Program Information
- ISBN
- 9798902051527
Amplify Texas SLAR Segunda Edición, Grado 4
SLAR Grade 4
IMRA 2026
Publisher: Amplify Education, Inc.
Copyright: 2027
Series includes:
Rubric: SLAR 4–6 | 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 4 | 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 provide a scope and sequence that identifies the Texas Essential Knowledge and Skills (TEKS) and concepts addressed throughout the course. The “Mapa curricular de Grado 4” document includes instructional pacing and the learning objectives for each unit, summarizing the unit lessons and Pausing Points. In unit 2, for example, students learn concepts related to citing textual evidence, literary and informational text analysis, and opinion, informational, and narrative writing. Students also learn about research and inquiry, inventors and inventions, and the process of creation.
The materials include the “Mapa curricular de Grado 4,” which outlines the course scope and sequence by unit. The document lists the TEKS taught in each unit, along with the learning objectives, a unit overview, and the number of instructional days required. For example, the TEKS taught in unit 5 include TEKS 4.2A, 4.2B, and 4.2D, which focus on vocabulary development and comprehension of academic and domain-specific vocabulary, including the use of roots and affixes. Meanwhile, the TEKS 4.6A and 4.6G address comprehension of literary texts through analysis of plot elements, characters, setting, and literary devices.
Evaluation for 1.1b
The materials include suggested pacing guides to support effective implementation across various instructional calendars. The Guía de clases Grado 4 provides a clear pacing guide and recommendations for all grade-level units. For example, the guide includes a 34-week instructional calendar that specifies the number of days needed to complete each lesson and unit. It also includes a visual representation of unit length, assessments, and Pausing Points to support effective instruction.
Pacing guidance for varying instructional calendars is also included in “Planificación para calendarios alternos.” Although 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 help educators adjust pacing while maintaining alignment to the course scope and sequence. For districts using extended calendars, the materials provide guidance for a 210-day school year by increasing Pausing Point days to five per unit and expanding assessment opportunities to nine throughout the year.
Evaluation for 1.1c
The K–5 Guía del programa explains how units in grade 4 are purposefully sequenced to build students’ knowledge of both the TEKS and the content. The introduction to each unit describes connections to previous and upcoming units, demonstrating how concepts develop across the course. For example, in unit 5, the section “¿Por qué es importante esta unidad?” explains how the unit builds on literary concepts introduced in previous grades and earlier grade 4 units. The introduction identifies units from previous grade levels that prepared students to analyze literary elements, including character, plot, setting, perspective, and theme. The K–5 Guía del programa also explains how students apply these concepts to increasingly complex texts, including an extended novel study.
The materials explain the rationale for the unit sequence and how concepts connect throughout the course. The K–5 Guía del programa lists the units at each grade level and describes how the sequence builds students’ knowledge of the TEKS and the content. For example, the unit 6 introduction explains that the study of poetry exposes students to diverse literary traditions, perspectives, and poetic forms while developing close reading, interpretation, creativity, and an appreciation for language. The unit introduction highlights that students engage with more complex literary structures and informational texts while refining their ability to analyze theme, summarize ideas, and support interpretations with textual evidence.
Evaluation for 1.1d
The materials provide protocols and guidance to help educators internalize units and lessons. 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. For example, in “Planificación de la unidad,” the materials fully support unit internalization by directing educators to identify the foundational skills students will need to master, as well as review the scope and sequence to connect learning across the year and anticipate misconceptions at Pausing 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, which supports instructional planning and preparation. The document includes a structured planning template that guides educators in identifying unit goals, priority standards, lesson objectives, assessment opportunities, and instructional resources needed for implementation. Additionally, the planning tool prompts educators to preview unit components, analyze instructional goals and assessments, anticipate potential student challenges, and identify opportunities for differentiation and extension. These activities support 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. For example, the overview is organized as a participant notebook for administrators and instructional leaders and guides participants through the process of creating a step-by-step implementation plan. The materials support leaders in developing an understanding of program design, identifying key educator and student practices, and planning systems to support successful implementation across classrooms.
The materials also provide tools that help leaders monitor and support implementation over time. For example, the “Observation Tracker Grades K–5” translates implementation expectations into observable indicators across categories such as instructional resources, instructional delivery, engagement, adapting instruction, classroom procedures, pacing and coherence, and physical space. The tracker describes implementation across four stages: Foundational Knowledge, Initial Implementation, Full Operation, and Innovation. These indicators allow leaders to conduct classroom observations, monitor progress, and provide targeted coaching and support aligned to implementation goals.
Evaluation for 1.2a
The materials provide unit overviews with the background knowledge and academic vocabulary educators need to teach the concepts in each unit. For example, unit 1 “Narrativas personales: mi historia, mi voz” includes background information on personal narratives, sequencing, dialogue, descriptive language, and making inferences. The overview also connects these concepts to previously taught reading skills, including analyzing character, plot, and setting, which helps educators build on prior learning during instruction.
Similarly, unit 5 “La isla del tesoro: la X marca el lugar” provides background knowledge that supports instruction in adventure fiction. The overview introduces key concepts related to the genre and develops contextual understanding of geography, navigation, and piracy. These connections support comprehension of complex literary texts and prepare educators to guide students through the unit’s content. Together, the unit overviews provide the knowledge and context needed to support effective instruction and student understanding.
The materials also include unit overviews that identify the academic vocabulary necessary for instruction. The Guía de complejidad de los textos y vocabulario categorizes tier-one, tier-two, and tier-three vocabulary and supports educators in planning vocabulary instruction. For example, in unit 2 “¡Eureka! El arte de la invención,” students read informational texts about inventors and inventions, analyze real-world problems, and design evidence-based solutions while developing academic vocabulary such as colaborar, investigar, and presentar.
Evaluation for 1.2b
The materials include family supports in English and Spanish for each unit through the “Carta de apoyo para las familias.” These resources explain unit content and provide suggestions for supporting student learning at home. The Spanish-language family letters describe unit goals and offer activities and discussion prompts that families can use to reinforce learning. For example, unit 2 “¡Eureka! El arte de la invención” explains the unit content, outlines student learning goals, and provides conversation prompts in family-friendly language. Similarly, unit 3 “Ficción contemporánea: mi calle, tu calle” describes the unit focus, explains what students will learn, and suggests ways families can support learning through conversations at home.
The materials also provide family supports in English and Spanish through the “Carta de apoyo para las familias” included in the Cuaderno de actividades. These resources offer activities that reinforce classroom learning and extend practice beyond the school day. The printed Cuaderno de actividades includes the English versions, and the Spanish versions are available digitally within each 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. Each lesson identifies objectives aligned with the TEKS and contains embedded questions and tasks, required materials, and formative assessments aligned to lesson goals. For example, in unit 1 “Narrativas personales: mi historia, mi voz,” the lesson plans identify daily objectives for writing, reading, and oral language. The materials include questions that monitor understanding through “Verificar la comprensión” sections and discussion prompts embedded throughout the lesson. The lessons support language development through structured discussions, sentence stems, and differentiated oral language supports for emergent, intermediate, and advanced learners. Students complete tasks such as paragraph writing, inference activities, and six-word memory exercises that align with lesson objectives. The “Vistazo a la lección” section identifies the materials required for instruction, and the “Evaluación formativa” section explains how educators assess mastery through activity pages and performance tasks aligned with the TEKS.
The materials consistently include these components across lessons. For example, unit 8 “Energía” identifies daily objectives aligned with the TEKS for oral language, reading, and writing. The lesson plans include discussion prompts and “Verificar la comprensión” questions that require students to define vocabulary, explain concepts, and make predictions using evidence from the text. The materials support language development through structured conversations, sentence stems, vocabulary supports, and differentiated speaking tasks. Students engage in collaborative discussions, prediction activities, graphic organizers, and written responses about energy and fuel sources. The “Vistazo a la lección” section identifies instructional materials, and the “Evaluación formativa” section outlines how educators assess student learning through activity pages and written responses aligned with lesson objectives.
Evaluation for 1.3b
The materials include lesson overviews that identify necessary educator and student materials, provide suggested timing for lesson components, and outline the sequence of instruction. The Guía del maestro lists the materials required for each lesson and explains how educators use those resources to support student learning. Resources include activity pages, student materials, and instructional templates. Materials vary based on lesson activities. For example, unit 1, lesson 1 requires “Páginas de actividades” and lápices de colores. The lesson overview supports educator preparation by identifying the materials needed before instruction begins.
