking students to recall what they have learned about the establishment of the colonies and colonial life before analyzing the causes of the American Revolution. Students use previously developed historical knowledge to explain relationships among colonial governments, settlement patterns, conflicts among European powers and Native American groups, and the events leading to independence, demonstrating intentional knowledge-building across grade 3 history units.
Evaluation for 6.A.2c
In Guía del maestro Unit 6 “Poesía: ritmo y rima,” lesson 8 provides students with relevant and targeted background knowledge in Spanish that enhances engagement with the poem. In “Identificar recursos poéticos,” educators activate students’ prior knowledge by asking them to identify poetic devices they already know and explain what they understand about repetition. Students discuss with a partner how repetition helps readers visualize ideas and emphasize important events before reading the poem. This discussion prepares students to recognize poetic elements as they read and supports deeper engagement with the text.
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 1 provides students with relevant and targeted background knowledge before they engage with complex informational texts about astronomy. During “Conexiones esenciales” and “Introducción a la lectura en voz alta,” educators introduce the topic of astronomy, use the “Rotafolio de imágenes” to present visual representations of the solar system, and explicitly teach key academic and domain-specific vocabulary before students listen to the read-aloud. Educators ask students to identify celestial objects, connect new concepts to prior learning, and discuss what they already know about the sun, planets, and the solar system. In “Conexión cultural,” students extend this background knowledge by analyzing constellations such as la Cruz del Sur and la Gran Nube de Magallanes, creating illustrations, and discussing where these constellations can be observed. These activities provide relevant context that prepares students to comprehend and engage more meaningfully with the informational text.
Evaluation for 6.A.3a
Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales” lesson 1 includes questions and tasks designed in Spanish that require students to engage with the unit’s central scientific concepts. Students investigate the overarching topic of animal classification by observing and describing animal characteristics and recording their observations in a graphic organizer. Educators guide students to analyze evidence and justify their thinking by asking questions such as, “¿Cómo lo saben?” and “¿Por qué piensan eso?” Students also examine animals native to Spanish-speaking countries and discuss their habitats, origins, and physical characteristics, connecting observations to broader concepts of classification and biodiversity. These questions and tasks require students to analyze evidence, explain their reasoning, and develop understanding of the unit’s central scientific themes.
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 8 and the Cuaderno de actividades “Página de actividades 8.1” include questions and tasks that engage students with the unit’s major concepts related to astronomy. After reading about constellations, students answer text-dependent questions that require them to explain scientific ideas, identify evidence from the text, and record the page number that supports each response. Students analyze how constellations help people observe and understand patterns in the night sky and justify their answers using textual evidence. These questions and tasks require students to engage with the unit’s overarching scientific concepts while supporting evidence-based thinking and comprehension of the text.
Evaluation for 6.A.3b
In Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales,” lessons 1 and 7 include questions and tasks designed in Spanish that prompt students to synthesize knowledge across multiple texts and lessons. In lesson 1, educators introduce the unit by explaining that students will become animal researchers: “Explique a los estudiantes que durante esta unidad serán investigadores de animales, o zoólogos.” Students begin recording observations and evidence in their “Cuaderno de campo” while building knowledge about animal characteristics and classification through the unit’s informational texts. The “Conexión Cultural” extends this learning by having students research animals discussed during the unit. In lesson 7, students complete “Comparar y contrastar textos: La rana de dardo venenoso,” where they integrate information from multiple read-alouds to compare animal characteristics, habitats, and adaptations and explain similarities and differences using evidence from the texts. These questions and tasks require students to synthesize ideas developed across lessons and related texts to deepen their understanding of animal classification.
In Guía del maestro unit 4 “La civilización romana antigua,” lessons 6–7 and the Cuaderno de actividades “Páginas de actividades 6.1 and 7.1” include questions and tasks that prompt students to synthesize knowledge across multiple texts and lessons. After reading about the lives of patrician and plebeian families, students compare the experiences of each social class by responding to questions such as, “¿Cómo pudo haber sido nacer y crecer en una familia plebeya?” and “¿Cómo pudo haber sido nacer y crecer en una familia patricia?” Students then complete the “Vistazo general” task by summarizing the central ideas from the read-alouds in one or two sentences, integrating information learned across lessons to explain how social class influenced daily life in ancient Rome. These questions and tasks require students to synthesize information across related texts and lessons while developing a deeper understanding of Roman civilization.
Evaluation for 6.A.3c
In Guía del maestro unit 4 “La civilización romana antigua,” lesson 15’s “Evaluación 15.4” includes a culminating writing task that requires students to demonstrate their understanding of the unit topic by making connections across related texts. Students revisit previous readings, notes, and written responses from the unit to evaluate the lasting contributions of Roman civilization by determining whether Roman architecture or the Latin language represents the empire’s greatest legacy. Students develop a multi-paragraph essay that presents a clear claim and supports it with reasons and evidence gathered from the unit’s informational texts. This culminating task requires students to synthesize information across multiple texts and demonstrate their understanding of the historical concepts developed throughout the unit through evidence-based writing.
Guía del maestro unit 6 “Ritmo y rima: poesía” features the “Escritura: Proyecto final de escritura” section, which includes a culminating task that requires students to demonstrate their knowledge of poetry by making connections across the poems studied throughout the unit. Students analyze poems such as “Era un niño que soñaba,” “El perezoso suertudo,” “Doña Primavera,” “El barquito de papel,” and “Adivina los colores de estas cosas” to examine poetic elements, including rhyme, rhyme scheme, figurative language, personification, metaphors, and literal and nonliteral language. Throughout the unit, students compare poetic structures, summarize ideas, and record observations in the “Diario del poeta.” For the culminating project, students plan, draft, revise, edit, publish, and present an original poem that incorporates poetic devices studied across the unit. This task requires students to draw on knowledge gained from multiple poems and apply their understanding of poetic structures, themes, and author’s craft to create an original work.
Evaluation for 6.A.3d
In Guía del maestro unit 4 “La civilización romana antigua,” the “Conexión Cultural” provides opportunities for students to apply their understanding of ancient Rome to contexts beyond the classroom by connecting historical concepts to their own families and communities. Educators guide students to investigate civilizations associated with their families’ countries of origin and identify customs, traditions, or artifacts that reflect historical influences. The materials direct educators to ask students to research at home what civilizations existed in their families’ countries of origin and what objects or customs have been preserved from those civilizations: “Pida a los estudiantes que pregunten en casa qué civilización existió en el país de origen de sus padres o abuelos y qué objetos o costumbres guardan de ella.” Students share their findings with classmates, applying their understanding of historical influence and cultural continuity to their own experiences and communities. These activities extend students’ learning beyond the classroom by connecting the study of ancient civilizations to authentic cultural contexts.
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 16 “Opinión: Cita de Mae Jemison” provides opportunities for students to apply their understanding of the unit topic to personal contexts beyond the classroom. After learning about space exploration and the contributions of scientists and astronauts, students analyze Mae Jemison’s quote, “La mejor manera de lograr que los sueños se hagan realidad es despertarse,” and write responses explaining its meaning. Students connect the themes of perseverance, curiosity, and scientific exploration to their own goals and experiences by supporting their ideas with personal examples. This task requires students to transfer concepts developed throughout the astronomy unit to real-world situations and reflect on how the ideas apply beyond the classroom.
Evaluation for 6.A.4a
In Guía del maestro unit 3 “El cuerpo humano: sistemas y sentidos,” lesson 1 “Componentes básicos y sistemas” demonstrates the intentional development of tier-two and tier-three Spanish academic vocabulary within the program’s knowledge-building sequence. As students develop a foundational understanding of the human body, the lesson introduces domain-specific vocabulary such as célula, tejido, and órgano, along with general academic vocabulary including interconectado and función. During “Audición y expresión oral,” students analyze the meaning of interconectado by discussing examples, synonyms, and antonyms before applying the word in discussions and writing. Students continue using newly acquired vocabulary to explain how body systems function, reinforcing connections between academic language and scientific knowledge. This systematic integration of tier-two and tier-three vocabulary supports vocabulary growth within the unit and contributes to the program’s yearlong progression of knowledge-based vocabulary development.
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” the “Vocabulario académico y esencial” section demonstrates a continued progression of tier-two and tier-three Spanish academic vocabulary within the yearlong knowledge-building sequence. The “Vocabulario académico y esencial” section organizes vocabulary by lesson, showing how students develop language connected to astronomy, the solar system, and space exploration over time. The sequence progresses from foundational scientific terms such as atmósfera, eje, hemisferio, universo, eclipse, planeta, órbita, and sistema solar to more complex domain-specific vocabulary including asteroide, cometa, meteoro, galaxia, año luz, constelación, gravedad, materia, geocéntrico, heliocéntrico, hipótesis, and transbordador espacial. In lesson 5 “Asteroides, cometas y meteoros” students apply newly introduced vocabulary while analyzing informational text, completing a triple Venn diagram, and writing an explanatory paragraph comparing celestial objects. These intentional vocabulary sequences across lessons and units demonstrate a coherent approach to developing tier-two and tier-three academic language while building disciplinary knowledge throughout the school year.
Evaluation for 6.A.4b
Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido” provides differentiated practice and application opportunities that support Spanish vocabulary development through content and language scaffolds for all learners. Students develop tier-two and tier-three vocabulary related to physics, science, and historical discoveries, including longitud de onda, refracción, vibración, espectro, cóncavo, and convexo. Throughout the unit, educators introduce, revisit, and apply key vocabulary during read-alouds, student readings, and science investigations. Students use “Notas de laboratorio” and graphic organizers to record definitions, examples, and connections among vocabulary terms. Visual supports, including experiments, diagrams, projections, and images of Alexander Graham Bell’s notebooks, help students connect academic vocabulary to concrete scientific concepts. The materials also provide differentiated language supports based on students’ Spanish proficiency levels. Students at the “Nivel emergente” use visual supports, sentence frames, and translation assistance to develop understanding of new vocabulary. Students “A nivel” engage in partner discussions, such as “Pensar-Reunirse-Compartir,” and respond to comprehension questions using newly acquired terminology. Students at the “Nivel avanzado” explain scientific concepts independently using complete sentences and academic language. During vocabulary activities, such as “Practicar palabras: energía” in lesson 2 and “Practicar palabras: espectro” in lesson 7, students analyze word meanings, connect vocabulary to scientific phenomena, and apply new terms in oral and written responses. These differentiated supports enable educators to provide targeted vocabulary instruction while supporting all students in developing and applying academic Spanish vocabulary.
In Guía del maestro unit 10 “Jazz y más,” lesson 1 provides differentiated practice and application opportunities that support Spanish vocabulary development through explicit instruction and language scaffolds. Students develop an understanding of academic vocabulary related to jazz, including evolucionar, género, improvisación, and estándar. Educators use “Proyección digital PD.U10.L1.3,” explicit vocabulary routines, and contextual examples from the read-aloud to support students in determining word meanings. Students practice applying vocabulary by explaining meanings, generating original sentences, and completing vocabulary activities. Differentiated supports address the needs of diverse learners by providing students at the “Nivel emergente” with visuals, synonyms, and sentence models; students “A nivel” with opportunities for discussion and contextual application; and students at the “Nivel avanzado” with opportunities to independently explain relationships among vocabulary concepts. Additional educator guidance encourages extending vocabulary use by connecting words such as evolucionar to familiar experiences and real-world examples. These scaffolds provide educators with flexible tools to differentiate Spanish vocabulary development while supporting meaningful application of academic language.
Evaluation for 6.A.4c
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 10 “Explorar el espacio” includes tasks that engage students in the purposeful use of key Spanish academic and domain-specific vocabulary related to astronomy. Students develop and apply vocabulary such as observatorio, telescopio Hubble, astronauta, Apolo 11, gravedad, lanzar, tripulado, and atracción while reading and discussing informational text about space exploration. During “Conexiones triangulares,” students use their notes and the unit glossary to select three vocabulary words, organize them to show relationships among concepts, and explain how the terms are connected. Students then extend their application of vocabulary by selecting newly learned words, writing definitions, and using each word accurately in original sentences. These tasks require students to use academic vocabulary to explain relationships, communicate scientific ideas, and demonstrate understanding of the unit’s content.
In Guía del maestro unit 10 “Jazz y más,” lesson 8 “Ray Charles” includes tasks that engage students in the purposeful use of key Spanish academic vocabulary while analyzing an informational text. Students identify vocabulary such as contratar, modulada, and derramar within the text, reread the words in context, and discuss how their meanings contribute to understanding the author’s message. Students apply their understanding by creating original sentences that accurately use each vocabulary word and sharing their responses with classmates. Differentiated language supports, including sentence frames and structured discussion opportunities, help students use academic vocabulary in oral and written contexts. These tasks require students to apply key vocabulary purposefully to interpret text, express ideas, and strengthen academic language development.
Evaluation for 6.A.4d
In Guía del maestro unit 3 “El cuerpo humano: sistemas y sentidos,” lesson 2 incorporates nonverbal teaching techniques, including images and visualization, to support students’ acquisition of key Spanish academic and domain-specific vocabulary related to the skeletal system. Students develop vocabulary such as cartílago, columna vertebral, cráneo, estructura, and huesos axiales through visual and kinesthetic experiences that connect words to concrete representations. During the read-aloud, educators use “Proyección digital U3.L2.1–U3.L2.8” to display images that illustrate vocabulary meanings and reinforce concepts presented in the informational text. Educators also display vocabulary cards and revisit visual supports throughout instruction to strengthen students’ understanding. Students apply vocabulary through physical identification activities, including locating parts of their own bodies and participating in “Simón dice,” where they respond to terms such as cráneo, vértebras, tibia, caja torácica, pelvis, and escápulas through movement. These visual and kinesthetic supports provide nonverbal pathways for students to connect academic vocabulary to scientific concepts and strengthen vocabulary acquisition.
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 1 uses images and visualization as nonverbal teaching techniques to support students’ acquisition of key Spanish academic and domain-specific vocabulary related to astronomy. Before reading, educators use the “Proyección digital” and the unit “Rotafolio de imágenes” to introduce and reinforce vocabulary such as sistema solar, planeta, órbita, hemisferio, constelación, and universo through visual representations of astronomical concepts. Students observe images, identify celestial objects, and connect visual information to previously learned scientific ideas. During “Conexión cultural,” students extend this learning by examining images of constellations visible from the Southern Hemisphere, creating drawings, and explaining where these constellations can be observed. These intentional uses of images and visualization support students in constructing meaning for academic vocabulary while deepening their understanding of the unit’s scientific concepts.
Evaluation for 6.B.1a
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 17 “Recorrido por la Estación Espacial Internacional” supports instruction for students to ask and generate questions in Spanish for inquiry. Educators guide students in investigating how astronauts live and work aboard the International Space Station by building background knowledge and providing multiple sources, including informational videos. Students ask questions to clarify information, organize evidence into categories such as “Rutina de la mañana,” “Ejercicio,” “Comidas,” “Trabajo,” “Tiempo libre,” and “Tiempo de descanso,” and use their findings to plan and write an informational text describing a day in the life of an astronaut. These activities engage students in asking questions, gathering information, and synthesizing evidence throughout the inquiry process.