The materials also provide suggested timing for each lesson component. For example, the “Vistazo a la lección” section in the grade 4 Guía del maestro identifies required materials and recommended instructional time for each activity. The overview allocates time for direct instruction, guided practice, collaborative learning, and independent work. Unit 6, lesson 3 allocates 25 minutes for “Destreza de lectura: punto de vista,” 25 minutes for “Lectura en voz alta,” and 25 minutes for “Visualizar detalles.” These activities provide 75 minutes of reading instruction and 15 minutes of writing instruction within the 90-minute lesson.
Evaluation for 1.3c
The materials provide guidance for extending learning beyond core instruction through resources such as “Material para llevar a casa” and “Desafíos.” These resources support additional practice, reinforcement, and enrichment of skills taught during the lesson. For example, in unit 2, lesson 2 “Material para llevar a casa” provides activities that students complete outside of class to reinforce lesson objectives and promote continued practice at home.
The materials include support for differentiated instruction through the “Pausa para la enseñanza diferenciada” sections. These resources help educators plan targeted instruction based on student needs and provide opportunities for additional practice and reinforcement. The materials also include “Refuerzo” activities that educators may use as extensions or assign as homework to strengthen skill development. Students receive clear expectations and multiple opportunities to practice and apply skills introduced during instruction. These activities reinforce learning and support retention and mastery of grade-level content. For example, in unit 3, the “Pausa para la enseñanza diferenciada” section provides targeted support and additional practice aligned with the lesson objectives, allowing educators to address individual learning needs while reinforcing previously taught skills.
1.1 Course-Level Design
1.1a
Materials include a scope and sequence outlining the TEKS and concepts taught in the course.
Materials include a scope and sequence outlining the TEKS and concepts taught in the course.
2 out of 2 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS and concepts taught in the course.
2 out of 2 points
The materials include the “Mapa curricular de Grado 4,” which outlines the course scope and sequence by unit. The document lists the TEKS taught in each unit, along with the learning objectives, a unit overview, and the number of instructional days required. For example, the TEKS taught in unit 5 include TEKS 4.2A, 4.2B, and 4.2D, which focus on vocabulary development and comprehension of academic and domain-specific vocabulary, including the use of roots and affixes. Meanwhile, the TEKS 4.6A and 4.6G address comprehension of literary texts through analysis of plot elements, characters, setting, and literary devices.
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
Pacing guidance for varying instructional calendars is also included in “Planificación para calendarios alternos.” Although 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 help educators adjust pacing while maintaining alignment to the course scope and sequence. For districts using extended calendars, the materials provide guidance for a 210-day school year by increasing Pausing Point days to five per unit and expanding assessment opportunities to 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 materials explain the rationale for the unit sequence and how concepts connect throughout the course. The K–5 Guía del programa lists the units at each grade level and describes how the sequence builds students’ knowledge of the TEKS and the content. For example, the unit 6 introduction explains that the study of poetry exposes students to diverse literary traditions, perspectives, and poetic forms while developing close reading, interpretation, creativity, and an appreciation for language. The unit introduction highlights that students engage with more complex literary structures and informational texts while refining their ability to analyze theme, summarize ideas, and support interpretations with textual evidence.
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, which supports instructional planning and preparation. The document includes a structured planning template that guides educators in identifying unit goals, priority standards, lesson objectives, assessment opportunities, and instructional resources needed for implementation. Additionally, the planning tool prompts educators to preview unit components, analyze instructional goals and assessments, anticipate potential student challenges, and identify opportunities for differentiation and extension. These activities support thorough lesson internalization and effective instructional delivery.
1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
The materials also provide tools that help leaders monitor and support implementation over time. For example, the “Observation Tracker Grades K–5” translates implementation expectations into observable indicators across categories such as instructional resources, instructional delivery, engagement, adapting instruction, classroom procedures, pacing and coherence, and physical space. The tracker describes implementation across four stages: Foundational Knowledge, Initial Implementation, Full Operation, and Innovation. These indicators allow leaders to conduct classroom observations, monitor progress, and provide targeted coaching and support aligned to implementation goals.
1.2 Unit-Level Design
1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
Evaluation for 1.2a
Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
Similarly, unit 5 “La isla del tesoro: la X marca el lugar” provides background knowledge that supports instruction in adventure fiction. The overview introduces key concepts related to the genre and develops contextual understanding of geography, navigation, and piracy. These connections support comprehension of complex literary texts and prepare educators to guide students through the unit’s content. Together, the unit overviews provide the knowledge and context needed to support effective instruction and student understanding.
The materials also include unit overviews that identify the academic vocabulary necessary for instruction. The Guía de complejidad de los textos y vocabulario categorizes tier-one, tier-two, and tier-three vocabulary and supports educators in planning vocabulary instruction. For example, in unit 2 “¡Eureka! El arte de la invención,” students read informational texts about inventors and inventions, analyze real-world problems, and design evidence-based solutions while developing academic vocabulary such as colaborar, investigar, and presentar.
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 provide family supports in English and Spanish through the “Carta de apoyo para las familias” included in the Cuaderno de actividades. These resources offer activities that reinforce classroom learning and extend practice beyond the school day. The printed Cuaderno de actividades includes the English versions, and the Spanish versions are available digitally within each unit folder on the platform. These resources support ongoing communication between home and school and provide families with opportunities to support student progress.
1.3 Lesson-Level Design
1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS).
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS).
4 out of 4 points
Evaluation for 1.3a
Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS).
4 out of 4 points
The materials consistently include these components across lessons. For example, unit 8 “Energía” identifies daily objectives aligned with the TEKS for oral language, reading, and writing. The lesson plans include discussion prompts and “Verificar la comprensión” questions that require students to define vocabulary, explain concepts, and make predictions using evidence from the text. The materials support language development through structured conversations, sentence stems, vocabulary supports, and differentiated speaking tasks. Students engage in collaborative discussions, prediction activities, graphic organizers, and written responses about energy and fuel sources. The “Vistazo a la lección” section identifies instructional materials, and the “Evaluación formativa” section outlines how educators assess student learning through activity pages and written responses aligned with lesson objectives.
1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
Evaluation for 1.3b
Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
The materials also provide suggested timing for each lesson component. For example, the “Vistazo a la lección” section in the grade 4 Guía del maestro identifies required materials and recommended instructional time for each activity. The overview allocates time for direct instruction, guided practice, collaborative learning, and independent work. Unit 6, lesson 3 allocates 25 minutes for “Destreza de lectura: punto de vista,” 25 minutes for “Lectura en voz alta,” and 25 minutes for “Visualizar detalles.” These activities provide 75 minutes of reading instruction and 15 minutes of writing instruction within the 90-minute lesson.
1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
Evaluation for 1.3c
Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
The materials include support for differentiated instruction through the “Pausa para la enseñanza diferenciada” sections. These resources help educators plan targeted instruction based on student needs and provide opportunities for additional practice and reinforcement. The materials also include “Refuerzo” activities that educators may use as extensions or assign as homework to strengthen skill development. Students receive clear expectations and multiple opportunities to practice and apply skills introduced during instruction. These activities reinforce learning and support retention and mastery of grade-level content. For example, in unit 3, the “Pausa para la enseñanza diferenciada” section provides targeted support and additional practice aligned with the lesson objectives, allowing educators to address individual learning needs while reinforcing previously taught skills.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
100% (19 out of 19 points)
Evaluation for 2.1a
The materials include a variety of instructional assessments at the unit and lesson levels, including diagnostic, formative, and summative measures. For example, the Guía del maestro for each unit includes “Evaluaciones formativas y apoyo adicional a la enseñanza,” which contain pretests that measure students’ prior knowledge and establish a baseline for progress monitoring. The materials also include formative assessments embedded throughout lessons and summative Student Performance Assessments that measure student understanding through a variety of tasks and question types.