Additionally, in Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos” Guía del maestro, lesson 1 “La expansión por los continentes” also supports instruction for students to ask and generate questions in Spanish for inquiry. Educators activate students’ prior knowledge by asking what they already know about Native American peoples and encourage them to generate questions before beginning their investigation. As students rotate through artifact stations representing regions such as the Ártico, Bosques Orientales, Grandes Llanuras, Suroeste, and Costa Noroeste, they look at evidence, ask questions, and investigate how geography influenced the lives of different Native American groups. Educator prompts, including “¿Qué produjo este cambio? Hoy investigarán esto” encourage students to develop questions, analyze evidence, and build understanding through historical inquiry.
Evaluation for 6.B.1b
In Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos” the “Pausa 1” section includes “Opciones para actividades individuales,” which provide opportunities for students to generate and follow a research plan through independent inquiry. During “Pausa 1,” students investigate how Native American communities address water scarcity by selecting a focus for their research, gathering information from available resources, and organizing their findings before sharing their learning. The activity requires students to identify relevant information, record their findings, and use the information collected to complete the assigned task. This sequence supports students in establishing a research focus, gathering and organizing information, and following a structured process to complete an independent research task.
In Guía del maestro unit 10 “Jazz y más,” the lesson 5 “Plan de investigación” provides explicit educator guidance for generating and following a structured research plan. Educators review each step of the research process while guiding students to select a research topic, develop research questions, identify appropriate sources, organize notes, and document their sources before beginning their investigation. Students use “Página de actividades 5.1” and their Cuaderno de investigación to record research questions, notes, and source information while refining their plans through peer discussions and educator feedback. Differentiated supports help students organize information using graphic organizers and make meaningful connections among ideas. Subsequent lessons require students to follow the research plan and apply the information they gathered and organized to draft, revise, and present their informational essays, connecting the initial research plan to the completion of a final product.
Evaluation for 6.B.1c
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lessons 17–19 provide opportunities for students to gather relevant information from a variety of sources and synthesize information during an informative writing inquiry project about life aboard the International Space Station. In lesson 17 “Recorrido por la Estación Espacial Internacional,” students gather information from multiple print, oral, and visual sources, including the digital feed “La Estación Espacial en directo,” the listening passage “¿Qué hacen los astronautas en la EEI?” and the text “La niña estrella.” Students record and organize information about astronaut routines, experiments, and daily life in space while analyzing information presented through different media formats. Then, in lessons 18–19, the “Evaluación de la unidad: escritura informativa” directs students to use graphic organizers and research planning tools to organize, evaluate, and synthesize information gathered from these sources. Students apply their research findings to compose an informative text describing a day in the life of an astronaut as they move through the writing process of planning, drafting, revising, editing, and publishing. These activities require students to gather, organize, and synthesize relevant information from multiple sources to communicate knowledge through an evidence-based informational composition.
In Guía del maestro unit 10 “Jazz y más,” the lesson 6 “Escritura” section, including “Volverse investigadores,” “Prepararse para la investigación,” and “Investigación individual,” provides explicit guidance for students to gather relevant information from multiple sources while distinguishing between primary and secondary sources. During the research process, educators introduce the characteristics of fuentes de información primarias y secundarias and guide students in selecting appropriate sources for their investigations. Students conduct individual research using classroom resources and the internet, collect information from reliable sources, document their findings, and organize evidence to support their writing. During “Investigación individual,” students first gather information from a fuente primaria and then expand their research by consulting fuentes secundarias, comparing information from both source types before incorporating their findings into their research project. These activities require students to identify, differentiate, and use multiple sources while following a structured research process and applying information from both primary and secondary sources to their research.
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
The materials organize instruction around content-rich units that systematically develop student knowledge across science, history, literature, and the arts. In unit 1 “Cuentos clásicos: El viento en los sauces,” students read and discuss Kenneth Grahame’s classic novel while analyzing dialogue, plot, setting, characterization, personification, point of view, and themes such as friendship, loyalty, and responsibility. In unit 2 “Escamas, plumas y pelaje: la clasificación de los animales,” students investigate vertebrate classification, examine animal characteristics, conduct structured investigations, and use observations and evidence to develop scientific reasoning. In unit 4 “La civilización romana antigua,” students study Roman geography, government, religion, social classes, significant leaders, and the rise and decline of the Roman Empire. Finally, in unit 10 “Jazz y más,” the materials develop students’ understanding of the arts by exploring the origins and evolution of jazz, influential musicians, musical styles, improvisation, and the cultural contributions of jazz to American history. Together, these units provide coherent knowledge-building experiences across literature, science, history, and the arts.
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
The K–5 Guía del programa further demonstrates the program’s scope and sequence for knowledge-building across units and grade levels. In the “Making Connections Year by Year” section, the guide illustrates how topics, concepts, and knowledge are intentionally sequenced from grades K–5 to support cumulative learning. For example, grade 2 “Historias del monte Olimpo” connects to grade 3 “Cuentos clásicos: El viento en los sauces” by extending students’ understanding of literary themes, characterization, and traditional storytelling. Similarly, grade 2 “La Guerra Civil de los Estados Unidos” connects to grade 3 “La época colonial en los Estados Unidos,” expanding students’ understanding of historical events and the development of the United States. These planning resources provide educators with a clear year-by-year scope and sequence that supports coherent instructional planning and intentional knowledge-building within and across grade levels.
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
Similarly, Guía del maestro unit 9 “La época colonial en los Estados Unidos” provides students with more than three weeks of sustained instruction through 16 lessons and three “Pausas” centered on a connected historical topic. Throughout the unit, students read literary and informational Spanish texts that examine the founding of the American colonies, colonial governments, regional economies, daily life, and relationships among settlers and Indigenous peoples. Fictional narratives are intentionally paired with informational selections to deepen students’ understanding of colonial life and historical events while reinforcing concepts introduced in earlier lessons. By engaging with connected texts throughout the unit, students progressively build historical knowledge and demonstrate an increasingly sophisticated understanding of the colonial period.
6.A.1d
Lessons are connected by anchoring Spanish texts or text sets designed to intentionally build connected student background knowledge over time.
Lessons are connected by anchoring Spanish texts or text sets designed to intentionally build connected student background knowledge over time.
1 out of 1 points
Evaluation for 6.A.1d
Evaluation for 6.A.1d
Lessons are connected by anchoring Spanish texts or text sets designed to intentionally build connected student background knowledge over time.
1 out of 1 points
In Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” the “Lecturas en voz alta” section organizes instruction around the anchor text set “Historias de los pueblos nativos americanos,” which intentionally builds connected historical and cultural knowledge across the unit. The materials describe the text set as realistic fiction that “procura transmitir información de no ficción sobre diversas culturas de nativos americanos.” Students first establish background knowledge through informational resources such as the “Mapa de la migración por Beringia” before reading connected narratives that deepen their understanding of Native American regions and cultures. For example, “Akando y Aponi, los recolectores” introduces the traditions and daily life of regional Native American groups, while “La caza del gran oso” extends learning by exploring the cultures of the Arctic and Subarctic peoples. Together, these anchor texts and supporting informational resources intentionally connect lessons and enable students to build background knowledge through a coherent sequence of related Spanish texts.
6.A.1e
Spanish grammar, vocabulary, discussion, and writing activities are connected to the knowledge-building topic of the lesson.
Spanish grammar, vocabulary, discussion, and writing activities are connected to the knowledge-building topic of the lesson.
4 out of 4 points
Evaluation for 6.A.1e
Evaluation for 6.A.1e
Spanish grammar, vocabulary, discussion, and writing activities are connected to the knowledge-building topic of the lesson.
4 out of 4 points
In Guía del maestro unit 3 “El cuerpo humano: sistemas y sentidos” lesson 1 integrates Spanish grammar, vocabulary, discussion, and writing with the unit’s knowledge-building focus on the human body. During “Palabras importantes,” students develop academic and domain-specific vocabulary, including célula, tejido, órgano, sistema, and organismo, while discussing how body systems work together during “Audición y expresión oral” and “Lectura en voz alta.” The lesson’s “Lenguaje” instruction reinforces sentence construction as students use complete sentences to explain scientific ideas and answer text-based questions. During “Escritura,” students respond to the prompt, “¿Cómo están funcionando en este momento varios sistemas dentro de su cuerpo?” using newly learned vocabulary and evidence from the lesson. These integrated language activities connect grammar, vocabulary, discussion, and writing directly to the unit’s scientific content while building students’ understanding of the human body.
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
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá” the “Conocimientos previos” section further activates and builds on students’ background knowledge by connecting new learning to astronomy concepts taught in earlier grades. The section references “Astronomía: la exploración del espacio” from grade 1 and “Los ciclos de la naturaleza: de las nubes a la lluvia” from grade 2 and identifies previously learned concepts such as the solar system, Earth’s rotation and revolution, day and night, the seasons, the phases of the moon, and the work of astronomers. The introduction explains that this prior knowledge prepares students to study more advanced concepts, including galaxies, gravity, the universe, scientific theories, and space exploration. In lesson 1, educators further activate prior learning by asking students to recall objects in the solar system and the meaning of lunar before introducing new vocabulary and concepts, reinforcing a coherent vertical progression from earlier grade-level instruction to current learning.
6.A.2b
Materials activate or supply background knowledge in Spanish by making connections across units within a grade level. (S)
Materials activate or supply background knowledge in Spanish by making connections across units within a grade level. (S)
1 out of 1 points
Evaluation for 6.A.2b
Evaluation for 6.A.2b
Materials activate or supply background knowledge in Spanish by making connections across units within a grade level. (S)
1 out of 1 points
In Guía del maestro unit 9 “La época colonial en los Estados Unidos,” the “Conocimientos previos” section activates students’ background knowledge by connecting the study of colonial America to historical concepts developed earlier in the grade 3 curriculum. The introduction explains that students build on their understanding of civilizations, geography, and government from unit 4 “La civilización romana antigua,” including how governments are organized, how geography influences settlement, and how societies develop over time. In lesson 14 “El camino hacia la revolución, parte 1” educators further activate background knowledge by asking students to recall what they have learned about the establishment of the colonies and colonial life before analyzing the causes of the American Revolution. Students use previously developed historical knowledge to explain relationships among colonial governments, settlement patterns, conflicts among European powers and Native American groups, and the events leading to independence, demonstrating intentional knowledge-building across grade 3 history units.
6.A.2c
Materials provide students with relevant and targeted context or background knowledge in Spanish to enhance the student's engagement with the text. (T/S).
Materials provide students with relevant and targeted context or background knowledge in Spanish to enhance the student's engagement with the text. (T/S).
1 out of 1 points
Evaluation for 6.A.2c
Evaluation for 6.A.2c
Materials provide students with relevant and targeted context or background knowledge in Spanish to enhance the student's engagement with the text. (T/S).
1 out of 1 points
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 1 provides students with relevant and targeted background knowledge before they engage with complex informational texts about astronomy. During “Conexiones esenciales” and “Introducción a la lectura en voz alta,” educators introduce the topic of astronomy, use the “Rotafolio de imágenes” to present visual representations of the solar system, and explicitly teach key academic and domain-specific vocabulary before students listen to the read-aloud. Educators ask students to identify celestial objects, connect new concepts to prior learning, and discuss what they already know about the sun, planets, and the solar system. In “Conexión cultural,” students extend this background knowledge by analyzing constellations such as la Cruz del Sur and la Gran Nube de Magallanes, creating illustrations, and discussing where these constellations can be observed. These activities provide relevant context that prepares students to comprehend and engage more meaningfully with the informational text.
6.A.3 Developing Student Comprehension with Connected Topics, Questions, and Tasks
6.A.3a
Questions and tasks are designed in Spanish and require students to engage with big ideas, topics, and themes. (S)
Questions and tasks are designed in Spanish and require students to engage with big ideas, topics, and themes. (S)
1 out of 1 points
Evaluation for 6.A.3a
Evaluation for 6.A.3a
Questions and tasks are designed in Spanish and require students to engage with big ideas, topics, and themes. (S)
1 out of 1 points
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 8 and the Cuaderno de actividades “Página de actividades 8.1” include questions and tasks that engage students with the unit’s major concepts related to astronomy. After reading about constellations, students answer text-dependent questions that require them to explain scientific ideas, identify evidence from the text, and record the page number that supports each response. Students analyze how constellations help people observe and understand patterns in the night sky and justify their answers using textual evidence. These questions and tasks require students to engage with the unit’s overarching scientific concepts while supporting evidence-based thinking and comprehension of 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
In Guía del maestro unit 4 “La civilización romana antigua,” lessons 6–7 and the Cuaderno de actividades “Páginas de actividades 6.1 and 7.1” include questions and tasks that prompt students to synthesize knowledge across multiple texts and lessons. After reading about the lives of patrician and plebeian families, students compare the experiences of each social class by responding to questions such as, “¿Cómo pudo haber sido nacer y crecer en una familia plebeya?” and “¿Cómo pudo haber sido nacer y crecer en una familia patricia?” Students then complete the “Vistazo general” task by summarizing the central ideas from the read-alouds in one or two sentences, integrating information learned across lessons to explain how social class influenced daily life in ancient Rome. These questions and tasks require students to synthesize information across related texts and lessons while developing a deeper understanding of Roman civilization.
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
Guía del maestro unit 6 “Ritmo y rima: poesía” features the “Escritura: Proyecto final de escritura” section, which includes a culminating task that requires students to demonstrate their knowledge of poetry by making connections across the poems studied throughout the unit. Students analyze poems such as “Era un niño que soñaba,” “El perezoso suertudo,” “Doña Primavera,” “El barquito de papel,” and “Adivina los colores de estas cosas” to examine poetic elements, including rhyme, rhyme scheme, figurative language, personification, metaphors, and literal and nonliteral language. Throughout the unit, students compare poetic structures, summarize ideas, and record observations in the “Diario del poeta.” For the culminating project, students plan, draft, revise, edit, publish, and present an original poem that incorporates poetic devices studied across the unit. This task requires students to draw on knowledge gained from multiple poems and apply their understanding of poetic structures, themes, and author’s craft to create an original work.
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
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 16 “Opinión: Cita de Mae Jemison” provides opportunities for students to apply their understanding of the unit topic to personal contexts beyond the classroom. After learning about space exploration and the contributions of scientists and astronauts, students analyze Mae Jemison’s quote, “La mejor manera de lograr que los sueños se hagan realidad es despertarse,” and write responses explaining its meaning. Students connect the themes of perseverance, curiosity, and scientific exploration to their own goals and experiences by supporting their ideas with personal examples. This task requires students to transfer concepts developed throughout the astronomy unit to real-world situations and reflect on how the ideas apply 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
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” the “Vocabulario académico y esencial” section demonstrates a continued progression of tier-two and tier-three Spanish academic vocabulary within the yearlong knowledge-building sequence. The “Vocabulario académico y esencial” section organizes vocabulary by lesson, showing how students develop language connected to astronomy, the solar system, and space exploration over time. The sequence progresses from foundational scientific terms such as atmósfera, eje, hemisferio, universo, eclipse, planeta, órbita, and sistema solar to more complex domain-specific vocabulary including asteroide, cometa, meteoro, galaxia, año luz, constelación, gravedad, materia, geocéntrico, heliocéntrico, hipótesis, and transbordador espacial. In lesson 5 “Asteroides, cometas y meteoros” students apply newly introduced vocabulary while analyzing informational text, completing a triple Venn diagram, and writing an explanatory paragraph comparing celestial objects. These intentional vocabulary sequences across lessons and units demonstrate a coherent approach to developing tier-two and tier-three academic language while building 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 Guía del maestro unit 10 “Jazz y más,” lesson 1 provides differentiated practice and application opportunities that support Spanish vocabulary development through explicit instruction and language scaffolds. Students develop an understanding of academic vocabulary related to jazz, including evolucionar, género, improvisación, and estándar. Educators use “Proyección digital PD.U10.L1.3,” explicit vocabulary routines, and contextual examples from the read-aloud to support students in determining word meanings. Students practice applying vocabulary by explaining meanings, generating original sentences, and completing vocabulary activities. Differentiated supports address the needs of diverse learners by providing students at the “Nivel emergente” with visuals, synonyms, and sentence models; students “A nivel” with opportunities for discussion and contextual application; and students at the “Nivel avanzado” with opportunities to independently explain relationships among vocabulary concepts. Additional educator guidance encourages extending vocabulary use by connecting words such as evolucionar to familiar experiences and real-world examples. These scaffolds provide educators with flexible tools to differentiate Spanish vocabulary development while supporting meaningful application of academic language.
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
In Guía del maestro unit 10 “Jazz y más,” lesson 8 “Ray Charles” includes tasks that engage students in the purposeful use of key Spanish academic vocabulary while analyzing an informational text. Students identify vocabulary such as contratar, modulada, and derramar within the text, reread the words in context, and discuss how their meanings contribute to understanding the author’s message. Students apply their understanding by creating original sentences that accurately use each vocabulary word and sharing their responses with classmates. Differentiated language supports, including sentence frames and structured discussion opportunities, help students use academic vocabulary in oral and written contexts. These tasks require students to apply key vocabulary purposefully to interpret text, express ideas, and strengthen academic language development.
6.A.4d
Materials include nonverbal teaching techniques to support students in the acquisition of key Spanish academic vocabulary, such as the use of images and visualization. (T)
Materials include nonverbal teaching techniques to support students in the acquisition of key Spanish academic vocabulary, such as the use of images and visualization. (T)
1 out of 1 points
Evaluation for 6.A.4d
Evaluation for 6.A.4d
Materials include nonverbal teaching techniques to support students in the acquisition of key Spanish academic vocabulary, such as the use of images and visualization. (T)
1 out of 1 points
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 1 uses images and visualization as nonverbal teaching techniques to support students’ acquisition of key Spanish academic and domain-specific vocabulary related to astronomy. Before reading, educators use the “Proyección digital” and the unit “Rotafolio de imágenes” to introduce and reinforce vocabulary such as sistema solar, planeta, órbita, hemisferio, constelación, and universo through visual representations of astronomical concepts. Students observe images, identify celestial objects, and connect visual information to previously learned scientific ideas. During “Conexión cultural,” students extend this learning by examining images of constellations visible from the Southern Hemisphere, creating drawings, and explaining where these constellations can be observed. These intentional uses of images and visualization support students in constructing meaning for academic vocabulary while deepening their understanding of the unit’s scientific concepts.
6.B.1 Recursive Inquiry Process
6.B.1a
Materials support instruction for students to ask and generate questions in Spanish for inquiry. (S)
Materials support instruction for students to ask and generate questions in Spanish for inquiry. (S)
1 out of 1 points
Evaluation for 6.B.1a
Evaluation for 6.B.1a
Materials support instruction for students to ask and generate questions in Spanish for inquiry. (S)
1 out of 1 points
Additionally, in Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos” Guía del maestro, lesson 1 “La expansión por los continentes” also supports instruction for students to ask and generate questions in Spanish for inquiry. Educators activate students’ prior knowledge by asking what they already know about Native American peoples and encourage them to generate questions before beginning their investigation. As students rotate through artifact stations representing regions such as the Ártico, Bosques Orientales, Grandes Llanuras, Suroeste, and Costa Noroeste, they look at evidence, ask questions, and investigate how geography influenced the lives of different Native American groups. Educator prompts, including “¿Qué produjo este cambio? Hoy investigarán esto” encourage students to develop questions, analyze evidence, and build understanding through historical inquiry.
6.B.1b
K-1: Materials support students in identification of relevant sources based on their questions. (S). K-1: Materials support student practice in understanding, organizing, and communicating ideas and information using multiple media in accordance with the purpose of the research. (S)
K-1: Materials support students in identification of relevant sources based on their questions. (S). K-1: Materials support student practice in understanding, organizing, and communicating ideas and information using multiple media in accordance with the purpose of the research. (S)
2 out of 2 points
Evaluation for 6.B.1b
Evaluation for 6.B.1b
K-1: Materials support students in identification of relevant sources based on their questions. (S). K-1: Materials support student practice in understanding, organizing, and communicating ideas and information using multiple media in accordance with the purpose of the research. (S)
2 out of 2 points
In Guía del maestro unit 10 “Jazz y más,” the lesson 5 “Plan de investigación” provides explicit educator guidance for generating and following a structured research plan. Educators review each step of the research process while guiding students to select a research topic, develop research questions, identify appropriate sources, organize notes, and document their sources before beginning their investigation. Students use “Página de actividades 5.1” and their Cuaderno de investigación to record research questions, notes, and source information while refining their plans through peer discussions and educator feedback. Differentiated supports help students organize information using graphic organizers and make meaningful connections among ideas. Subsequent lessons require students to follow the research plan and apply the information they gathered and organized to draft, revise, and present their informational essays, connecting the initial research plan to the completion of a final product.
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
In Guía del maestro unit 10 “Jazz y más,” the lesson 6 “Escritura” section, including “Volverse investigadores,” “Prepararse para la investigación,” and “Investigación individual,” provides explicit guidance for students to gather relevant information from multiple sources while distinguishing between primary and secondary sources. During the research process, educators introduce the characteristics of fuentes de información primarias y secundarias and guide students in selecting appropriate sources for their investigations. Students conduct individual research using classroom resources and the internet, collect information from reliable sources, document their findings, and organize evidence to support their writing. During “Investigación individual,” students first gather information from a fuente primaria and then expand their research by consulting fuentes secundarias, comparing information from both source types before incorporating their findings into their research project. These activities require students to identify, differentiate, and use multiple sources while following a structured research process and applying information from both primary and secondary sources to their research.
Rubric Section 7
Text Quality and Complexity
Materials ensure students spend a majority of their time interacting with increasingly complex grade-level text.
Total
100% (34 out of 34 points)
Evaluation for 7.1a
In Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales,” the “Introducción” uses an appropriate Spanish transadaptation of an informational core text for grade 3 students and supports the development of scientific knowledge through grade-level text complexity. The core reader, La guía de Rattenborough sobre los animales, presents nonfiction information through an engaging narrator “de modo que el texto resulte accesible” while maintaining the characteristics of authentic informational text. The “Introducción” explains that the unit develops foundational scientific concepts that “servirá como base para estudios más profundos en grados más avanzados,” supporting a progression of increasingly complex content knowledge. In addition, the materials encourage the use of fuentes de investigación auténticas that strengthen connections to Spanish-speaking cultures while maintaining authentic Spanish language structures throughout the unit.
In Guía del maestro Unit 5 “¡Rayos, truenos y centellas! La luz y el sonido,” the “Mapa curricular de Grado 3” and Guía de complejidad de los textos y vocabulario provide additional evidence of the unit’s use of authentic Spanish informational texts written at grade level and evaluated using research-based measures of text complexity. The “Mapa curricular de Grado 3” identifies the unit’s informational core text with a Lexile measure of 860L, while the Guía de complejidad de los textos y vocabulario provides quantitative and qualitative analyses for the unit’s “Lecturas en voz alta,” including a Lexile measure of 1360L and guidance describing the sophisticated syntax and nuanced content found in the selections. For example, lesson 1 “¿Qué es la luz? Parte I” engages students with the Libro de lectura informational core text Aventuras en la luz y el sonido as they identify key ideas and supporting details, analyze text features such as headings, bold words, photographs, captions, diagrams, the table of contents, illustrations, and the glossary. Students also work to develop domain-specific vocabulary such as longitud de onda, luz blanca, electricidad, fuente, and energía.
Evaluation for 7.1b
In Guía del maestro unit 1 “Cuentos clásicos: El viento en los sauces,” the “Introducción,” features authentic Spanish texts and appropriate Spanish transadaptations that demonstrate the language, structure, and literary craft expected of well-crafted, publishable literature. The “Introducción” highlights the inclusion of the authentic Mexican legend “Las manchas del jaguar,” which is presented alongside classic literary selections such as “Aladino y la lámpara maravillosa” and “Alicia en el país de las maravillas.” The materials explain that these texts expose students to “un rico lenguaje y un vocabulario variado” while engaging them with sophisticated literary elements, including dialogue, personification, and perspective. The selections use purposeful word choice, varied language, and established literary techniques to develop characters, events, and perspectives. By combining authentic Spanish literature with carefully adapted classics that preserve literary qualities while presenting natural Spanish language, the unit provides culturally rich, coherent, and polished texts appropriate for grade 3 students.
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 16 “Mae Jemison” presents an authentic Spanish informational biography with the organization, language, and supporting features expected of a well-crafted, publishable informational text. The biography follows a clear chronological structure as it traces Mae Jemison’s childhood, education, scientific career, and accomplishments as the first Black woman to travel to space. The text develops information through a logical sequence of events and incorporates precise academic and domain-specific vocabulary, including misión, ingeniería química, Cuerpo de Paz, ingravidez, and transbordador espacial. The text maintains natural Spanish language structures appropriate for grade 3 readers while presenting accurate information about Jemison’s scientific and historical accomplishments. Purposeful illustrations and informational text features complement the written content, support the presentation of information, and reinforce the historical and scientific content. The coherent organization, precise vocabulary, natural Spanish language, and purposeful integration of visual and informational features demonstrate the quality and organization expected of publishable instructional materials.
Evaluation for 7.1c
The K–5 Resumen de conexiones transversales demonstrates the curriculum’s incorporation of traditional, contemporary, classical, and diverse authentic or transadapted Spanish texts across multiple content areas through knowledge-building units that integrate literature, history, science, and culture. Students engage with a variety of literary and informational texts across multiple units. These include unit 1 “Cuentos clásicos: El viento en los sauces,” unit 2 “Escamas, plumas y pelaje: la clasificación de los animales,” unit 3 “El cuerpo humano: sistemas y sentidos,” unit 7 “Astronomía: nuestro sistema solar y más allá,” and unit 10 “Jazz y más.” For example, Guía del maestro unit 4 “La civilización romana antigua” includes the informational reader Historias de la antigua Roma, which combines historical accounts with traditional legends, including “Rómulo y Remo,” Roman mythology, and biographies of historical figures such as Aníbal, Julio César, and Augusto. The unit also extends students’ cultural understanding by connecting ancient Rome with the Maya, Aztec, and Inca civilizations, exposing students to diverse historical perspectives, cultural traditions, and historical figures. Across the grade 3 curriculum, this range of texts provides students with sustained exposure to different literary and informational forms, cultural contexts, historical periods, and perspectives.
The K–5 Resumen de conexiones transversales also illustrates how authentic and transadapted Spanish texts are intentionally organized across multiple disciplines and grade levels. The resource identifies the content areas supported within each unidad de conocimiento, demonstrating how literary and informational texts build knowledge through science, history, geography, literature, the arts, and social studies. For example, Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá” integrates authentic informational texts that support science through academic vocabulary like La Tierra y el espacio, Fuerza, movimiento y energía, and Investigación y razonamiento científicos, while also connecting to history through the sciences, technology, and social studies. The cross-disciplinary organization demonstrates that students encounter authentic and transadapted Spanish texts not only within language arts instruction but also as vehicles for building content knowledge across multiple disciplines. This organization provides sustained exposure to diverse genres, perspectives, historical periods, cultural traditions, and authentic Spanish texts while building interdisciplinary knowledge throughout the curriculum.
Evaluation for 7.1d
In Guía del maestro unit 3 “El cuerpo humano: sistemas y sentidos,” the “Introducción” and “Conexión cultural” sections present informational texts that connect scientific concepts to students’ everyday lives, interests, families, and cultural experiences. The “Conexión cultural” section encourages students to explore popular sports in Spanish-speaking countries, such as soccer, swimming, and gymnastics, while analyzing how different muscle groups are strengthened through physical activity. Students extend these connections by asking family members about well-known Spanish-speaking athletes, including Pelé, Diego Maradona, and Rafael Nadal, and sharing their findings with the class. Students also discuss which sport they would like to practice and why. By connecting the study of the human body and muscular systems to familiar physical activities, family conversations, Spanish-speaking countries, and culturally recognizable athletes, the materials make the content relevant and engaging while providing opportunities for students to connect scientific concepts to their own experiences and communities.
In Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” the lesson 9 “Introducción a la lectura en voz alta,” presents historical and cultural texts that encourage students to connect prior knowledge and personal experiences to the study of Native American cultures. Before reading, students participate in a collaborative mesa redonda, where they recall and record what they know about the peoples of the Northwest region by combining drawings and keywords before sharing and expanding one another’s ideas. Educators then guide students to focus on the cultures of the Southeastern region as they begin the read-aloud, encouraging students to connect prior knowledge with new historical and cultural information presented in the text. The instructional sequence values students’ existing knowledge and perspectives as resources for engaging with new cultural content. These activities support meaningful engagement with culturally relevant texts while helping students build connections between their background knowledge, personal experiences, and new learning about diverse cultures and communities.
Evaluation for 7.2a
In Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales,” the “Introducción,” “Por qué es importante la clasificación de los animales,” “Lectura en voz alta,” and “Preguntas de comprensión” sections provide structured opportunities for students to listen to, think about, and critically respond to grade-level informational texts. The “Introducción” explains that students participate in structured discussions and inquiry activities in which they respond using observations and evidence gathered from the texts. During the “Lectura en voz alta,” educators guide students to attend to and process information from the grade-level informational text through questions and discussion. Throughout the unit, educators prompt students with questions such as “¿Cómo lo saben?” and “¿Por qué piensan eso?” requiring students to explain and justify their thinking with evidence from the read-alouds. During “Preguntas de comprensión,” students discuss their responses orally and apply their understanding through written activities that require evidence-based reasoning about the scientific concepts presented in the texts. This sequence provides repeated opportunities for students to listen to grade-level text, analyze information, respond critically, and justify their thinking through oral discussion and written responses.
Unit 9 “La época colonial en los Estados Unidos” includes the Cuaderno de actividades, “Página de actividades 9.2,” which provides opportunities for students to listen to, think critically about, and respond to grade-level historical texts and justify their thinking orally and in writing after participating in the “Lectura en voz alta.” Educators guide students in discussing and analyzing the information presented in the selection before students respond to text-dependent questions in writing. Students support their oral and written responses with evidence from the text and demonstrate their understanding through written explanations. The sequence of listening to the historical text, discussing and analyzing its content, and responding to text-dependent questions requires students to process information, formulate evidence-based responses, and communicate their thinking orally and in writing. These activities reinforce careful listening, thoughtful analysis, and evidence-based responses to authentic Spanish historical texts.