At the lesson level, the materials include multiple opportunities to assess students’ understanding of literacy concepts taught during instruction. These opportunities include discussion questions, performance-based tasks, independent practice activities, and exit tickets. Students complete exit tickets that assess understanding of lesson content and provide educators with information about student learning. The materials also include unit assessments, such as unit 3, lesson 13’s “Evaluación de la unidad,” which includes assessment questions, scoring guidance, and TEKS alignment information. These varied assessment types provide students with multiple ways to demonstrate learning and help educators monitor student progress.
Evaluation for 2.1b
The materials include definitions and intended purposes for the instructional assessments used in the program, as demonstrated in the K–5 Guía de la evaluación. The guide identifies the types of assessments included and explains how each assessment type supports instruction. In the “How Data Is Used” section, the materials describe how assessment information helps educators monitor student performance and progress over time. In unit 1, lesson 13 provides the “Evaluación de principio de año” for educators to administer at the beginning of the year. The assessment determines students’ readiness for grade 4 content through reading comprehension, grammar, morphology, and fluency measures and helps educators identify students who may require support with prior-grade skills.
The materials also explain how educators can use assessment data to inform instructional decisions, as demonstrated in the K–5 Guía del usuario “Evaluación” section. This resource describes how educators interpret results, identify student needs, and adjust instruction based on assessment outcomes. These supports clarify the purpose of each assessment type and connect the use of assessments to responsive instruction. For example, the K–5 Guía del usuario includes daily assessments under “Verificación diaria de la comprensión.” Included are formative daily assessments called “Evaluación formativa diaria” and unit assessments including mid-unit assessment pauses under “Evaluación intermedia de la unidad” and “Evaluación de la unidad.” Finally, beginning-of-year, middle-of-year, and end-of-year assessments can be found under “Evaluación de principio, mitad y fin de año.”
Evaluation for 2.1c
The materials include educator guidance to support the consistent and accurate administration of instructional assessments through the K–5 Guía de la evaluación. Grade-level planning documents provide preparation steps, administration procedures, and scripted directions for assessment administration. For example, the K–5 Guía de la evaluación includes an overview of each assessment, identifies the time allocated for each task, and includes step-by-step directions for administering assessment components. The resource also supports educator understanding of assessment expectations and promotes consistent administration across examiners.
The materials also include end-of-unit assessments with guidance for consistent administration. For example, in unit 6, “Evaluación de la unidad” provides directions for administering assessments and includes reminders about assessment timing and recommendations for administering extended assessments across multiple days when appropriate. Assessment resources also explain how educators prepare materials, deliver directions, monitor student responses, and use results to inform instructional decisions. These supports help educators collect reliable assessment data and determine next steps for instruction.
Evaluation for 2.1d
The materials include diagnostic, formative, and summative assessments that align with the TEKS, course, unit, and lesson objectives and identify the TEKS assessed within pretests, formative assessments, and unit assessments. This information helps educators connect assessment results to the standards and objectives addressed during instruction. For example, the “Análisis de la evaluación” accompanies each unit assessment and identifies the TEKS associated with each assessment item. The materials also include assessment tasks that correspond to lesson practice activities, supporting consistency between instruction and assessment.
The materials also include lesson-level formative assessments that align with lesson objectives and unit goals. For example, in unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia,” lesson 1’s formative assessments require students to describe the events that led to the French and Indian War, sequence key events related to the American Revolution using a timeline, and explain how changes in British policies following the war affected the American colonies through a home extension activity. This alignment helps educators monitor whether students are progressing toward the intended lesson outcomes.
Evaluation for 2.1e
The materials include TEKS-aligned assessment items at varying levels of complexity. Formative assessments include discussion questions embedded within lessons and identify the cognitive demand of questions through labels such as literal, inferential, and evaluative. These labels help educators assess student understanding at multiple levels. For example, in unit 7 “Geología: esta inmensa roca,” the unit assessment includes the TEKS 4.2.B.iii and requires students to correctly spell assigned words, measuring their application of grade-level spelling patterns and conventions. The assessment also includes fluency, comprehension, and writing components that require students to demonstrate understanding through multiple task types. These varied assessment formats provide opportunities for students to demonstrate learning across multiple skills and levels of complexity.
The instructional assessments also provide TEKS-aligned items that vary in complexity. The mid-year assessment, for instance, features TEKS-aligned items with varied question formats, such as multiple-choice, two-part evidence-based questions, vocabulary-in-context questions, short constructed responses, and literary analysis tasks. For example, in unit 4’s Cuaderno de actividades, question 6 requires students to explain how the narrator’s feelings change over the course of the text and support their response with textual evidence, while question 15 asks students to infer the author’s feelings toward Jimmy based on evidence from the passage, requiring analysis and interpretation beyond literal comprehension.
Evaluation for 2.2a
The materials include instructional assessments and scoring information that provides guidance for interpreting student performance. For example, the “Análisis de la evaluación de ortografía” includes a detailed analysis table that allows educators to track student performance across specific skills. Additionally, the resource provides examples of common student errors, such as confusion with diphthongs, accent marks, and letter usage, as well as guidance on likely misconceptions. This helps educators analyze errors, interpret results, and use data to plan instruction and support student progress.
The materials include instructional assessments and scoring information to guide the interpretation of student performance. For example, resources such as the “Hoja para calificar la evaluación de gramática” and the “Hoja para calificar la evaluación de morfología” include scoring criteria and rubrics that guide educators in evaluating student responses. Additionally, the document “Cómo interpretar las puntuaciones de la evaluación de mitad de año” supports educators in analyzing assessment results, setting realistic learning goals, and using data to plan future lessons and support student progress.
Evaluation for 2.2b
The materials provide guidance on using the included tasks and activities to address student performance trends on assessments. For example, the “Pausa” section in Guía del maestro unit 6 directs educators to analyze student performance using classroom observations and activity responses to identify strengths and areas for improvement. Educators are then instructed to assign targeted “Refuerzo” or “Enriquecimiento” activities, such as rereading texts, fluency practice, and writing tasks. In unit 7, the “Análisis de la evaluación de la unidad” and “Análisis cuantitativo y cualitativo del texto” provide TEKS-aligned assessment results and answer keys that help educators interpret student performance and adjust instruction accordingly.
The materials explain how educators can use included tasks and activities to address trends in student assessment performance. For example, the “Pausa para la enseñanza diferenciada” in unit 3 directs educators to use assessment results and classroom observations to identify students’ strengths and areas for improvement, and to implement targeted reinforcement (“Refuerzo”) or extension (“Ampliación”) activities. These sections include specific tasks, such as narrative writing, organizers, and revision activities, which educators can assign to address learning needs and support student progress based on performance trends.
Evaluation for 2.2c
The materials include tools for educators to track student progress and growth. For example, the “Hoja para calificar la evaluación de gramática” in Guía del maestro unit 1 provides a structured data table that allows educators to record and monitor student performance across multiple questions and skill areas, identify patterns in performance, analyze growth over time, and inform instructional decisions to provide targeted support.
The materials also include tools that support monitoring student progress and growth over time. For example, the K–5 Guía de la evaluación provides multiple assessment tools, including daily comprehension checks, formative assessments, unit assessments, and observation records. Educators can track student progress in the “Pautas para el monitoreo del progreso” section to collect data and monitor it over time, supporting ongoing analysis of student growth.
2.1 Instructional Assessments
2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
3 out of 3 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
3 out of 3 points
At the lesson level, the materials include multiple opportunities to assess students’ understanding of literacy concepts taught during instruction. These opportunities include discussion questions, performance-based tasks, independent practice activities, and exit tickets. Students complete exit tickets that assess understanding of lesson content and provide educators with information about student learning. The materials also include unit assessments, such as unit 3, lesson 13’s “Evaluación de la unidad,” which includes assessment questions, scoring guidance, and TEKS alignment information. These varied assessment types provide students with multiple ways to demonstrate learning and help educators monitor student progress.
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.
2 out of 2 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
2 out of 2 points
The materials also explain how educators can use assessment data to inform instructional decisions, as demonstrated in the K–5 Guía del usuario “Evaluación” section. This resource describes how educators interpret results, identify student needs, and adjust instruction based on assessment outcomes. These supports clarify the purpose of each assessment type and connect the use of assessments to responsive instruction. For example, the K–5 Guía del usuario includes daily assessments under “Verificación diaria de la comprensión.” Included are formative daily assessments called “Evaluación formativa diaria” and unit assessments including mid-unit assessment pauses under “Evaluación intermedia de la unidad” and “Evaluación de la unidad.” Finally, beginning-of-year, middle-of-year, and end-of-year assessments can be found under “Evaluación de principio, mitad y fin de año.”
2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
Evaluation for 2.1c
Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
The materials also include end-of-unit assessments with guidance for consistent administration. For example, in unit 6, “Evaluación de la unidad” provides directions for administering assessments and includes reminders about assessment timing and recommendations for administering extended assessments across multiple days when appropriate. Assessment resources also explain how educators prepare materials, deliver directions, monitor student responses, and use results to inform instructional decisions. These supports help educators collect reliable assessment data and determine next steps for instruction.
2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
Evaluation for 2.1d
Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
The materials also include lesson-level formative assessments that align with lesson objectives and unit goals. For example, in unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia,” lesson 1’s formative assessments require students to describe the events that led to the French and Indian War, sequence key events related to the American Revolution using a timeline, and explain how changes in British policies following the war affected the American colonies through a home extension activity. This alignment helps educators monitor whether students are progressing toward the intended lesson outcomes.
2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
Evaluation for 2.1e
Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
The instructional assessments also provide TEKS-aligned items that vary in complexity. The mid-year assessment, for instance, features TEKS-aligned items with varied question formats, such as multiple-choice, two-part evidence-based questions, vocabulary-in-context questions, short constructed responses, and literary analysis tasks. For example, in unit 4’s Cuaderno de actividades, question 6 requires students to explain how the narrator’s feelings change over the course of the text and support their response with textual evidence, while question 15 asks students to infer the author’s feelings toward Jimmy based on evidence from the passage, requiring analysis and interpretation beyond literal comprehension.
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 include instructional assessments and scoring information to guide the interpretation of student performance. For example, resources such as the “Hoja para calificar la evaluación de gramática” and the “Hoja para calificar la evaluación de morfología” include scoring criteria and rubrics that guide educators in evaluating student responses. Additionally, the document “Cómo interpretar las puntuaciones de la evaluación de mitad de año” supports educators in analyzing assessment results, setting realistic learning goals, and using data to plan future lessons and support student progress.
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 explain how educators can use included tasks and activities to address trends in student assessment performance. For example, the “Pausa para la enseñanza diferenciada” in unit 3 directs educators to use assessment results and classroom observations to identify students’ strengths and areas for improvement, and to implement targeted reinforcement (“Refuerzo”) or extension (“Ampliación”) activities. These sections include specific tasks, such as narrative writing, organizers, and revision activities, which educators can assign to address learning needs and support student progress based on 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 that support monitoring student progress and growth over time. For example, the K–5 Guía de la evaluación provides multiple assessment tools, including daily comprehension checks, formative assessments, unit assessments, and observation records. Educators can track student progress in the “Pautas para el monitoreo del progreso” section to collect data and monitor it over time, supporting ongoing analysis of student growth.
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
100% (18 out of 18 points)
Evaluation for 3.1a
The materials provide scaffolded lessons that help students develop proficiency in grade-level reading and writing skills through differentiated supports. For example, in the grade 4 Guía del maestro unit 1, lesson 1, educators provide differentiated guidance for students at the “Nivel emergente,” “A nivel,” and “Nivel avanzado” proficiency levels during personal narrative instruction. Students at the “Nivel emergente” level receive oral language support through educator questioning and discussion of a school-related memory, encouraging the use of high-frequency and content-specific vocabulary. Students at the “A nivel” level receive sentence frames that guide the organization of a personal narrative and the inclusion of supporting details, such as “La experiencia más sorprendente que tuve en la escuela fue. . .” and “Me sentí. . . cuando ocurrió esto.” Students at the “Nivel avanzado” level identify the intended audience for their narratives and receive support in developing appropriate introductory and concluding sentences. These differentiated supports enable students to participate in grade-level writing tasks while receiving instruction matched to their proficiency level.
The materials also include educator guidance for differentiated instruction and scaffolded support for students who have not yet reached proficiency in grade-level reading and writing skills. For example, in Guía del maestro unit 3 “Ficción contemporánea: mi calle, tu calle,” the “Enseñanza diferenciada” and “Apoyo a la enseñanza” sections provide strategies to support students during reading and writing activities. Students read excerpts from Cartas del cielo and write character descriptions using textual evidence. The guidance directs educators to highlight key vocabulary, provide definitions, and revisit descriptive details from previously read texts before students complete the writing task. These supports provide additional scaffolding for students as they read, analyze text details, and compose written responses.
Evaluation for 3.1b
The materials include pre-teaching and embedded supports for unfamiliar vocabulary and in-text references. For example, the grade 4 “Documentos de planificación para las unidades de conocimiento” and Guía de complejidad de los textos y vocabulario provide vocabulary categories for each unit, including everyday words, general academic vocabulary, unit-specific vocabulary, and expressions and phrases that students encounter throughout the lessons. In unit 3 “Ficción contemporánea: mi calle, tu calle,” students are introduced to academic vocabulary such as analizar, comparar, inferir, and resumir, as well as unit-specific terms such as lenguaje figurado, personaje, and perspectiva. The materials also pre-teach expressions and phrases, such as cada casa es un mundo, before students engage with the text. These supports prepare students to encounter unfamiliar vocabulary and language within unit readings and discussions.
The materials also include embedded supports for unfamiliar vocabulary and language concepts encountered in texts. For example, in unit 5 “La isla del tesoro: la X marca el lugar,” the “Suplemento de vocabulario: sinónimos y antónimos” section provides guidance for teaching relationships among words through the study of synonyms and antonyms. The resource includes student-friendly explanations and activities that require students to analyze word meanings and relationships. For example, students learn that deshonestidad is a synonym of duplicidad because both words convey a similar meaning, while honestidad is an antonym of duplicidad because it expresses the opposite meaning. Students then apply their understanding by identifying and discussing relationships among words. These supports help students develop vocabulary knowledge and interpret unfamiliar words and language encountered during reading.
Evaluation for 3.1c
The materials provide educators with guidance for differentiating and extending instruction for students who have demonstrated proficiency in grade-level content and skills. For example, in Guía del maestro unit 1 “Narrativas personales: mi historia, mi voz,” lesson 1 provides differentiated activities for “Nivel avanzado” students that extend learning beyond the core lesson. Advanced students identify the intended audience for their personal narratives and compose six-word memoirs using words selected from different parts of their original paragraphs. These activities require students to analyze audience, synthesize ideas, and refine their writing for a specific purpose.
The materials also include enrichment and extension activities for students who demonstrate proficiency in grade-level reading and writing skills. For example, in Guía del maestro unit 4, lesson 13’s “Evaluación de la unidad” directs students to use reflections about a text to generate ideas for a personal narrative. Students identify a favorite excerpt, summarize events, connect the text to a personal experience, and explain how that experience could be incorporated into their own writing. The materials provide prompts that guide students in transferring comprehension of a text to the planning and development of an original narrative. Sentence frames include: “Mi fragmento favorito es. . .” “El resumen de lo sucedido es. . .” “Creo que los acontecimientos de este fragmento son similares a una experiencia que tuve con. . .” and “Voy a utilizar lo que sucedió en ese fragmento en mi narrativa personal en. . .” These activities extend learning by requiring students to make text-to-self connections and apply reading comprehension skills during the writing process.
Evaluation for 3.2a
The materials include explicit prompts and guidance that support educators in explaining new concepts and modeling thinking processes throughout the units. For example, in Guía del maestro unit 8 “Energía,” lesson 3’s “Lectura” section provides educator guidance for helping students organize and synthesize information while reading about petroleum. The lesson directs educators to have students read an assigned passage, record details on a T-chart, and share their findings with classmates. The educator reviews students’ responses before adding them to the class model to ensure accuracy and completeness. These prompts guide educators in explaining information from the text, modeling how to organize details, and supporting students as they build understanding of the topic. The structured guidance supports educators in modeling comprehension processes and monitoring student understanding during instruction.
In Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios,” lesson 5 provides educators with literal, inferential, and evaluative questions to use during instruction. These prompts guide educators in leading discussions about the text, explaining key ideas, and directing students to think about information at multiple levels of comprehension. For example, the educator displays the timeline from “Visual Support 2.1” and explains that the class will record key events using the dates provided as references. The educator then asks students what happened on August 6 according to Chapter 7 and guides students in identifying and recording the event on the timeline. These structured prompts support educators in explaining content, checking for understanding, and guiding students’ analysis of important events in the text.