Evaluation for 7.2b
In Guía del maestro unit 4 “La civilización romana antigua,” the lesson 3 “Introducción a la lectura en voz alta” provides opportunities for students to discuss specific aspects of grade-level historical and literary texts before and during reading. Prior to the read-aloud, students work with a partner to define the term leyenda, share their ideas with the class, and compare their understanding with the definition of mito introduced by the educator. Students discuss the characteristics of myths and legends and consider how these genres communicate stories about people, events, and cultural beliefs, establishing a foundation for analyzing the text’s genre, purpose, and content. The discussion also develops students’ understanding of key vocabulary and the relationship between the terms mito and leyenda, supporting their analysis of how language contributes to meaning. As students prepare to read, they use their developing understanding of these genres to anticipate and analyze the historical and literary elements presented in the text. Through partner discussion, whole-group sharing, and educator-guided questioning, the lesson provides opportunities for students to examine and discuss the text’s genre, purpose, language, vocabulary, and historical and literary content.
In Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” lesson 4 “Los pueblos nativos americanos de la gran zona del río Misisipi” engages students in discussions about the structure, language, vocabulary, and key ideas presented in grade-level informational texts. Before the read-aloud, educators introduce academic and domain-specific vocabulary, including efigie, ritual, colmado, and evidente, to prepare students for the text and support discussion of its content. During and after the “Lectura en voz alta,” students use question words such as quién, qué, dónde, cuándo, por qué, and cómo to analyze how information is organized and to explain important details about los constructores de montículos. Through “Pelota de preguntas” and “Preguntas de comprensión,” students discuss the purposes of the montículos, the cultural practices of the communities that built them, and the significance of their contributions, supporting meaningful discussions about vocabulary, text organization, author’s purpose, and historical content. The sequence provides opportunities for students to examine and discuss multiple aspects of grade-level Spanish texts, including genre, vocabulary, language, organization, purpose, and key ideas.
Evaluation for 7.2c
In Guía del maestro unit 6 “Poesía: ritmo y rima,” lesson 2 provides opportunities for students to engage in a variety of reading skills while interacting with grade-level poetry. During “Analizar ‘El perezoso suertudo’” students reread the poem and examine how the poet organizes ideas through stanzas to develop the events of the poem. As students analyze the poem, they identify details about the events and compare the order in which the poet presents them with the sequence in which the events actually occur. Educators guide students to recognize that the events are not presented in chronological order, prompting them to analyze text structure, infer the correct sequence of events, and justify their thinking using evidence from the poem. Students use information from across the poem to reconstruct the sequence of events and connect individual details to the poem’s overall organization and meaning. Through rereading, discussion, text analysis, inference, sequencing, and synthesis, students engage with multiple reading skills and develop a deeper understanding of how the poem’s organization contributes to its meaning.
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 12, “La gravedad: lectura atenta, parte II” provides students with opportunities to apply a range of reading skills while engaging with grade-level informational text. During “Lectura atenta,” students respond to text-dependent questions that progress from literal comprehension, such as “¿Qué es la masa?” and “¿Las personas ejercen atracción gravitatoria entre sí?” to higher-level questions that require inference, analysis, evaluation, and synthesis. Educators explicitly model how to make inferences by explaining that students should “usar la información del texto para hacer conexiones y sacar conclusiones.” Students then apply this strategy as they respond to questions such as “¿Qué pueden inferir sobre la conexión entre la gravedad y la atracción gravitatoria?” and “¿Por qué la masa es importante para entender la gravedad?” These activities require students to identify and connect information across the text, analyze relationships among scientific concepts, evaluate evidence presented in the text, and synthesize information to explain their understanding. The progression from literal comprehension to inference, analysis, evaluation, and synthesis provides students with repeated opportunities to apply increasingly complex reading skills to grade-level informational text.
Evaluation for 7.3a
In Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales,” the lesson 10 “Recursos adicionales” provides embedded instructional scaffolds that support students’ access to grade-level informational texts while maintaining the rigor of the lesson. Prior to reading, educators explicitly prepare students for the text by introducing and practicing domain-specific vocabulary, including zoólogo and características, and activating background knowledge through guided discussions about zoo animals and their characteristics. Educators use authentic images of ardillas, ciervos, osos, tucanes, and loros to build conceptual understanding and connect new scientific vocabulary to concrete visual representations before students interact with the text. These supports prepare students to access the concepts and vocabulary necessary to understand the grade-level text rather than reducing the complexity of the content. Throughout the lesson, guided questioning, vocabulary support, visual resources, and structured discussion prompts help students process complex scientific concepts and participate in discussions about grade-level content while preserving the lesson’s expectations for conceptual understanding and academic language.
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 7’s “Lectura en voz alta” section provides embedded scaffolds that support comprehension of grade-level informational text through explicit educator guidance, vocabulary instruction, questioning, visual supports, and think-alouds. During the “Lectura en voz alta,” educators pause to reinforce academic vocabulary and use illustrations to clarify and extend students’ understanding of scientific concepts. For example, after reading about different types of galaxies, educators direct students to examine the accompanying images and ask questions such as “¿Quién recuerda qué quiere decir elíptico?” while comparing spiral, elliptical, and irregular galaxies. Educators model how to use information from the text and visual evidence to construct meaning and distinguish among scientific concepts. The educator guidance connects vocabulary, textual information, and visual evidence so that students can process increasingly complex scientific ideas and participate in grade-level analysis. These embedded supports provide multiple entry points to the same rigorous content while maintaining the cognitive demand of the text and requiring students to use academic vocabulary, textual information, and visual evidence to develop and explain their understanding.
Evaluation for 7.3b
The Guía del maestro unit 4 “La civilización romana antigua” features the sections “Pausa 1” and “Actividades individuales,” which provide additional opportunities for students who demonstrate proficiency to extend their analysis of grade-level historical texts through independent application of previously learned content. During “Secuencia de las guerras púnicas,” students revisit information from previously read selections and analyze the chronological development of the Punic Wars. Using “Página de actividades P.2,” students complete sentences with a word bank, arrange the events in sequential order, and justify the historical sequence presented in the text. Students must synthesize information across multiple readings, identify relationships among events, reconstruct the historical sequence, and justify their conclusions. By requiring students to apply information from multiple texts to analyze and explain historical development, the activity extends students’ work beyond initial comprehension and provides an additional opportunity for proficient students to deepen their analysis of grade-level historical content.
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 8 “Escapar a la hora de dormir” provides additional opportunities for students who demonstrate proficiency to engage in deeper analysis of a grade-level transadapted literary text through close reading, discussion, and interpretation of the author’s craft. Students analyze Robert Louis Stevenson’s use of imagery, comparisons, figurative language, and hyperbole and explain how these literary devices contribute to the poem’s meaning and the author’s purpose. Students also examine how the organization of stanzas influences meaning, sound, and imagery throughout the poem. The “Nivel avanzado” guidance further extends the analysis by encouraging students to pose questions, build on the ideas of their classmates, and support their interpretations with evidence from the text. These opportunities require proficient students to move beyond identifying literary elements to analyze relationships among the author’s craft, text structure, sound, imagery, meaning, and purpose. The guidance also extends students’ interpretation through collaborative discussion and evidence-based reasoning, providing a clear opportunity for students who demonstrate proficiency to engage in additional and increasingly complex analysis of grade-level Spanish text.
Evaluation for 7.4a
The “Mapa curricular de Grado 3” provides quantitative and qualitative information that supports the selection and placement of Spanish core texts throughout the year. The curriculum identifies each unit’s instructional focus, text type, and Lexile measure, demonstrating a systematic progression in text complexity across literary and informational selections. For example, unit 1 “Cuentos clásicos: El viento en los sauces” is identified as a literary unit with a Lexile measure of 580L, providing students with accessible yet appropriately challenging classic literature at the beginning of grade 3. The unit introduces texts such as “Alicia en el país de las maravillas” and “Aladino y la lámpara maravillosa,” allowing students to analyze literary elements including characterization, point of view, personification, friendship, loyalty, and responsibility. The text selection supports the unit’s educational purpose of developing literary understanding through classic literature and establishes a foundation for the increasingly complex texts and concepts students encounter throughout the school year.
Additionally, the Guía de complejidad de los textos y vocabulario provides a detailed quantitative and qualitative analysis of each core text, including the instructional rationale for its grade-level placement. For each unit, the guide identifies the unit focus, text type, academic vocabulary, quantitative measures, qualitative measures, and expectations for reading comprehension. For example, unit 7 “Astronomía: nuestro sistema solar y más allá” is identified as an informational unit with a Lexile measure of 850L and is accompanied by qualitative measures describing the complexity of the vocabulary, sentence structure, text organization, and concepts presented. The guide also assigns an MCI rating of 2, indicating moderate complexity in text structure and purpose, and an ELC rating of 3, indicating that comprehension tasks require students to integrate and apply knowledge developed throughout the program. These quantitative and qualitative analyses provide a rationale for the text’s grade-level placement and clarify how its complexity supports the unit’s educational purpose of building scientific knowledge and developing students’ ability to comprehend and apply information from complex informational text. Together, the “Mapa curricular de Grado 3” and Guía de complejidad de los textos y vocabulario provide educators with a systematic rationale for selecting, placing, and using each Spanish core text throughout the grade 3 curriculum.
Evaluation for 7.4b
The “Mapa curricular de Grado 3” demonstrates that core texts have an appropriate level of complexity for grade 3 through a progression of quantitative and qualitative complexity across the school year. The curriculum aligns each unit’s instructional focus, text type, length, and Lexile measure to the rigor of the associated learning tasks. For example, unit 1 “Cuentos clásicos: El viento en los sauces” includes literary texts with a Lexile measure of 580L, providing an accessible entry point for students as they analyze literary elements such as characterization, point of view, and theme. Later in the year, unit 9 “La época colonial en los Estados Unidos” includes both literary and informational texts with a Lexile measure of 860L, reflecting increased quantitative text complexity that supports more sophisticated historical analysis and comprehension. This progression demonstrates that students engage with increasingly complex Spanish texts as the school year progresses and that the texts align with grade-level instructional expectations and the complexity of the associated learning goals.
In Guía del maestro unit 10 “Jazz y más,” the Guía de complejidad de los textos y vocabulario, and lesson 2 “Jazz, Harlem y El Barrio” demonstrate that the complexity of the Spanish core texts is appropriately aligned to the student tasks required throughout the unit. The Guía de complejidad de los textos y vocabulario provides quantitative and qualitative information about the text, including the complexity of its historical, cultural, and academic concepts, domain-specific vocabulary, sentence structures, and organization. The informational text introduces increasingly sophisticated concepts related to the Harlem Renaissance, migration, cultural identity, and the development of jazz while incorporating domain-specific vocabulary such as renacimiento, colaborar, emancipación, and influencia cultural. Students complete tasks that correspond to the complexity of the text by identifying key details, determining how those details support the central idea, organizing information in graphic organizers, and discussing the author’s message using evidence from the text. Students further extend their understanding by responding to evaluative questions about the relationship between the Harlem Renaissance and jazz, requiring them to connect information across the text and explain relationships among historical and cultural concepts. The alignment between the text’s quantitative and qualitative complexity and the progression of student tasks demonstrates that the materials maintain grade-level rigor while providing structured opportunities for comprehension, analysis, evaluation, and synthesis.
Evaluation for 7.5a
In Guía del maestro unit 4 “La civilización romana antigua,” lesson 1 “Roma, antes y ahora” provides an authentic Spanish informational text designated for read-aloud that is appropriate for grade 3 students and supported with embedded instructional scaffolds. During “Introducción a la lectura en voz alta,” educators activate background knowledge using a museo virtual, “Tarjetas de imágenes,” and explicit vocabulary instruction before students listen to the text. The reading introduces students to the history and culture of ancient Rome through informational selections about topics such as the founding of Rome, Rómulo y Remo, and Roman mythology. The text presents historical information through varied structures, including chronological accounts, cultural explanations, historical narratives, and descriptions of people, places, and events. Throughout the lesson, educators provide scaffolded support through vocabulary instruction, guided questioning, visual resources, and instructional sidebars in “Apoyo a la enseñanza,” including guidance for reinforcing concepts such as civilización and ruinas. These supports activate relevant background knowledge, clarify academic and domain-specific vocabulary, and guide students’ understanding of complex historical content, enabling students to access the grade-level text while maintaining the rigor of the historical concepts and comprehension tasks.
In Guía del maestro unit 6 “Poesía: ritmo y rima,” lesson 1 “Era un niño que soñaba” provides an authentic Spanish literary text designated for read-aloud and shared reading that is age-appropriate and appropriately complex for grade 3 students. The lesson features “Era un niño que soñaba,” a fragment of “Parábolas I” by Antonio Machado, which introduces students to poetic structures including rhyme, rhythm, verses, and stanzas while supporting analysis of figurative language and theme. During instruction, the educator first reads the poem aloud as students follow along in their “Diario del poeta” and later participate in a shared reading by rereading the poem chorally. Embedded scaffolds include connections to previously studied poems, explicit vocabulary instruction for the multiple meanings of soñar, visual supports, partner discussions, and sentence frames such as “Creo que el niño se quedó serio porque. . .” These supports provide students with multiple entry points to the poem’s language, structure, and meaning without reducing the complexity of the literary analysis. Students then use evidence from the poem to make inferences, discuss the meaning of the final verse, and apply their understanding as they prepare to write their own poetry. The combination of authentic Spanish poetry, varied poetic structures, explicit modeling, shared reading, vocabulary support, discussion, sentence frames, and evidence-based interpretation demonstrates how the materials support access to complex, age-appropriate literary texts while maintaining instructional rigor.
Evaluation for 7.5b
In unit 2 “Escamas, plumas y pelaje: la clasificación de los animales,” the Libro de lectura and La guía de Rattenborough sobre los animales provide appropriate Spanish transadaptations designated for independent reading and present informational texts that increase in complexity throughout the unit. The texts present scientifically accurate content through engaging, age-appropriate informational chapters that build students’ knowledge of animal classification while expanding their reading independence. Early chapters, such as chapter 1 “Introducción: conozcan a Rattenborough,” review familiar concepts, including habitats and basic animal classifications, using supportive text features, illustrations, and accessible language. As students progress through the reader, later chapters such as chapter 17 “Peces de aguas profundas” and chapter 18 “El dragón de Komodo” introduce more complex informational structures, specialized scientific vocabulary, and increasingly sophisticated concepts. This progression provides students with Spanish texts that support independent reading while gradually increasing the complexity of the content, vocabulary, and informational structures students encounter.