Evaluation for 3.2b
The materials include educator guidance and recommendations for lesson delivery and facilitation using a variety of instructional approaches as demonstrated in the Guía del maestro for each unit. In unit 1 “Narrativas personales: mi historia, mi voz,” lesson 1 provides guidance for lesson delivery through multiple instructional approaches, including direct instruction, guided practice, discussion, independent writing, differentiated instruction, and formative checks for understanding. Educators use modeling, whole-class discussion, independent practice, flexible supports, and questioning strategies throughout the lesson. For example, during “Las partes de un párrafo,” educators model how to compose a paragraph, identify its components with students, and then guide students in applying the same structure independently. These instructional approaches provide opportunities for educator modeling, guided practice, discussion, and independent application of writing skills.
The Guía del maestro includes educator guidance and recommendations for lesson delivery and facilitation using a variety of instructional approaches. In unit 8 “Energía,” lesson 1 “El pan de plátano con arequipe y la historia del petróleo” provides guidance for collaborative discussions, visual supports, read-alouds, vocabulary instruction, graphic organizers, and comprehension questions. For example, the “Conexiones esenciales” section directs educators to facilitate small-group and whole-class discussions about inventions and modern conveniences. During the “Lectura en voz alta,” educators display images, introduce essential vocabulary, guide students in completing a KWL/SQA “Lo que sé” chart, and conduct comprehension checks throughout the reading. These instructional approaches provide opportunities for discussion, vocabulary instruction, visual supports, organization of ideas, and comprehension monitoring during instruction.
Evaluation for 3.2c
The materials support multiple types of practice and include guidance for educators and recommended instructional structures to support implementation. For example, in unit 8 “Energía” lesson 1 “El pan de plátano con arequipe y la historia del petróleo,” students participate in guided, collaborative, and independent practice through a sequence of whole-group, partner, small-group, and individual activities. During “Actividad de lluvia de ideas,” students independently generate ideas about inventions that use fuel and discuss their responses with a partner. In “Lluvia de ideas grupal,” students collaborate in small groups to expand and refine their thinking before sharing ideas with the class. Students then use a graphic organizer to record and organize their ideas independently. These activities provide multiple practice opportunities while incorporating varied instructional structures to support effective implementation.
The materials also include recommended instructional structures, such as partner and small-group work, to support effective implementation. For example, in unit 9 “Novela: Diario de un desenterrador de dinosaurios,” lesson 1 “Explorar a los personajes” contains a lesson overview that identifies whole-class, small-group, partner, and individual instructional structures. Students participate in whole-class reading and comprehension activities, collaborate in small groups to complete a character-development chart, work with partners to analyze literary devices such as metaphors and similes, and independently write predictions about the novel. These activities provide guided, collaborative, and independent practice opportunities across multiple instructional settings and lesson components.
Evaluation for 3.3a
The materials provide implementation guidance for educators using the program in state-approved bilingual and ESL settings. The K–5 Guía del usuario provides information about bilingual program models and guidance for implementation within different instructional settings. For example, the materials describe early-exit, late-exit, dual-language one-way, and dual-language two-way program models and explain how language allocation may vary across grade levels. The guide also provides information about the use of Spanish language arts in the early grades and the integration of English language arts in later grades according to the program model. These supports help educators understand how the materials are designed to be used within approved bilingual and ESL program structures.
The materials also include implementation guidance that supports instruction within bilingual and ESL program settings. For example, in the Guía del maestro for the Libro de vocabulario lesson 1 “¡A platicar!” the materials provide linguistic accommodations for students at varying levels of Spanish language proficiency. Educators are directed to activate students’ prior knowledge, including their knowledge in English, and provide structured opportunities to practice new vocabulary through routines such as “Observa, señala, escucha y repite.” The materials also guide educators to support language development through modeling, repetition, guided practice, partner conversations, and personal responses. These supports provide implementation guidance for helping students develop oral language and vocabulary while participating in bilingual and ESL instructional programs.
Evaluation for 3.3b
The materials include embedded guidance that supports comprehension and background knowledge development for emergent bilingual students. For example, in Guía del maestro unit 7 “Geología: esta inmensa roca,” the “Introducción” and “Conexión cultural” sections guide educators to connect the study of geology to students’ cultural experiences to build background knowledge and increase comprehension. Students research and analyze volcanoes in Latin America, investigate a selected volcano’s history and characteristics, create an informational entry that includes geographic and historical details, and present their findings to the class. The guidance also encourages students to interview family members about experiences with volcanoes or investigate significant volcanic events and share their findings with classmates. Additionally, educators are directed to incorporate authentic resources, such as virtual visits to Spanish-speaking museums and official government websites, and to leverage students’ linguistic resources in both Spanish and English. These activities build background knowledge related to geology and Spanish-speaking cultures, support the development of content-specific academic vocabulary, increase comprehension through research and discussion, and provide opportunities for oral and written discourse that foster cross-linguistic connections.
The materials also include embedded guidance for educators to support emergent bilingual students in developing academic vocabulary, increasing comprehension, and participating in oral and written discourse. For example, in unit 9 “Novela: Diario de un desenterrador de dinosaurios,” lesson 1 “Explorar a los personajes,” students participate in whole-class discussions, answer comprehension questions, engage in small-group character analysis, discuss metaphors and similes with a partner, and complete an individual writing task in which they make predictions about the novel. These activities provide structured opportunities for students to discuss ideas, explain their thinking, use academic language related to literary analysis, and demonstrate understanding through both oral and written responses.
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 educator guidance for differentiated instruction and scaffolded support for students who have not yet reached proficiency in grade-level reading and writing skills. For example, in Guía del maestro unit 3 “Ficción contemporánea: mi calle, tu calle,” the “Enseñanza diferenciada” and “Apoyo a la enseñanza” sections provide strategies to support students during reading and writing activities. Students read excerpts from Cartas del cielo and write character descriptions using textual evidence. The guidance directs educators to highlight key vocabulary, provide definitions, and revisit descriptive details from previously read texts before students complete the writing task. These supports provide additional scaffolding for students as they read, analyze text details, and compose written responses.
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 unfamiliar vocabulary and language concepts encountered in texts. For example, in unit 5 “La isla del tesoro: la X marca el lugar,” the “Suplemento de vocabulario: sinónimos y antónimos” section provides guidance for teaching relationships among words through the study of synonyms and antonyms. The resource includes student-friendly explanations and activities that require students to analyze word meanings and relationships. For example, students learn that deshonestidad is a synonym of duplicidad because both words convey a similar meaning, while honestidad is an antonym of duplicidad because it expresses the opposite meaning. Students then apply their understanding by identifying and discussing relationships among words. These supports help students develop vocabulary knowledge and interpret unfamiliar words and language encountered during reading.
3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
1 out of 1 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
1 out of 1 points
The materials also include enrichment and extension activities for students who demonstrate proficiency in grade-level reading and writing skills. For example, in Guía del maestro unit 4, lesson 13’s “Evaluación de la unidad” directs students to use reflections about a text to generate ideas for a personal narrative. Students identify a favorite excerpt, summarize events, connect the text to a personal experience, and explain how that experience could be incorporated into their own writing. The materials provide prompts that guide students in transferring comprehension of a text to the planning and development of an original narrative. Sentence frames include: “Mi fragmento favorito es. . .” “El resumen de lo sucedido es. . .” “Creo que los acontecimientos de este fragmento son similares a una experiencia que tuve con. . .” and “Voy a utilizar lo que sucedió en ese fragmento en mi narrativa personal en. . .” These activities extend learning by requiring students to make text-to-self connections and apply reading comprehension skills during the writing process.
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
In Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios,” lesson 5 provides educators with literal, inferential, and evaluative questions to use during instruction. These prompts guide educators in leading discussions about the text, explaining key ideas, and directing students to think about information at multiple levels of comprehension. For example, the educator displays the timeline from “Visual Support 2.1” and explains that the class will record key events using the dates provided as references. The educator then asks students what happened on August 6 according to Chapter 7 and guides students in identifying and recording the event on the timeline. These structured prompts support educators in explaining content, checking for understanding, and guiding students’ analysis of important events in the text.