The Guía de lectura independiente provides students with opportunities to independently read authentic or appropriate Spanish transadaptations across a range of genres and complexity levels. The guide encourages students to self-select books from the Libro de lectura, classroom libraries, and school libraries based on their interests while reading literary and informational texts, picture books, poetry, plays, and chapter books. This range of text types and sources provides students with opportunities to practice independent reading with texts that vary in genre, length, structure, and complexity. For example, unit 5 “¡Rayos, truenos y centellas! La luz y el sonido” features the Libro de lectura text Aventuras en la luz y el sonido (Lexile 860L). Students independently read informational chapters about light, sound, reflection, refraction, and the human voice, as well as enrichment selections such as “Luz y fotografía,” “Alexander Graham Bell,” and “Thomas Edison: el mago de Menlo Park.” During “Pausa 1,” students extend their independent reading by selecting additional books about light from the classroom library and completing written responses that include the title, author, summary, personal connections, and recommendation. These opportunities provide students with access to high-quality Spanish texts that vary in genre, content, and complexity while requiring students to independently select, read, comprehend, and respond to texts, strengthening independent reading skills and stamina.
Evaluation for 7.5c
The Guía de lectura independiente provides a comprehensive plan that supports students in self-selecting high-quality Spanish texts, reading independently for sustained periods, and monitoring their progress toward individualized reading goals. The guide establishes routines for selecting books based on students’ reading independence, including educator-supported selection for emerging readers and the use of the cinco dedos strategy for independent readers. These routines provide a process for students to select texts that are appropriate for their independent reading while developing increasing ownership of their reading choices. The guide recommends independent reading at least twice per week for a minimum of 30 minutes and provides educators with guidance for helping students establish SMART reading goals, monitor progress through conferences and reading records, participate in book discussions, reflect on their reading experiences, communicate regularly with families, and celebrate reading accomplishments. Together, the selection routines, sustained reading expectations, goal-setting procedures, progress monitoring tools, and communication structures create a systematic plan for developing independent reading habits and establishing accountability for continuous growth.
In Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido,” the “Pausa 1” and “Lectura individual” sections demonstrate how the independent reading plan is implemented within instruction. During “Lectura individual,” students self-select books about light from the classroom library and read independently for a sustained period. After reading, students complete a written reflection that records the title and author, explains why they selected the book, summarizes the text, identifies a favorite part, describes personal connections, and evaluates whether they would recommend the book and why. The reflection requires students to document their reading, communicate their understanding, reflect on their reading experience, and evaluate their selected text. When combined with the independent reading routines, SMART goal-setting, conferences, reading records, and other accountability structures outlined in the Guía de lectura independiente, these activities support students in monitoring their reading progress and working toward individualized independent reading goals.
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
In Guía del maestro Unit 5 “¡Rayos, truenos y centellas! La luz y el sonido,” the “Mapa curricular de Grado 3” and Guía de complejidad de los textos y vocabulario provide additional evidence of the unit’s use of authentic Spanish informational texts written at grade level and evaluated using research-based measures of text complexity. The “Mapa curricular de Grado 3” identifies the unit’s informational core text with a Lexile measure of 860L, while the Guía de complejidad de los textos y vocabulario provides quantitative and qualitative analyses for the unit’s “Lecturas en voz alta,” including a Lexile measure of 1360L and guidance describing the sophisticated syntax and nuanced content found in the selections. For example, lesson 1 “¿Qué es la luz? Parte I” engages students with the Libro de lectura informational core text Aventuras en la luz y el sonido as they identify key ideas and supporting details, analyze text features such as headings, bold words, photographs, captions, diagrams, the table of contents, illustrations, and the glossary. Students also work to develop domain-specific vocabulary such as longitud de onda, luz blanca, electricidad, fuente, and energía.
7.1b
Texts are authentic or appropriate Spanish transadaptations and are well-crafted and of publishable quality.
Texts are authentic or appropriate Spanish transadaptations and are well-crafted and of publishable quality.
1 out of 1 points
Evaluation for 7.1b
Evaluation for 7.1b
Texts are authentic or appropriate Spanish transadaptations and are well-crafted and of publishable quality.
1 out of 1 points
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 16 “Mae Jemison” presents an authentic Spanish informational biography with the organization, language, and supporting features expected of a well-crafted, publishable informational text. The biography follows a clear chronological structure as it traces Mae Jemison’s childhood, education, scientific career, and accomplishments as the first Black woman to travel to space. The text develops information through a logical sequence of events and incorporates precise academic and domain-specific vocabulary, including misión, ingeniería química, Cuerpo de Paz, ingravidez, and transbordador espacial. The text maintains natural Spanish language structures appropriate for grade 3 readers while presenting accurate information about Jemison’s scientific and historical accomplishments. Purposeful illustrations and informational text features complement the written content, support the presentation of information, and reinforce the historical and scientific content. The coherent organization, precise vocabulary, natural Spanish language, and purposeful integration of visual and informational features demonstrate the quality and organization expected of publishable instructional materials.
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
The K–5 Resumen de conexiones transversales also illustrates how authentic and transadapted Spanish texts are intentionally organized across multiple disciplines and grade levels. The resource identifies the content areas supported within each unidad de conocimiento, demonstrating how literary and informational texts build knowledge through science, history, geography, literature, the arts, and social studies. For example, Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá” integrates authentic informational texts that support science through academic vocabulary like La Tierra y el espacio, Fuerza, movimiento y energía, and Investigación y razonamiento científicos, while also connecting to history through the sciences, technology, and social studies. The cross-disciplinary organization demonstrates that students encounter authentic and transadapted Spanish texts not only within language arts instruction but also as vehicles for building content knowledge across multiple disciplines. This organization provides sustained exposure to diverse genres, perspectives, historical periods, cultural traditions, and authentic Spanish texts while building interdisciplinary knowledge throughout the curriculum.
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
In Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” the lesson 9 “Introducción a la lectura en voz alta,” presents historical and cultural texts that encourage students to connect prior knowledge and personal experiences to the study of Native American cultures. Before reading, students participate in a collaborative mesa redonda, where they recall and record what they know about the peoples of the Northwest region by combining drawings and keywords before sharing and expanding one another’s ideas. Educators then guide students to focus on the cultures of the Southeastern region as they begin the read-aloud, encouraging students to connect prior knowledge with new historical and cultural information presented in the text. The instructional sequence values students’ existing knowledge and perspectives as resources for engaging with new cultural content. These activities support meaningful engagement with culturally relevant texts while helping students build connections between their background knowledge, personal experiences, and new learning about diverse cultures and communities.
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
Unit 9 “La época colonial en los Estados Unidos” includes the Cuaderno de actividades, “Página de actividades 9.2,” which provides opportunities for students to listen to, think critically about, and respond to grade-level historical texts and justify their thinking orally and in writing after participating in the “Lectura en voz alta.” Educators guide students in discussing and analyzing the information presented in the selection before students respond to text-dependent questions in writing. Students support their oral and written responses with evidence from the text and demonstrate their understanding through written explanations. The sequence of listening to the historical text, discussing and analyzing its content, and responding to text-dependent questions requires students to process information, formulate evidence-based responses, and communicate their thinking orally and in writing. These activities reinforce careful listening, thoughtful analysis, and evidence-based responses to authentic Spanish historical texts.
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
In Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” lesson 4 “Los pueblos nativos americanos de la gran zona del río Misisipi” engages students in discussions about the structure, language, vocabulary, and key ideas presented in grade-level informational texts. Before the read-aloud, educators introduce academic and domain-specific vocabulary, including efigie, ritual, colmado, and evidente, to prepare students for the text and support discussion of its content. During and after the “Lectura en voz alta,” students use question words such as quién, qué, dónde, cuándo, por qué, and cómo to analyze how information is organized and to explain important details about los constructores de montículos. Through “Pelota de preguntas” and “Preguntas de comprensión,” students discuss the purposes of the montículos, the cultural practices of the communities that built them, and the significance of their contributions, supporting meaningful discussions about vocabulary, text organization, author’s purpose, and historical content. The sequence provides opportunities for students to examine and discuss multiple aspects of grade-level Spanish texts, including genre, vocabulary, language, organization, purpose, and key ideas.
7.2c
Materials include opportunities in each lesson for students to engage in a variety of reading skills with grade-level text (e.g., generating questions at various levels of complexity, making, and confirming predictions, inferencing, analyzing, evaluating, and synthesizing). (S)
Materials include opportunities in each lesson for students to engage in a variety of reading skills with grade-level text (e.g., generating questions at various levels of complexity, making, and confirming predictions, inferencing, analyzing, evaluating, and synthesizing). (S)
1 out of 1 points
Evaluation for 7.2c
Evaluation for 7.2c
Materials include opportunities in each lesson for students to engage in a variety of reading skills with grade-level text (e.g., generating questions at various levels of complexity, making, and confirming predictions, inferencing, analyzing, evaluating, and synthesizing). (S)
1 out of 1 points
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 12, “La gravedad: lectura atenta, parte II” provides students with opportunities to apply a range of reading skills while engaging with grade-level informational text. During “Lectura atenta,” students respond to text-dependent questions that progress from literal comprehension, such as “¿Qué es la masa?” and “¿Las personas ejercen atracción gravitatoria entre sí?” to higher-level questions that require inference, analysis, evaluation, and synthesis. Educators explicitly model how to make inferences by explaining that students should “usar la información del texto para hacer conexiones y sacar conclusiones.” Students then apply this strategy as they respond to questions such as “¿Qué pueden inferir sobre la conexión entre la gravedad y la atracción gravitatoria?” and “¿Por qué la masa es importante para entender la gravedad?” These activities require students to identify and connect information across the text, analyze relationships among scientific concepts, evaluate evidence presented in the text, and synthesize information to explain their understanding. The progression from literal comprehension to inference, analysis, evaluation, and synthesis provides students with repeated opportunities to apply increasingly complex reading skills to grade-level informational text.
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
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 7’s “Lectura en voz alta” section provides embedded scaffolds that support comprehension of grade-level informational text through explicit educator guidance, vocabulary instruction, questioning, visual supports, and think-alouds. During the “Lectura en voz alta,” educators pause to reinforce academic vocabulary and use illustrations to clarify and extend students’ understanding of scientific concepts. For example, after reading about different types of galaxies, educators direct students to examine the accompanying images and ask questions such as “¿Quién recuerda qué quiere decir elíptico?” while comparing spiral, elliptical, and irregular galaxies. Educators model how to use information from the text and visual evidence to construct meaning and distinguish among scientific concepts. The educator guidance connects vocabulary, textual information, and visual evidence so that students can process increasingly complex scientific ideas and participate in grade-level analysis. These embedded supports provide multiple entry points to the same rigorous content while maintaining the cognitive demand of the text and requiring students to use academic vocabulary, textual information, and visual evidence to develop and explain their understanding.
7.3b
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level authentic or transadapted Spanish texts. (T)
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level authentic or transadapted Spanish texts. (T)
1 out of 1 points
Evaluation for 7.3b
Evaluation for 7.3b
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level authentic or transadapted Spanish texts. (T)
1 out of 1 points
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 8 “Escapar a la hora de dormir” provides additional opportunities for students who demonstrate proficiency to engage in deeper analysis of a grade-level transadapted literary text through close reading, discussion, and interpretation of the author’s craft. Students analyze Robert Louis Stevenson’s use of imagery, comparisons, figurative language, and hyperbole and explain how these literary devices contribute to the poem’s meaning and the author’s purpose. Students also examine how the organization of stanzas influences meaning, sound, and imagery throughout the poem. The “Nivel avanzado” guidance further extends the analysis by encouraging students to pose questions, build on the ideas of their classmates, and support their interpretations with evidence from the text. These opportunities require proficient students to move beyond identifying literary elements to analyze relationships among the author’s craft, text structure, sound, imagery, meaning, and purpose. The guidance also extends students’ interpretation through collaborative discussion and evidence-based reasoning, providing a clear opportunity for students who demonstrate proficiency to engage in additional and increasingly complex analysis of grade-level Spanish text.
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 detailed quantitative and qualitative analysis of each core text, including the instructional rationale for its grade-level placement. For each unit, the guide identifies the unit focus, text type, academic vocabulary, quantitative measures, qualitative measures, and expectations for reading comprehension. For example, unit 7 “Astronomía: nuestro sistema solar y más allá” is identified as an informational unit with a Lexile measure of 850L and is accompanied by qualitative measures describing the complexity of the vocabulary, sentence structure, text organization, and concepts presented. The guide also assigns an MCI rating of 2, indicating moderate complexity in text structure and purpose, and an ELC rating of 3, indicating that comprehension tasks require students to integrate and apply knowledge developed throughout the program. These quantitative and qualitative analyses provide a rationale for the text’s grade-level placement and clarify how its complexity supports the unit’s educational purpose of building scientific knowledge and developing students’ ability to comprehend and apply information from complex informational text. Together, the “Mapa curricular de Grado 3” and Guía de complejidad de los textos y vocabulario provide educators with a systematic rationale for selecting, placing, and using each Spanish core text throughout the grade 3 curriculum.
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
In Guía del maestro unit 10 “Jazz y más,” the Guía de complejidad de los textos y vocabulario, and lesson 2 “Jazz, Harlem y El Barrio” demonstrate that the complexity of the Spanish core texts is appropriately aligned to the student tasks required throughout the unit. The Guía de complejidad de los textos y vocabulario provides quantitative and qualitative information about the text, including the complexity of its historical, cultural, and academic concepts, domain-specific vocabulary, sentence structures, and organization. The informational text introduces increasingly sophisticated concepts related to the Harlem Renaissance, migration, cultural identity, and the development of jazz while incorporating domain-specific vocabulary such as renacimiento, colaborar, emancipación, and influencia cultural. Students complete tasks that correspond to the complexity of the text by identifying key details, determining how those details support the central idea, organizing information in graphic organizers, and discussing the author’s message using evidence from the text. Students further extend their understanding by responding to evaluative questions about the relationship between the Harlem Renaissance and jazz, requiring them to connect information across the text and explain relationships among historical and cultural concepts. The alignment between the text’s quantitative and qualitative complexity and the progression of student tasks demonstrates that the materials maintain grade-level rigor while providing structured opportunities for comprehension, analysis, evaluation, and synthesis.
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
In Guía del maestro unit 6 “Poesía: ritmo y rima,” lesson 1 “Era un niño que soñaba” provides an authentic Spanish literary text designated for read-aloud and shared reading that is age-appropriate and appropriately complex for grade 3 students. The lesson features “Era un niño que soñaba,” a fragment of “Parábolas I” by Antonio Machado, which introduces students to poetic structures including rhyme, rhythm, verses, and stanzas while supporting analysis of figurative language and theme. During instruction, the educator first reads the poem aloud as students follow along in their “Diario del poeta” and later participate in a shared reading by rereading the poem chorally. Embedded scaffolds include connections to previously studied poems, explicit vocabulary instruction for the multiple meanings of soñar, visual supports, partner discussions, and sentence frames such as “Creo que el niño se quedó serio porque. . .” These supports provide students with multiple entry points to the poem’s language, structure, and meaning without reducing the complexity of the literary analysis. Students then use evidence from the poem to make inferences, discuss the meaning of the final verse, and apply their understanding as they prepare to write their own poetry. The combination of authentic Spanish poetry, varied poetic structures, explicit modeling, shared reading, vocabulary support, discussion, sentence frames, and evidence-based interpretation demonstrates how the materials support access to complex, age-appropriate literary texts while maintaining instructional rigor.