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 Guía del maestro includes educator guidance and recommendations for lesson delivery and facilitation using a variety of instructional approaches. In unit 8 “Energía,” lesson 1 “El pan de plátano con arequipe y la historia del petróleo” provides guidance for collaborative discussions, visual supports, read-alouds, vocabulary instruction, graphic organizers, and comprehension questions. For example, the “Conexiones esenciales” section directs educators to facilitate small-group and whole-class discussions about inventions and modern conveniences. During the “Lectura en voz alta,” educators display images, introduce essential vocabulary, guide students in completing a KWL/SQA “Lo que sé” chart, and conduct comprehension checks throughout the reading. These instructional approaches provide opportunities for discussion, vocabulary instruction, visual supports, organization of ideas, and comprehension monitoring during instruction.
3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
The materials also include recommended instructional structures, such as partner and small-group work, to support effective implementation. For example, in unit 9 “Novela: Diario de un desenterrador de dinosaurios,” lesson 1 “Explorar a los personajes” contains a lesson overview that identifies whole-class, small-group, partner, and individual instructional structures. Students participate in whole-class reading and comprehension activities, collaborate in small groups to complete a character-development chart, work with partners to analyze literary devices such as metaphors and similes, and independently write predictions about the novel. These activities provide guided, collaborative, and independent practice opportunities across multiple instructional settings and lesson components.
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 settings. For example, in the Guía del maestro for the Libro de vocabulario lesson 1 “¡A platicar!” the materials provide linguistic accommodations for students at varying levels of Spanish language proficiency. Educators are directed to activate students’ prior knowledge, including their knowledge in English, and provide structured opportunities to practice new vocabulary through routines such as “Observa, señala, escucha y repite.” The materials also guide educators to support language development through modeling, repetition, guided practice, partner conversations, and personal responses. These supports provide implementation guidance for helping students develop oral language and vocabulary while participating in bilingual and ESL instructional programs.
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 for educators to support emergent bilingual students in developing academic vocabulary, increasing comprehension, and participating in oral and written discourse. For example, in unit 9 “Novela: Diario de un desenterrador de dinosaurios,” lesson 1 “Explorar a los personajes,” students participate in whole-class discussions, answer comprehension questions, engage in small-group character analysis, discuss metaphors and similes with a partner, and complete an individual writing task in which they make predictions about the novel. These activities provide structured opportunities for students to discuss ideas, explain their thinking, use academic language related to literary analysis, and demonstrate understanding through both oral and written responses.
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
Foundational Skills
Materials include guidance for explicit (direct) and systematic instruction in foundational skills, instructional routines, student practice, and cumulative review.
Total
100% (71 out of 71 points)
Evaluation for 4.A.1a
In Guía del maestro unit 3 “Ficción contemporánea: mi calle, tu calle,” the lesson 9 “Presentación de la narrativa personal: día 1” educator guidance in Spanish maps directly to the grade-level Spanish language arts TEKS by helping students organize and deliver purposeful presentations for specific audiences. During this lesson, educators guide students in completing the first column of a checklist to evaluate their own personal narrative presentation and the second column to evaluate a peer’s presentation. The “Lista de verificación” and “Rúbrica para la presentación de la narrativa personal” support students in organizing, delivering, and evaluating presentations. Students present personal narratives that communicate their ideas and opinions while using details and information from their writing. The lesson provides explicit expectations for speaking clearly, using transition words, connecting with the audience, and managing presentation time effectively.
The materials similarly structure opportunities for students to organize their thinking and express opinions before sharing ideas publicly. For example, in Guía del maestro unit 8 “Energía,” lesson 3 “El descubrimiento,” educators receive specific guidance to help students build text-based arguments. The materials provide sentence stems such as “Afirmo que. . .” and model statements including “Afirmo que el helado de chocolate es el mejor sabor que se puede pedir” to demonstrate how to state and support an opinion. Educators guide students in forming arguments, organizing supporting evidence, and expressing their thinking orally. This targeted guidance prepares students to communicate opinions in formal academic settings while supporting the cumulative development of presentation and discussion skills.
Evaluation for 4.A.1b
The Guía del maestro includes educator guidance in Spanish to support students in following oral instructions and generating oral language. For example, in unit 7 “Geología: esta inmensa roca,” lesson 11’s “Interpretar” activity asks students to identify educator-created vocabulary sketches, orally name the corresponding vocabulary word, and generate phrases or sentences using the word. At the advanced level, students create their own sketches and explain them using complete sentences. The lesson provides explicit educator guidance requiring students to listen to directions, follow multi-step procedures to complete activities, respond orally to prompts, and communicate information using increasingly complex language structures based on proficiency levels. These supports ensure students have opportunities to follow oral instructions, communicate information orally, and generate spoken language in response to educator-directed tasks.
Additionally, in Guía del maestro unit 1 “Narrativas personales: mi historia, mi voz,” lesson 12 “Panorama de revisión,” the educator explains a peer-review strategy and guides students through a structured oral process to improve their personal narratives. Students are directed to work with a partner, select revision questions, decide who will read and who will listen first, ask and answer questions, provide oral recommendations, and exchange roles to complete the activity. Correspondingly, the Cuaderno de actividades provides a sequenced protocol that requires students to read aloud, listen attentively, respond to oral feedback, recommend a title, explain their reasoning, and develop a revision plan based on their partner’s spoken comments.
Evaluation for 4.A.1c
The materials consistently incorporate collaborative discussions, questioning, and presentation opportunities across units. For example, in Guía del maestro unit 8 “Energía,” lesson 12 “Energía renovable” directs students to participate in group conversations about inventions and modern conveniences, analyze texts collaboratively, generate research questions, engage in debates about renewable energy, and present proposals related to future energy sources. These activities require active listening, questioning, discussion, and sharing information with peers.
Furthermore, in Guía del maestro unit 2 “¡Eureka! El arte de la invención,” lesson 1 “Episodio 1: Bienvenidos a ¡Eureka! Colaboración” has students participate in the “Juego de emparejar: ¿Cuál es tu laboratorio?” activity. During this task, students read clues, discuss them with classmates, and listen carefully to the information shared by others to determine which invention their clue describes. Students comment on their clues, ask questions, and listen attentively to their peers to identify matching information and locate their laboratory group. Once students identify their group, they collaborate to create a laboratory name and slogan by sharing ideas and making collective decisions.
Evaluation for 4.B.1a
The Guía del maestro includes educator guidance in Spanish to support a systematic sequence, as outlined in the Spanish language arts TEKS, for decoding and encoding multisyllabic words, including syllable stress (sílaba tónica), diphthongs, hiatus, and the different word types (agudas). For example, in Guía del maestro unit 5 “La isla del tesoro: la X marca el lugar,” lesson 6’s “Ortografía: presentar las palabras de ortografía” section provides explicit instruction on accentuation patterns by reviewing the rules for palabras agudas, graves, and esdrújulas, and identifying syllable stress. Educators review accentuation rules and discuss how words such as salvó (aguda), amanecía and creían (hiatos acentuados), and sabíamos (esdrújula) illustrate different orthographic patterns before students practice reading, spelling, pronouncing, and writing the words. This sequence supports both decoding and encoding by requiring students to analyze syllable stress and accent patterns, apply those concepts through guided spelling practice, and complete written application activities.
Additionally, the materials provide ongoing opportunities for students to build and reinforce word analysis skills through explicit language instruction across the unit sequence. In Guía del maestro unit 7 “Geología: esta inmensa roca,” lesson 6 introduces students to morphology through the root auto alongside targeted spelling instruction, while subsequent sections provide continued practice and application of those word-analysis skills. Lesson 9 and lesson 14 provide structured opportunities to practice previously taught skills, establishing a sequenced progression that supports students in developing decoding and encoding skills through repeated exposure and application.
Evaluation for 4.B.1b
The Guía del maestro includes educator guidance to provide explicit 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. For example, in unit 7 “Geología: esta inmensa roca,” lesson 6 “Volcanes, géiseres y fuentes termales” guides the educator to explicitly introduces diphthongs and explains that a diphthong is a sequence of two vowels pronounced within the same syllable. The lesson provides direct instruction on how diphthongs are formed, the relationship between strong and weak vowels, and how vowel combinations affect syllable division. Educators guide students in separating multisyllabic words into syllables, identifying the diphthong in each word, and blending the syllables to decode the complete word. Through the “Tabla de separación en sílabas,” students analyze words such as descuido, triunfador, paisaje, and viento to identify syllable division patterns and diphthongs.