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
The Guía de lectura independiente provides students with opportunities to independently read authentic or appropriate Spanish transadaptations across a range of genres and complexity levels. The guide encourages students to self-select books from the Libro de lectura, classroom libraries, and school libraries based on their interests while reading literary and informational texts, picture books, poetry, plays, and chapter books. This range of text types and sources provides students with opportunities to practice independent reading with texts that vary in genre, length, structure, and complexity. For example, unit 5 “¡Rayos, truenos y centellas! La luz y el sonido” features the Libro de lectura text Aventuras en la luz y el sonido (Lexile 860L). Students independently read informational chapters about light, sound, reflection, refraction, and the human voice, as well as enrichment selections such as “Luz y fotografía,” “Alexander Graham Bell,” and “Thomas Edison: el mago de Menlo Park.” During “Pausa 1,” students extend their independent reading by selecting additional books about light from the classroom library and completing written responses that include the title, author, summary, personal connections, and recommendation. These opportunities provide students with access to high-quality Spanish texts that vary in genre, content, and complexity while requiring students to independently select, read, comprehend, and respond to texts, strengthening independent reading skills and stamina.
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
In Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido,” the “Pausa 1” and “Lectura individual” sections demonstrate how the independent reading plan is implemented within instruction. During “Lectura individual,” students self-select books about light from the classroom library and read independently for a sustained period. After reading, students complete a written reflection that records the title and author, explains why they selected the book, summarizes the text, identifies a favorite part, describes personal connections, and evaluates whether they would recommend the book and why. The reflection requires students to document their reading, communicate their understanding, reflect on their reading experience, and evaluate their selected text. When combined with the independent reading routines, SMART goal-setting, conferences, reading records, and other accountability structures outlined in the Guía de lectura independiente, these activities support students in monitoring their reading progress and working toward individualized independent reading goals.
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% (55 out of 55 points)
Evaluation for 8.A.1a
In Guía del maestro unit 3 “El cuerpo humano: sistemas y sentidos,” lesson 4 provides text-dependent questions and tasks that require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support responses. During “Lectura/Visualización atenta,” students analyze informational text and accompanying visuals to identify details that support their answers to comprehension questions. Educators prompt students to refer to specific information from the text when responding, and differentiated supports guide students at the “A nivel” proficiency level to identify evidence that explains how body systems function and interact. These activities require students to ground their responses in information from the text while developing a deeper understanding of scientific concepts.
In Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” lessons 1–2 provide text-dependent questions and tasks that require students to use evidence from literary and informational texts to demonstrate comprehension, justify their thinking, and support claims. In lesson 1, after listening to “Etu, el cazador,” students describe characters and explain how their actions contribute to the sequence of events by citing details from the text. In lesson 2, students analyze informational texts about migration across Beringia and the development of Native American cultures before completing “Página de actividades 1.2: Cadena de causa y efecto de la Glaciación.” Students identify historical events and supporting details from the text to explain how environmental and geographic changes influenced the development of permanent settlements. These text-dependent tasks require students to use evidence from multiple texts to support their conclusions and demonstrate comprehension.
Evaluation for 8.A.1b
In Guía del maestro unit 6 “Poesía: ritmo y rima,” lesson 2 provides questions and tasks that require students to use text evidence to evaluate the language, key ideas, author’s craft, and structure of a high-quality poem. During “Analizar ‘El perezoso suertudo’” students reread the poem and collaborate to answer text-dependent questions that require them to cite specific verses and details to support their responses. Students analyze how the poet organizes ideas into stanzas, identify rhyme and other poetic elements, explain how literary devices contribute to meaning, and support their interpretations with evidence from the text. These activities require students to evaluate the poet’s craft and the structure of the poem while using textual evidence to justify their thinking.
In Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” lessons 1 and 6 provides text-dependent questions and tasks that require students to evaluate the language, key ideas, details, craft, and structure of literary and informational texts using evidence from the reading. In lesson 1, after reading “Etu, el cazador,” students describe the characters and explain how their actions contribute to the conflict and resolution of the story by citing details from the text. Students also complete “Página de actividades 1.2: Cadena de causa y efecto de la Glaciación” using information from informational texts to analyze how environmental changes influenced the migration and settlement of Native American peoples. In lesson 6, during “Comentar la lectura atenta,” students respond to questions such as “¿Cómo saben si el texto es una ficción o no ficción?” “¿Cómo describirían las características externas e internas de la abuela de Alemeda?” and “¿Cómo organiza el texto el autor?” These tasks require students to analyze genre, characterization, text organization, and author’s craft while supporting their responses with evidence from the text.
Evaluation for 8.A.1c
In Guía del maestro unit 2 “Escamas, plumas y pelaje: la clasificación de los animales” lesson 3 “¿Vertebrados o invertebrados?” provides questions and tasks that require students to support their claims and justify their thinking through multiple evidence-based strategies. Students identify central ideas and supporting details in informational texts, compare and contrast information across texts, paraphrase scientific concepts, and summarize key ideas through oral and written responses. For example, students explain why a backbone is an essential characteristic of vertebrates by citing evidence from the text, compare similarities and differences between vertebrates and invertebrates, and participate in Think-Pair-Share discussions to justify their conclusions. These tasks require students to analyze information, discuss key ideas, and support their thinking with evidence from the text.
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 7 “Comparar y contrastar: galaxias y estrellas” provides opportunities for students to support claims and justify their thinking through comparing sources, paraphrasing, summarizing, and discussing key ideas from texts. During “Audición y expresión oral,” students listen to the read-aloud, record notes, and discuss observations with classmates before comparing the characteristics of galaxies and stars. During the “Lectura” block, students analyze informational texts to identify similarities and differences, paraphrase scientific information, summarize key concepts, and use evidence from the texts to explain their conclusions. Students apply these strategies in oral discussions and written responses that require them to cite textual evidence when supporting their comparisons and claims. These activities provide structured opportunities for students to synthesize information from multiple sources and justify their thinking using evidence from the text.
Evaluation for 8.A.1d
In Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” lesson 7 “Los pueblos nativos americanos del Sudoeste, Parte 2” provides questions and tasks at varying levels of cognitive complexity that engage students in increasingly sophisticated analysis of grade-level texts. The lesson progresses from literal comprehension to inferential, evaluative, and analytical thinking as students examine key ideas, compare cultural practices, and synthesize information across related texts. Students identify details about Hopi homes, infer how clan membership was determined, and evaluate the importance of preserving Hopi culture. Students then use graphic organizers to compare and contrast the Hopi with the ancient Pueblo, analyze similarities and differences among Native American groups and regions, and cite evidence from the text to support their comparisons. These questions, discussions, and analysis tasks provide opportunities for students to engage in increasingly complex text analysis while demonstrating comprehension.
In Guía del maestro unit 10 “Jazz y más,” lesson 1 provides questions and discussion tasks that progress through multiple levels of cognitive complexity as students analyze informational texts about the origins and development of jazz. During the read-aloud discussion, students begin by identifying explicit information about jazz musicians and characteristics of the genre. Students then engage in deeper analysis by explaining the meaning of improvisar, analyzing how improvisation contributes to jazz, and examining how musicians’ experiences influenced the development and cultural significance of the genre. Students use notes from “Página de actividades 1.1” to organize information, participate in evidence-based discussions, and justify their responses using details from the text. These tasks support students in moving from recall to interpretation and analysis while engaging with grade-level informational texts.
Evaluation for 8.A.2a
In Guía del maestro unit 4 “La civilización romana antigua,” lesson 4 provides educator guidance for modeling how students use text evidence to construct evidence-based responses. In the “Apoyo a la enseñanza” sidebar, educators model their thinking by identifying important details, selecting relevant information, and determining how evidence supports a response. Educators demonstrate how to return to the text to locate specific information, explain the connection between evidence and ideas, and construct complete responses using details from the reading before students apply the process independently. These embedded supports provide explicit guidance for modeling how students use textual evidence to develop and justify responses.
Additionally, in Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 4 includes explicit educator guidance for modeling how students use text evidence to generate claims and construct text-based responses. During “Escritura: Comparar y contrastar,” educators guide students to return to the informational texts to identify similarities and differences between the inner and outer planets. Educators reread “Los planetas más cercanos al Sol” and “Los planetas exteriores” with students, model how to locate relevant evidence, and demonstrate how to introduce evidence in oral and written responses using prompts such as “El primer texto dice que. . .” Students then apply this process by using information from the texts to support comparisons and explain their thinking. These instructional supports provide educators with explicit models for demonstrating how textual evidence supports claims and text-based responses.
Evaluation for 8.A.2b
In Guía del maestro unit 3 “El cuerpo humano: sistemas y sentidos,” lesson 8 provides explicit educator guidance for facilitating structured, evidence-based discussions using Spanish academic vocabulary and complete oral responses. The lesson incorporates the Think-Pair-Share routine to guide students through individual reflection, partner discussions, and whole-group conversations grounded in information from the text. Educators prompt students with questions such as “¿Qué hemisferio del cerebro está más desarrollado? Expliquen por qué” and “¿Por qué es importante usar un casco cuando practicamos un deporte o montamos en bicicleta? Asegúrense de nombrar al menos dos partes del cerebro en su respuesta.” These prompts require students to justify their thinking using evidence while incorporating precise academic vocabulary. During “Practicar palabras,” educators explicitly introduce and reinforce the academic term hemisferio, model its meaning in context, and guide students in applying the vocabulary during oral responses. These structured discussion routines support students in communicating ideas using academic language, evidence-based reasoning, and increasingly complex Spanish syntax.
In Guía del maestro unit 10 “Jazz y más,” lesson 1 provides explicit educator guidance for facilitating structured, evidence-based discussions using Spanish academic vocabulary and syntax. During “Una introducción a la música jazz,” students record observations, questions, and notes on “Página de actividades 1.1” before participating in partner and whole-group discussions based on informational texts and audio selections. Educators guide students in responding to questions such as “¿Qué ayudó a que el jazz se extendiera por los Estados Unidos?” and “¿Qué nos dicen las vidas y las historias de los músicos de jazz sobre el género artístico del jazz?” while requiring students to support their ideas with evidence from the sources. Students incorporate academic vocabulary, including género, improvisar, evolucionar, estándar, armonía, and swing, as they explain key concepts and discuss the development of jazz. Differentiated supports prompt students to respond in complete sentences, clarify ideas, compare perspectives, and expand evidence-based responses, strengthening their use of Spanish academic language during collaborative discussions.
Evaluation for 8.B.1a
Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá” includes authentic and transadapted Spanish mentor texts that model informational and dramatic writing aligned to the grade-level Spanish TEKS. The unit introduces the informational reader ¿Qué es el universo? which presents scientific information about the sun, moon, planets, asteroids, comets, meteorites, galaxies, stars, and important figures in space exploration. Throughout the unit, students analyze how informational texts are organized by examining headings, supporting details, domain-specific vocabulary, and text features while gathering evidence and taking notes as models for their own writing. In lesson 13 “Teatro del lector: Nicolás Copérnico,” students analyze the structure and features of a reader’s theater script, including dialogue, character interactions, and dialogue punctuation, before using the mentor text as a model to compose their own scripts. These mentor texts provide students with authentic models for composing multiple genres while reinforcing grade-level Spanish writing expectations.
In Guía del maestro unit 10 “Jazz y más,” lesson 9 uses the authentic informational article “Mezclas armoniosas. El jazz afroamericano se fusiona con el ritmo latino” from the Smithsonian as a mentor text for informational writing. Students analyze how the author develops ideas through key details, photographs, captions, quotations, and chronological organization while responding to text-dependent questions such as “¿Cómo ha organizado el autor los párrafos en este artículo?” “¿Cuál es la idea clave de este párrafo?” and “¿Cómo los ayudan a comprender el texto y aprender más sobre el jazz las fotos, las portadas del álbum y las otras evidencias visuales?” Students examine the author’s purpose and how text features support meaning before applying these techniques to revise and complete their own research essays. Educator guidance, graphic organizers, and peer feedback through a structured “Lista de comentarios” support students in incorporating paraphrased information, quotations, domain-specific vocabulary, varied sentence structures, and cited sources to compose informational texts aligned to the grade-level Spanish TEKS.
Evaluation for 8.B.1b
In Guía del maestro unit 6 “Poesía: ritmo y rima,” the lesson 8 section “Escribir un poema con onomatopeya” provides students with opportunities to compose original literary texts while applying genre-specific characteristics and poetic craft. After analyzing “Cuando me recorta el pelo” by Germán Berdiales, students use the poem as a model to create their own poems that incorporate onomatopoeia, rhyme, rhythm, and verse structure. Students compose their poems in the “Diario del poeta,” selecting onomatopoeic expressions and organizing verses to create sound effects that enhance meaning. The lesson emphasizes poetic craft by encouraging students to experiment with language, rhythm, and sound before sharing their completed poems with classmates as part of the unit’s culminating poetry activities, providing an authentic audience for their writing.
Additionally, in Guía del maestro unit 9 “La vida en los Estados Unidos en la época colonial,” lesson 5 “La vida en las plantaciones” provides opportunities for students to compose literary narratives using genre-specific characteristics and narrative craft. Students develop characters, setting, plot, dialogue, and descriptive details as they draft original narratives connected to the historical context of the unit. Students strengthen their narrative writing by expanding character descriptions, actions, and interactions before composing drafts with a clear beginning, development, climax, and conclusion. Educators support the writing process through collaborative planning, differentiated character webs, peer discussions, and conferencing as students revise their narratives for an authentic audience of classmates. These writing opportunities develop students’ ability to compose literary texts in Spanish while applying the conventions and craft of narrative writing.
Evaluation for 8.B.1c
In Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido,” lesson 14’s “Escritura de investigación: Artículo periodístico” provides students with opportunities to compose informational texts for authentic purposes and audiences while applying the characteristics and craft of journalistic writing. Students conduct research, gather information from multiple sources, organize notes using graphic organizers, and compose a newspaper article that includes an introduction, supporting details, and a conclusion. As students draft their articles, educators guide them in developing a copete (lead paragraph), incorporating factual information from their research, citing sources, and analyzing the genre-specific features of the model “Gacetilla de inventos,” including headlines, illustrations, captions, and publication format. These structured writing experiences support students in composing informational texts that communicate researched information while applying the organization, language, and conventions of the genre.
In Guía del maestro unit 10 “Jazz y más,” lessons 4, 8, and 9 provide a sequenced process for students to compose informational texts that incorporate research, organization, drafting, revision, and publication. In lesson 4, students organize information from primary and secondary sources, evaluate relevant evidence, and develop an introductory paragraph for an informational research essay. In lesson 8, students use their research notes to draft an essay that presents ideas in a logical sequence, incorporates topic-specific vocabulary, and supports key ideas with relevant details and evidence. In lesson 9, students revise, edit, and publish their final essays by strengthening organization, refining language, applying Spanish writing conventions, and preparing their work for an audience of readers. Throughout the writing process, educator guidance, graphic organizers, peer feedback, and revision routines support students in composing informational texts that demonstrate the characteristics, purpose, and craft of the genre while aligning with the grade-level Spanish TEKS.