Additionally, in Guía del maestro unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia,” lesson 1 “La guerra franco-india genera un cambio” presents educator guidance that focuses on syllable stress, word types, and accent mark rules. Educators model the pronunciation of multisyllabic words such as conflicto and cargas, guide students to identify the stressed syllable (sílaba tónica), and explicitly explain that these vocabulary words are palabras graves with stress on the penultimate syllable. The lesson provides direct educator guidance for analyzing accent patterns and applying orthographic knowledge during vocabulary instruction and reading activities, which supports students in decoding and encoding multisyllabic words through syllable stress and accent-related analysis.
Evaluation for 4.B.1c
The program incorporates a variety of practice opportunities and student-facing resources designed to systematically reinforce multisyllabic word analysis through cumulative review. For example, in unit 5 “La isla del tesoro: la X marca el lugar,” the Cuaderno de actividades includes lesson 6 “Ortografía: presentar las palabras de ortografía,” where students cumulatively review words that contain accent marks, hiatus, and various accentuation patterns. The educator guides students in pronouncing, spelling, and analyzing multisyllabic words such as salvó, descubrió, amanecía, creían, and sabíamos, while reinforcing previously taught rules for palabras agudas, graves, and esdrújulas. Students practice decoding and encoding words through activities such as syllable-by-syllable pronunciation, spelling, sentence writing, copying words, and alphabetizing word lists. Furthermore, accompanying take-home activities reinforce learning by requiring students to identify open and closed syllables and recognize words containing diphthongs and hiatus.
In grade 4, materials include a variety of activities and/or resources in Spanish for students to develop and reinforce skills to decode and encode multisyllabic words with hiatos. In Guía del maestro unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia,” the lesson 6 section “Ortografía: apoyo a la enseñanza” directs students to study 10 words and identify each word’s syllable pattern. In “Apoyo a la enseñanza,” the educator reminds students that there are words that have hiatos. As students look for words with hiatos, the educator walks around the room to check student work and provides corrective feedback, explaining that this strategy will help them write and pronounce such words correctly.
Evaluation for 4.B.1d
In Guía del maestro unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia,” lesson 6 “La Declaración de la Independencia” provides a variety of activities and resources for students to practice decoding and encoding multisyllabic words in isolation and connected text. Using the “Tabla de silabeo y ortografía,” educators guide students to analyze and divide multisyllabic words in isolation, such as declaración, independencia, monarquía, valiente, and victoria. During this activity, students explicitly identify diphthongs and hiatuses while explaining the corresponding rules for accent placement. Students then immediately apply these decoding and encoding skills in context by reading and discussing the connected authentic Spanish text “Disparos y discursos.”
In Guía del maestro unit 7 “Geología: esta inmensa roca,” the lesson 10 “Meteorización y erosión: parte 1” “Ortografía” section includes the activity page “Evaluación de ortografía” to provide students with opportunities to practice decoding and encoding multisyllabic words using knowledge of syllable patterns and syllable division principles in both isolation and connected authentic Spanish text that builds on previous instruction. Students decode multisyllabic words in isolation by reading and pronouncing spelling words such as ruiseñor, paisaje, cuidado, viento, and triunfador syllable by syllable. The lesson then extends practice through connected authentic Spanish text using example sentences and a dictated sentence that requires students to apply their spelling and word-analysis knowledge in context. Using the activity page “Evaluación de ortografía 10.1,” students encode multisyllabic words by writing dictated words and applying previously learned orthographic patterns.
Evaluation for 4.B.2a
The materials include a systematic and authentic Spanish sequence for introducing grade-level morphemes, as demonstrated in Guía del maestro unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia.” The unit introduces morphemes through a deliberate progression in which students first learn the root port in lesson 2, practice the root port in lesson 4, study the prefixes im- and in- in lesson 6 and practice them in lesson 9, and later learn the suffixes -able and -ible in lesson 11 before practicing them in lessons 13 and 15. For example, the unit sequence includes “Morfología: presentar la raíz port” in lesson 2, “Morfología: practicar la raíz port” in lesson 4, “Morfología: presentar prefijos im- e in-” in lesson 6, “Morfología: practicar los prefijos im- e in-” in lesson 9, and “Morfología: presentar los sufijos -able e -ible” followed by multiple opportunities to practice those suffixes in subsequent lessons. This progression introduces, revisits, and extends grade-level morphemes across the unit, providing a systematic sequence that aligns with the indicator.
Morphology instruction follows a carefully planned, authentic Spanish progression designed to introduce and scaffold grade-level word parts systematically. For instance, in Guía del maestro unit 5 “La isla del tesoro: la X marca el lugar,” the unit sequence begins with “Morfología: presentar la raíz bio” in lesson 2, where students learn the root bio-, followed by “Morfología: practicar la raíz bio” in lesson 4. The instruction then extends to “Morfología: prefijos y raíces” in lesson 6 and lesson 9. Later, students study the suffix -ura during “Morfología: sufijo -ura” in lesson 11 before reviewing it in “Practicar el sufijo -ura” in lesson 14. This sequence introduces, revisits, and extends morphological knowledge across multiple lessons within the unit.
Evaluation for 4.B.2b
The materials include clear educator guidance for providing explicit, direct instruction authentic to Spanish that supports student recognition of common morphemes to facilitate decoding, encoding, and reading comprehension. For example, in Guía del maestro unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia,” lesson 4 guides educators to explicitly review that a root is the main component of a word and forms the basis of its meaning, reminding students that port means llevar. Educators then guide students through “Página de actividades 4.3,” reading incomplete sentences aloud and modeling how to select the correct word from choices such as importar, exportar, and soportar by applying the meaning of the root. After completing the first example together, students independently complete the remaining items to reinforce the skill. The explicit modeling and guided practice support students in recognizing common morphemes and using their meanings to decode, encode, and determine word meanings during reading.
To support decoding, encoding, and reading comprehension, the materials offer structured educator guidance that explicitly instructs students on recognizing common morphemes and leveraging their structural meanings in context. For example, in Guía del maestro unit 5 “La isla del tesoro: la X marca el lugar,” lesson 2 “El cofre marino” features the “Morfología: presentar la raíz bio” section, which provides direct instruction on the Greek root bio-. The educator explicitly explains that a root forms the basis of a word’s meaning and teaches that bio- means vida (life). Students analyze words such as biología, biografía, biodegradable, biosfera, and autobiografía, while educators model how to use the root meaning to decode unfamiliar words, determine vocabulary meanings, and understand words in context. This explicit instruction supports students in recognizing common morphemes and applying their meanings to decode, encode, and comprehend increasingly complex words.
Evaluation for 4.B.2c
The materials include a variety of activities and/or resources in the Guía del maestro in Spanish for students to develop, practice, and reinforce grade-level morphological skills through cumulative review. For example, unit 1 “Narrativas personales: mi historia, mi voz” contains the “Evaluación de principio de año,” “Día 3,” and “Evaluación de morfología” sections, in which students apply previously learned prefixes and suffixes, including re-, in-/im-, des-, anti-, multi-, uni-, bi-, tri-, pre-, a-/an- and the suffixes -or/-ora, -able/-ible, -mente, -oso/-osa, -ura, -eza, -dad, and -iento. Students complete a 30-item morphology assessment, and educators record performance using the “Hoja para calificar la evaluación de morfología,” which organizes results by each morphology concept. These assessment resources require students to revisit and apply morphological skills learned previously, providing cumulative review and reinforcement at the beginning of the school year.
The materials also include a variety of activities and resources in Spanish to continue developing, practicing, and reinforcing grade-level morphological skills during instruction. For example, unit 7’s lesson 2 “Capas de la Tierra y tectónica de placas” includes the “Morfología: presentar el sufijo -ante” activity, which explicitly teaches the meaning and function of the suffix -ante and its role in forming adjectives from verbs. Educators model word pairs such as alarmar/alarmante and desafiar/desafiante and additional examples including perseverante, agobiante, burbujeante, and impresionante. Students analyze relationships between base and derived words, identify meanings and synonyms, complete a word-analysis table, and then apply the suffix independently in the Cuaderno de actividades “Página de actividades 2.3” by determining word meanings, completing sentences, and writing original sentences. These instructional and independent practice activities reinforce previously learned morphological knowledge while extending students’ understanding of grade-level morphemes through cumulative practice.