Evaluation for 8.B.1d
In Guía del maestro unit 4 “Historias de la antigua Roma,” the lesson 13 section “Escritura de opinión” provides opportunities for students to compose argumentative texts for specific purposes and audiences while applying the characteristics and craft of opinion writing. The lesson explicitly teaches students how to develop persuasive arguments by considering the intended audience, distinguishing between logical and subjective reasons, and supporting an opinion with relevant evidence. For example, the educator models the planning process by creating a T-chart of logical and subjective reasons to persuade classmates to play soccer during recess before students identify audiences such as friends, family members, or educators and generate their own arguments to persuade readers to read “Androcles y el león.” Students organize their ideas using “Página de actividades 13.3,” develop reasons that support their opinions, and strengthen their writing through differentiated language supports that encourage increasingly complex sentences and appropriate grammatical structures. These activities provide authentic opportunities for students to compose opinion texts that demonstrate audience awareness, logical organization, and persuasive techniques aligned to the characteristics of argumentative writing.
Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá” includes the “Pausa 1” section, which provides opportunities for students to compose argumentative texts by responding to authentic questions using the RAFT writing strategy. Students develop written arguments in response to the prompt, “Plutón fue clasificado como un planeta enano en 2006. ¿Creen que debería volver a llamarse planeta?” Educators explicitly introduce each element of the RAFT framework—role, audience, format, and topic—to guide students in considering their perspective, intended audience, writing purpose, and organizational structure before drafting their arguments. Students support a clearly stated position with evidence gathered throughout the astronomy unit while adapting their language and organization to communicate their ideas through formats such as letters, journal entries, or newspaper articles. These writing experiences provide authentic opportunities for students to compose argumentative texts for multiple purposes and audiences while applying genre-specific characteristics, evidence-based reasoning, and persuasive craft aligned to the grade-level Spanish TEKS.
Evaluation for 8.B.1e
In Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido,” lesson 6 provides opportunities for students to compose informal correspondence using the conventions and characteristics of the letter genre. During the Think-Pair-Share routine, educators explicitly review the purpose and structure of an informal letter, including the greeting, body, and closing, before students write to a classmate explaining what they learned about refracción y lentes, the questions they still have, and additional information they would like to learn. Students organize their ideas using “Página de actividades 6.1” and support their explanations with information from the Libro de lectura, reading notes, and sticky notes collected during instruction. These writing activities provide students with an authentic audience and purpose while reinforcing the organizational features, language, and conventions of informal correspondence in Spanish.
In Guía del maestro unit 10 “Jazz y más,” lesson 10 provides additional opportunities for students to compose correspondence for an authentic audience while applying the genre-specific characteristics and craft of letter writing. As part of the writing process, students compose a letter communicating information they learned through their jazz research and organize their ideas using the structural elements of correspondence, including a greeting, body, closing, and signature. Educators guide students in considering their intended audience, sequencing information clearly, incorporating relevant details from their research, and revising their letters for clarity, organization, and Spanish language conventions before sharing or publishing their final drafts. These structured writing experiences support students in composing correspondence for meaningful purposes and audiences while applying the organizational structure, language features, and craft of the letter genre aligned to the grade-level Spanish TEKS.
Evaluation for 8.B.2a
In Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido,” lessons 14–15 support students through each stage of the writing process as they compose an informational newspaper article. Students begin by developing a research plan, gathering information from multiple sources, organizing notes, and drafting an article that includes a headline, introduction, supporting details, and conclusion. In lesson 15, students revise their writing by incorporating transition words and phrases such as también, además, primero, luego, and en conclusión; use a revision checklist; participate in peer conferences using structured feedback forms or digital tools; edit for grammar, spelling, capitalization, and punctuation; and complete a second draft. This sequence guides students from planning and drafting through revision, conferring, editing, and producing a more polished informational text while strengthening conventions authentic to Spanish writing.
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lessons 17–20 guide students through the complete writing process as they compose an informative text describing a day in the life of an astronaut aboard the International Space Station. In lesson 17, students organize ideas and supporting details in a graphic organizer after reviewing expectations for organization, transitions, grammar, and conventions. Subsequent lessons guide students in drafting their compositions, revising content for clarity and organization, participating in educator and peer conferences, editing for capitalization, punctuation, spelling, and sentence structure, and preparing a final published piece for presentation. Educator modeling, graphic organizers, conferencing, and differentiated supports help students move systematically through planning, drafting, revising, conferring, editing, and sharing or publishing. Throughout the sequence, students apply age-appropriate Spanish writing conventions as they develop and refine a coherent informational text aligned to the grade-level TEKS.
Evaluation for 8.B.2b
In Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido,” lesson 16 “Corregir y publicar un artículo periodístico” provides explicit educator guidance in Spanish for modeling the revision, editing, and sharing/publishing stages of the writing process. The lesson directs educators to revisit each stage of the writing process before introducing revision and editing strategies through explicit educator modeling. Educators demonstrate how to create a bibliography using different reference formats for books, informational texts, and internet sources. They then model the use of an editing checklist to review grammar, spelling, capitalization, and punctuation, and explain how to prepare a polished final article that includes a headline, illustration, caption, and organized text features. Throughout the lesson, educators conference with students individually and in small groups, provide differentiated feedback based on student needs, and guide students in applying feedback to revise and edit their writing before publishing their final informational articles. This sequence provides direct instruction and guided support as students move from educator modeling to applying revision and editing strategies to their own writing.
In Guía del maestro unit 6 “Poesía: ritmo y rima,” lessons 11–14 provide explicit educator guidance in Spanish for modeling every stage of the writing process as students compose original poems. Educators first introduce the culminating writing task and model how to generate ideas through brainstorming and planning activities before guiding students in organizing their ideas for a poem. During drafting, educators model how to transform planning notes into verses by recording student ideas, thinking aloud about word choice, and encouraging the use of poetic elements such as rhythm, rhyme, and onomatopoeia. In the revision and editing stages, educators explicitly demonstrate how writers improve coherence by removing unnecessary words or verses, refining language, and reviewing conventions before producing a final copy. The materials further support students through educator conferencing, constructive peer feedback, and opportunities to revise their writing based on feedback. Students then publish and share completed poems during the “Muro de poemas,” allowing them to present their writing to an authentic audience. These embedded supports provide explicit modeling, guided practice, conferencing, feedback, revision, and opportunities for sharing throughout the writing process while reinforcing authentic Spanish writing conventions.
Evaluation for 8.B.3a
In Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido,” lessons 15–16 provide explicit educator guidance for sentence-level writing by modeling how students strengthen sentence structure, syntax, and academic and genre-specific Spanish vocabulary during revision and editing. In lesson 15, educators explicitly teach how transition words and phrases such as también, además, primero, luego, sin embargo, por otra parte, and en conclusión connect ideas and improve coherence within informational writing. Students analyze mentor-text examples, practice combining and connecting ideas using appropriate transitions, and revise their articles by incorporating these sentence-level structures into a second draft. This instruction supports students in understanding how individual words and phrases function within sentences and across sentences to establish relationships among ideas. In lesson 16, educators model how to edit sentences for clarity, grammar, spelling, capitalization, and punctuation while reinforcing academic vocabulary and genre-specific language, including titulares, leyendas, and referencias. Through educator modeling, revision checklists, peer conferences, and differentiated support, students strengthen sentence construction, apply Spanish syntax and conventions, and use vocabulary appropriate to the informational newspaper genre.
Additionally, in Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” lesson 9 provides explicit instruction in Spanish on sentence-level writing through focused instruction on grammar, syntax, and Spanish language conventions. During the lesson, educators introduce the contractions al and del, explicitly modeling when and how a + el becomes al and de + el becomes del within complete sentences. Using “Proyección digital PD.U8.L9.1” educators explain the grammatical rule, model examples such as “Voy al parque” and “La casa del abuelo,” and guide students in applying the contractions correctly in their own oral and written sentences. This instruction connects grammatical rules to sentence construction and provides guided practice in applying Spanish syntax and conventions accurately. By explicitly teaching how words combine and function within complete sentences, the lesson strengthens students’ control of Spanish sentence structure and syntax while reinforcing accurate language use through modeling, guided practice, and application.
Evaluation for 8.B.3b
Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido” provides systematic and explicit educator guidance for developing writing from sentence-level construction to organized compositions. During the “Escritura” section, educators model how to organize ideas logically through the activity “Ordenar oraciones en secuencia,” using transition words such as primero, segundo, tercero, después, a continuación, luego, entonces, por último, and finalmente to connect ideas and establish a logical sequence. Students first practice arranging complete sentences in a logical order and using transition words to connect ideas. Educators then guide students in expanding those connected ideas into a coherent paragraph explaining how sound is produced and travels. As students move from individual sentences to connected ideas and an organized paragraph, educators reinforce correct spelling, capitalization, punctuation, sentence structure, and the use of sequence words. This explicit progression from sentence construction to connected sentences and paragraph development provides a systematic foundation for composing increasingly extended informational writing aligned to the grade-level Spanish language arts TEKS.
In Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” lesson 9 provides explicit educator guidance for moving students from sentence-level writing to a complete, organized composition. In the “Recursos adicionales” section, educators begin by modeling how to organize ideas using a Venn diagram to compare and contrast information from the text. Through guided questioning, students identify relevant similarities and differences and generate complete comparative sentences that educators record within the organizer. Students then use the organized ideas to expand their sentence-level responses into a well-organized compare-and-contrast paragraph. Educator support throughout the activity emphasizes complete sentence construction, logical organization, appropriate transitions, and paragraph structure, guiding students through a progression from generating individual sentences to organizing related ideas to developing a cohesive informational paragraph. This systematic sequence provides explicit instruction in how sentence-level writing functions as the foundation for increasingly extended compositions that reflect grade-level Spanish language arts expectations.
Evaluation for 8.B.3c
Guía del maestro unit 5 “¡Rayos, truenos y centellas! La luz y el sonido” provides systematic and explicit opportunities for students to develop increasingly complex sentence-level writing and to revise and edit their work in Spanish. In the “Introducción,” the materials develop sentence construction by introducing conjunctions such as y to expand simple sentences into compound sentences and by teaching adverbs of manner, place, and time to increase precision and add detail to students’ sentences. In lesson 8, students complete “Ordenar oraciones en secuencia,” arranging sentences to explain how sound waves are created and how sound travels to the ear before using those ideas to produce organized written responses. Educators model the sequencing process using “Tarjetas de imágenes” and guide students in analyzing and revising the order of sentences to improve logical progression and coherence. These activities move students from constructing and expanding individual sentences to organizing connected sentences that communicate related scientific ideas. Later, in lesson 15, students use a “Lista de verificación” to revise sentence clarity, organization, transitions, grammar, spelling, capitalization, and punctuation before producing an improved draft. This sequence provides systematic opportunities for students to develop more precise and connected sentence-level writing and to apply explicit revision and editing criteria to improve their work.
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 19 provides explicit opportunities for students to revise and refine increasingly complex informational writing. During the “Desafío” activity, students identify a section of their composition that needs improvement, propose two possible revisions, evaluate which revision communicates their ideas more effectively, and explain the reasoning behind their choice. Educators guide students to strengthen sentence structure, improve word choice, clarify ideas, and edit for grammar, capitalization, punctuation, and spelling before students complete a final draft. By requiring students to generate alternative revisions, compare their effectiveness, justify a revision choice, and apply the selected revision to their writing, the activity moves beyond correction to analysis and purposeful refinement of sentence-level writing. This structured revision process provides increasingly complex opportunities for students to analyze and improve their writing while applying Spanish sentence structure, vocabulary, grammar, and conventions.
Evaluation for 8.B.4a
In Guía del maestro unit 4 “La civilización romana antigua,” lesson 12 provides opportunities for students to practice and apply Spanish academic language conventions both in isolation and within meaningful sentence-level writing. The lesson focuses on the use of pasado simple and pretérito imperfecto, with the educator modeling the purpose and use of each verb tense through examples, guided questioning, and visual supports. Students first practice selecting the appropriate verb tense to complete sentences based on contextual clues, providing out-of-context practice with the targeted grammatical structure. Students then apply the verb tenses in original sentences responding to prompts such as “Mientras caminaba a la escuela. . .” and “Estaba esperando el autobús cuando. . .” This progression moves students from identifying and selecting appropriate verb forms to applying different verb tenses in original sentences that communicate complete ideas. Throughout the activity, students apply accurate verb forms, sentence structure, capitalization, and punctuation while composing increasingly complex sentences.
In Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” lessons 4 and 6 provide students with multiple opportunities to practice and apply Spanish grammar and academic language conventions through guided instruction and extended writing. In lesson 6, the educator explicitly introduces the prepositions por and para using modeling, visual supports, and guided analysis of sample sentences before students practice selecting and using each preposition correctly in complete sentences. This focused practice provides students with an opportunity to distinguish between and apply the targeted prepositions in sentence-level contexts. Students then apply these language structures in lesson 4 as they write descriptive paragraphs for the “Guía de montículos” on “Página de actividades 4.2.” After participating in a collaborative brainstorming activity, students compose informational paragraphs using complete sentences, appropriate prepositions, academic vocabulary, and correct capitalization and punctuation. The sequence provides opportunities for students to practice targeted Spanish language conventions through focused sentence-level activities and then apply those conventions in a meaningful informational writing task. Together, these activities support students in using Spanish academic language accurately in both controlled practice and connected writing aligned to grade-level Spanish language arts expectations.
Evaluation for 8.B.4b
In Guía del maestro unit 4 “La civilización romana antigua,” lesson 2 provides explicit instruction in Spanish grammar through a progression from direct instruction and focused practice to application in written language. During the lesson, the educator introduces the pasado simple of regular verbs using the “Tabla de pasado simple regular” and models how verb endings change according to person and tense. Students read and analyze the conjugation patterns of the three model verbs while the educator emphasizes the use of orthographic accents in the first- and third-person singular forms, explaining that these verbs are agudas terminadas en vocal. Students then practice the targeted grammar conventions by conjugating verbs and completing sentences before applying the correct verb forms in their own written responses. This progression provides systematic opportunities to practice verb conjugation and orthographic conventions in controlled contexts and then apply accurate grammar, spelling, and usage in connected writing.
In Guía del maestro unit 6 “Poesía: ritmo y rima,” lesson 14 provides opportunities for students to apply Spanish grammar, punctuation, and usage while revising, editing, and refining their own writing. During the revision process, students use a checklist to verify spelling, capitalization, punctuation, and word choice before preparing a final copy of their poems. Students reread their work, revise sentences for clarity and coherence, and edit their writing based on peer and educator feedback. The lesson also provides focused practice with sentence types as students compose interrogative, declarative, and exclamatory sentences related to their poems and apply the corresponding punctuation within meaningful written responses. Students then incorporate their revised and edited language into a final poem for publication. Together, these activities provide systematic opportunities for students to practice Spanish grammar and conventions through focused activities and apply grammar, punctuation, spelling, and usage within authentic writing and revision tasks.
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
In Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” lessons 1–2 provide text-dependent questions and tasks that require students to use evidence from literary and informational texts to demonstrate comprehension, justify their thinking, and support claims. In lesson 1, after listening to “Etu, el cazador,” students describe characters and explain how their actions contribute to the sequence of events by citing details from the text. In lesson 2, students analyze informational texts about migration across Beringia and the development of Native American cultures before completing “Página de actividades 1.2: Cadena de causa y efecto de la Glaciación.” Students identify historical events and supporting details from the text to explain how environmental and geographic changes influenced the development of permanent settlements. These text-dependent tasks require students to use evidence from multiple texts to support their conclusions and demonstrate comprehension.
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
In Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” lessons 1 and 6 provides text-dependent questions and tasks that require students to evaluate the language, key ideas, details, craft, and structure of literary and informational texts using evidence from the reading. In lesson 1, after reading “Etu, el cazador,” students describe the characters and explain how their actions contribute to the conflict and resolution of the story by citing details from the text. Students also complete “Página de actividades 1.2: Cadena de causa y efecto de la Glaciación” using information from informational texts to analyze how environmental changes influenced the migration and settlement of Native American peoples. In lesson 6, during “Comentar la lectura atenta,” students respond to questions such as “¿Cómo saben si el texto es una ficción o no ficción?” “¿Cómo describirían las características externas e internas de la abuela de Alemeda?” and “¿Cómo organiza el texto el autor?” These tasks require students to analyze genre, characterization, text organization, and author’s craft while supporting their responses 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
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 7 “Comparar y contrastar: galaxias y estrellas” provides opportunities for students to support claims and justify their thinking through comparing sources, paraphrasing, summarizing, and discussing key ideas from texts. During “Audición y expresión oral,” students listen to the read-aloud, record notes, and discuss observations with classmates before comparing the characteristics of galaxies and stars. During the “Lectura” block, students analyze informational texts to identify similarities and differences, paraphrase scientific information, summarize key concepts, and use evidence from the texts to explain their conclusions. Students apply these strategies in oral discussions and written responses that require them to cite textual evidence when supporting their comparisons and claims. These activities provide structured opportunities for students to synthesize information from multiple sources and justify their thinking using evidence from the text.
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
In Guía del maestro unit 10 “Jazz y más,” lesson 1 provides questions and discussion tasks that progress through multiple levels of cognitive complexity as students analyze informational texts about the origins and development of jazz. During the read-aloud discussion, students begin by identifying explicit information about jazz musicians and characteristics of the genre. Students then engage in deeper analysis by explaining the meaning of improvisar, analyzing how improvisation contributes to jazz, and examining how musicians’ experiences influenced the development and cultural significance of the genre. Students use notes from “Página de actividades 1.1” to organize information, participate in evidence-based discussions, and justify their responses using details from the text. These tasks support students in moving from recall to interpretation and analysis while engaging with grade-level informational texts.
8.A.2 Teacher Guidance for the Use of Text Evidence
8.A.2a
Materials include guidance for teachers in Spanish on the effective modeling of the use of text evidence to generate evidence-based claims and construct text-based responses. (T)
Materials include guidance for teachers in Spanish on the effective modeling of the use of text evidence to generate evidence-based claims and construct text-based responses. (T)
2 out of 2 points
Evaluation for 8.A.2a
Evaluation for 8.A.2a
Materials include guidance for teachers in Spanish on the effective modeling of the use of text evidence to generate evidence-based claims and construct text-based responses. (T)
2 out of 2 points
Additionally, in Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 4 includes explicit educator guidance for modeling how students use text evidence to generate claims and construct text-based responses. During “Escritura: Comparar y contrastar,” educators guide students to return to the informational texts to identify similarities and differences between the inner and outer planets. Educators reread “Los planetas más cercanos al Sol” and “Los planetas exteriores” with students, model how to locate relevant evidence, and demonstrate how to introduce evidence in oral and written responses using prompts such as “El primer texto dice que. . .” Students then apply this process by using information from the texts to support comparisons and explain their thinking. These instructional supports provide educators with explicit models for demonstrating how textual evidence supports claims and text-based 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
In Guía del maestro unit 10 “Jazz y más,” lesson 1 provides explicit educator guidance for facilitating structured, evidence-based discussions using Spanish academic vocabulary and syntax. During “Una introducción a la música jazz,” students record observations, questions, and notes on “Página de actividades 1.1” before participating in partner and whole-group discussions based on informational texts and audio selections. Educators guide students in responding to questions such as “¿Qué ayudó a que el jazz se extendiera por los Estados Unidos?” and “¿Qué nos dicen las vidas y las historias de los músicos de jazz sobre el género artístico del jazz?” while requiring students to support their ideas with evidence from the sources. Students incorporate academic vocabulary, including género, improvisar, evolucionar, estándar, armonía, and swing, as they explain key concepts and discuss the development of jazz. Differentiated supports prompt students to respond in complete sentences, clarify ideas, compare perspectives, and expand evidence-based responses, strengthening their use of Spanish academic language during collaborative discussions.
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
In Guía del maestro unit 10 “Jazz y más,” lesson 9 uses the authentic informational article “Mezclas armoniosas. El jazz afroamericano se fusiona con el ritmo latino” from the Smithsonian as a mentor text for informational writing. Students analyze how the author develops ideas through key details, photographs, captions, quotations, and chronological organization while responding to text-dependent questions such as “¿Cómo ha organizado el autor los párrafos en este artículo?” “¿Cuál es la idea clave de este párrafo?” and “¿Cómo los ayudan a comprender el texto y aprender más sobre el jazz las fotos, las portadas del álbum y las otras evidencias visuales?” Students examine the author’s purpose and how text features support meaning before applying these techniques to revise and complete their own research essays. Educator guidance, graphic organizers, and peer feedback through a structured “Lista de comentarios” support students in incorporating paraphrased information, quotations, domain-specific vocabulary, varied sentence structures, and cited sources to compose informational texts aligned to the grade-level Spanish TEKS.
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, in Guía del maestro unit 9 “La vida en los Estados Unidos en la época colonial,” lesson 5 “La vida en las plantaciones” provides opportunities for students to compose literary narratives using genre-specific characteristics and narrative craft. Students develop characters, setting, plot, dialogue, and descriptive details as they draft original narratives connected to the historical context of the unit. Students strengthen their narrative writing by expanding character descriptions, actions, and interactions before composing drafts with a clear beginning, development, climax, and conclusion. Educators support the writing process through collaborative planning, differentiated character webs, peer discussions, and conferencing as students revise their narratives for an authentic audience of classmates. These writing opportunities develop students’ ability to compose literary texts in Spanish while applying the conventions and craft of narrative writing.
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
In Guía del maestro unit 10 “Jazz y más,” lessons 4, 8, and 9 provide a sequenced process for students to compose informational texts that incorporate research, organization, drafting, revision, and publication. In lesson 4, students organize information from primary and secondary sources, evaluate relevant evidence, and develop an introductory paragraph for an informational research essay. In lesson 8, students use their research notes to draft an essay that presents ideas in a logical sequence, incorporates topic-specific vocabulary, and supports key ideas with relevant details and evidence. In lesson 9, students revise, edit, and publish their final essays by strengthening organization, refining language, applying Spanish writing conventions, and preparing their work for an audience of readers. Throughout the writing process, educator guidance, graphic organizers, peer feedback, and revision routines support students in composing informational texts that demonstrate the characteristics, purpose, and craft of the genre while aligning with the grade-level Spanish TEKS.
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)
2 out of 2 points
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)
2 out of 2 points
Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá” includes the “Pausa 1” section, which provides opportunities for students to compose argumentative texts by responding to authentic questions using the RAFT writing strategy. Students develop written arguments in response to the prompt, “Plutón fue clasificado como un planeta enano en 2006. ¿Creen que debería volver a llamarse planeta?” Educators explicitly introduce each element of the RAFT framework—role, audience, format, and topic—to guide students in considering their perspective, intended audience, writing purpose, and organizational structure before drafting their arguments. Students support a clearly stated position with evidence gathered throughout the astronomy unit while adapting their language and organization to communicate their ideas through formats such as letters, journal entries, or newspaper articles. These writing experiences provide authentic opportunities for students to compose argumentative texts for multiple purposes and audiences while applying genre-specific characteristics, evidence-based reasoning, and persuasive craft aligned to the grade-level Spanish TEKS.
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
In Guía del maestro unit 10 “Jazz y más,” lesson 10 provides additional opportunities for students to compose correspondence for an authentic audience while applying the genre-specific characteristics and craft of letter writing. As part of the writing process, students compose a letter communicating information they learned through their jazz research and organize their ideas using the structural elements of correspondence, including a greeting, body, closing, and signature. Educators guide students in considering their intended audience, sequencing information clearly, incorporating relevant details from their research, and revising their letters for clarity, organization, and Spanish language conventions before sharing or publishing their final drafts. These structured writing experiences support students in composing correspondence for meaningful purposes and audiences while applying the organizational structure, language features, and craft of the letter genre aligned to the grade-level Spanish TEKS.
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
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lessons 17–20 guide students through the complete writing process as they compose an informative text describing a day in the life of an astronaut aboard the International Space Station. In lesson 17, students organize ideas and supporting details in a graphic organizer after reviewing expectations for organization, transitions, grammar, and conventions. Subsequent lessons guide students in drafting their compositions, revising content for clarity and organization, participating in educator and peer conferences, editing for capitalization, punctuation, spelling, and sentence structure, and preparing a final published piece for presentation. Educator modeling, graphic organizers, conferencing, and differentiated supports help students move systematically through planning, drafting, revising, conferring, editing, and sharing or publishing. Throughout the sequence, students apply age-appropriate Spanish writing conventions as they develop and refine a coherent informational text aligned to the grade-level TEKS.
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
In Guía del maestro unit 6 “Poesía: ritmo y rima,” lessons 11–14 provide explicit educator guidance in Spanish for modeling every stage of the writing process as students compose original poems. Educators first introduce the culminating writing task and model how to generate ideas through brainstorming and planning activities before guiding students in organizing their ideas for a poem. During drafting, educators model how to transform planning notes into verses by recording student ideas, thinking aloud about word choice, and encouraging the use of poetic elements such as rhythm, rhyme, and onomatopoeia. In the revision and editing stages, educators explicitly demonstrate how writers improve coherence by removing unnecessary words or verses, refining language, and reviewing conventions before producing a final copy. The materials further support students through educator conferencing, constructive peer feedback, and opportunities to revise their writing based on feedback. Students then publish and share completed poems during the “Muro de poemas,” allowing them to present their writing to an authentic audience. These embedded supports provide explicit modeling, guided practice, conferencing, feedback, revision, and opportunities for sharing throughout the writing process while reinforcing authentic Spanish writing conventions.
8.B.3 Explicit (Direct) and Systematic Writing Instruction
8.B.3a
Materials include guidance for teachers to provide explicit (direct) instruction in Spanish on sentence-level writing, focusing on structure, syntax, and Spanish vocabulary. (T)
Materials include guidance for teachers to provide explicit (direct) instruction in Spanish on sentence-level writing, focusing on structure, syntax, and Spanish vocabulary. (T)
3 out of 3 points
Evaluation for 8.B.3a
Evaluation for 8.B.3a
Materials include guidance for teachers to provide explicit (direct) instruction in Spanish on sentence-level writing, focusing on structure, syntax, and Spanish vocabulary. (T)
3 out of 3 points
Additionally, in Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” lesson 9 provides explicit instruction in Spanish on sentence-level writing through focused instruction on grammar, syntax, and Spanish language conventions. During the lesson, educators introduce the contractions al and del, explicitly modeling when and how a + el becomes al and de + el becomes del within complete sentences. Using “Proyección digital PD.U8.L9.1” educators explain the grammatical rule, model examples such as “Voy al parque” and “La casa del abuelo,” and guide students in applying the contractions correctly in their own oral and written sentences. This instruction connects grammatical rules to sentence construction and provides guided practice in applying Spanish syntax and conventions accurately. By explicitly teaching how words combine and function within complete sentences, the lesson strengthens students’ control of Spanish sentence structure and syntax while reinforcing accurate language use through modeling, guided practice, and application.
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
In Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” lesson 9 provides explicit educator guidance for moving students from sentence-level writing to a complete, organized composition. In the “Recursos adicionales” section, educators begin by modeling how to organize ideas using a Venn diagram to compare and contrast information from the text. Through guided questioning, students identify relevant similarities and differences and generate complete comparative sentences that educators record within the organizer. Students then use the organized ideas to expand their sentence-level responses into a well-organized compare-and-contrast paragraph. Educator support throughout the activity emphasizes complete sentence construction, logical organization, appropriate transitions, and paragraph structure, guiding students through a progression from generating individual sentences to organizing related ideas to developing a cohesive informational paragraph. This systematic sequence provides explicit instruction in how sentence-level writing functions as the foundation for increasingly extended compositions that reflect grade-level Spanish language arts expectations.
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
In Guía del maestro unit 7 “Astronomía: nuestro sistema solar y más allá,” lesson 19 provides explicit opportunities for students to revise and refine increasingly complex informational writing. During the “Desafío” activity, students identify a section of their composition that needs improvement, propose two possible revisions, evaluate which revision communicates their ideas more effectively, and explain the reasoning behind their choice. Educators guide students to strengthen sentence structure, improve word choice, clarify ideas, and edit for grammar, capitalization, punctuation, and spelling before students complete a final draft. By requiring students to generate alternative revisions, compare their effectiveness, justify a revision choice, and apply the selected revision to their writing, the activity moves beyond correction to analysis and purposeful refinement of sentence-level writing. This structured revision process provides increasingly complex opportunities for students to analyze and improve their writing while applying Spanish sentence structure, vocabulary, grammar, and conventions.
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
In Guía del maestro unit 8 “Aprender de la tierra: regiones y culturas de los nativos americanos,” lessons 4 and 6 provide students with multiple opportunities to practice and apply Spanish grammar and academic language conventions through guided instruction and extended writing. In lesson 6, the educator explicitly introduces the prepositions por and para using modeling, visual supports, and guided analysis of sample sentences before students practice selecting and using each preposition correctly in complete sentences. This focused practice provides students with an opportunity to distinguish between and apply the targeted prepositions in sentence-level contexts. Students then apply these language structures in lesson 4 as they write descriptive paragraphs for the “Guía de montículos” on “Página de actividades 4.2.” After participating in a collaborative brainstorming activity, students compose informational paragraphs using complete sentences, appropriate prepositions, academic vocabulary, and correct capitalization and punctuation. The sequence provides opportunities for students to practice targeted Spanish language conventions through focused sentence-level activities and then apply those conventions in a meaningful informational writing task. Together, these activities support students in using Spanish academic language accurately in both controlled practice and connected writing aligned to grade-level Spanish language arts expectations.
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
In Guía del maestro unit 6 “Poesía: ritmo y rima,” lesson 14 provides opportunities for students to apply Spanish grammar, punctuation, and usage while revising, editing, and refining their own writing. During the revision process, students use a checklist to verify spelling, capitalization, punctuation, and word choice before preparing a final copy of their poems. Students reread their work, revise sentences for clarity and coherence, and edit their writing based on peer and educator feedback. The lesson also provides focused practice with sentence types as students compose interrogative, declarative, and exclamatory sentences related to their poems and apply the corresponding punctuation within meaningful written responses. Students then incorporate their revised and edited language into a final poem for publication. Together, these activities provide systematic opportunities for students to practice Spanish grammar and conventions through focused activities and apply grammar, punctuation, spelling, and usage within authentic writing and revision tasks.