Evaluation for 4.B.2d
The Cuaderno de actividades systematically embeds a variety of resources authentic to Spanish for students to decode and encode morphologically complex words both in isolation and within connected text. For example, in Guía del maestro unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia,” lesson 2 “Practicar la raíz port” directs students to use an isolated word bank containing transportar, transporte, importar, exportar, portátil, portafolio, and soportar to decode morphologically complex words before encoding them to complete contextualized sentences and write original sentences. In lesson 4, students continue applying the meaning of the root port through sentence-completion activities and sentence writing in connected text. Later, in lesson 6, “Im- y in-: prefijos que indican negación,” students decode isolated words such as imperfecto, inactivo, inconveniente, and impropio from a word bank before using them to complete connected sentences and compose original sentences. These activities build on previously taught morphology instruction by moving from isolated word analysis to connected writing.
The Cuaderno de actividades extends this morphological focus into Guía del maestro unit 5 “La isla del tesoro: la X marca el lugar,” providing cumulative opportunities for students to decode and encode words with morphemes in both isolation and connected text. For example, in lesson 2 “Raíz bio,” students use a word bank containing biografía, autobiografía, biología, biósfera, biodegradables, and simbiótica to decode words in isolation before using them to complete contextualized sentences and write original sentences. In lesson 4 “Practicar la raíz bio,” students continue applying the meaning of the root bio by completing sentences, identifying correct word usage in sentence pairs, and composing original sentences. In lesson 6 “Prefijos y raíces,” students use a word bank containing monotemático, monólogo, polígono, políglota, transporte, portátil, importación, and exportación to complete connected sentences and write original sentences using the remaining words. Additional activities, including “Palabras de ortografía” and “Practicar las palabras de ortografía,” reinforce accurate decoding and encoding of morphologically complex words through isolated word practice and connected written application.
Evaluation for 4.C.1a
The materials provide explicit educator guidance in Spanish to deliver direct instruction on the purpose, selection, and use of both print and digital reference resources. For example, in Guía del maestro unit 1 “Narrativas personales: mi historia, mi voz,” lesson 5 “Cronología y palabras de transición” contains the “Repasar el vocabulario” section, in which educators direct students to use the glossary to locate and copy vocabulary definitions from the prologue of Mi mundo adorado by Sonia Sotomayor. Students read the definitions aloud and use the glossary as a print reference resource to determine word meanings. The lesson also introduces a digital resource by explaining that there are websites called silabeadores, where students enter words to identify syllable divisions. Educators direct students to use one of these websites to analyze vocabulary words such as aguja, alarmar, asfixiarse, desmayarse, insulina, jeringuilla, páncreas, pinchar, and cronológico by separating them into syllables. This instruction explicitly teaches students the purpose and use of both print and digital reference resources.
The materials also include educator guidance in Spanish to provide explicit instruction on the purpose and use of both print and digital resources. For example, in Guía del maestro unit 7 “Geología: esta inmensa roca,” lesson 7 “Mitos y volcanes” contains the “Practicar palabras: elevado” section, in which educators review how students previously used the glossary to locate word definitions and discuss which reference source should be used to find synonyms. Educators model how to use a print diccionario de sinónimos to locate synonyms for the word elevado and circulate the resource among student groups for guided practice. Educators also explain that online vocabulary resources are available and demonstrate how to locate synonyms using an online thesaurus. Students then work collaboratively to identify synonyms for multiple meanings of elevado and apply those words in written sentences.
Evaluation for 4.C.1b
The materials include Spanish print reference resources that support students in determining the meaning, pronunciation, syllabication, and parts of speech of vocabulary. For example, in Guía del maestro unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia,” lesson 1 “La guerra franco-india genera un cambio” guides educators to model how to locate the word conflicto in the glossary, read its definition, and identify its part of speech. Students then consult the glossary to determine the meanings of unfamiliar vocabulary words printed in bold. Using the activity page “Vocabulario de ‘Cuentas por pagar,’” students examine vocabulary entries that include definitions and parts of speech for terms such as conflicto, punto de inflexión, cargas, impuso, impuestos, asamblea, peticiones, oposición, mente maestra, and milicia. The lesson also directs educators to model the pronunciation of words such as conflicto and cargas and guides students in identifying the stressed syllable (sílaba tónica) in each word. Students reinforce these skills through guided practice with the word conflicto, using its definition and identifying it as a noun. In addition, the activity page “Glosario de El camino a la independencia” provides an extensive glossary containing definitions and parts of speech for academic and domain-specific vocabulary.
The materials also include print and digital resources in Spanish to support students in determining the meaning, pronunciation, part of speech, and related forms of vocabulary through the Guía del maestro and the educator resources. For example, in the Cuaderno de actividades for unit 7, lesson 6 educators direct students to locate the word volcán in the reading book and consult the glossary to read its definition. The lesson explains that vocabulary words appear in bold the first time they occur in the text and guides students in examining glossary information, including the part of speech and alternate word forms. Students then complete “Página de actividades: Vocabulario de ‘Los volcanes ardientes de la Tierra,’” which provides vocabulary entries containing definitions, parts of speech, related word forms, and page references for words such as volcán, cráter, fino, zona de subducción, descender, punto caliente, columna, and fuente termal. In the section “Practicar palabras: fino,” students determine the meaning of the word fino in different contexts, identify its part of speech as an adjective, and analyze its multiple meanings using contextual clues. These print resources support students in determining vocabulary meaning, pronunciation, syllabication, and grammatical information while reinforcing vocabulary development through repeated reference use.
Evaluation for 4.C.1c
The materials support students in using context to determine the meaning of unfamiliar words in Spanish as demonstrated in the Guía del maestro. For example, in unit 5 “La isla del tesoro: la X marca el lugar,” lesson 2 “El cofre marino” includes the “Presentar el capítulo” section, in which educators introduce the unfamiliar vocabulary word farthing and direct students to locate the word in the reading text where it appears in bold. Students locate the word in the sentence, “Solo tomaré lo que se me debe y ni un farthing de más ni de menos.” Before providing a definition, educators ask students to use context clues from the surrounding text to infer the meaning of the word. Students are guided to determine that farthing refers to a form of money based on the contextual information in the passage. The educator then confirms students’ thinking by explaining that a farthing was a coin used in Great Britain that was worth less than a penny. Students continue working with additional vocabulary words such as gárgola, sobrevivir, inminente, largarse, pasmar, bucanero, montículo, escondite, braza, grumete, saquear, and goleta while reading the chapter. The lesson’s “Tabla de vocabulario para el Capítulo 1 ‘El cofre marino y el ciego’” further supports students in analyzing unfamiliar vocabulary and confirming word meanings after using context clues.
In grade 4, the materials provide opportunities for students to use context to determine the meaning of unfamiliar Spanish words. For example, in Guía del maestro unit 7 “Geología: esta inmensa roca,” the lesson 4 section “Practicar palabras: falla” directs the educator to review the sentence “Ese deslizamiento repentino es lo que sucede en una falla,” which students just read in the text. The educator prompts students to say the word falla aloud and shares the definition. Students are instructed to identify specific words the author uses within the surrounding sentences to infer the meaning of the word. Students identify the part of speech and discuss the multiple meanings of the word. Afterward, the educator prompts students to listen to a sentence where the word falla is used. Students showcase their comprehension through a physical response, showing one finger if the word is being used as the first possible meaning, or two fingers if it is being used as the second possible meaning.
Evaluation for 4.D.1a
In the Cuaderno de actividades for unit 6, lesson 12, the materials use authentic Spanish poetry to support students in reading fluently according to the reading purpose. In the sections “Audición,” “Escuchar en grupo,” and “Leer para comprender los poemas,” the educator explains that good readers experience poems several times and in different ways to better comprehend the text. Students first listen as the educator reads the poems aloud, paying attention to rhyming words, figurative language, descriptions, and other details that support comprehension. Students then reread the poems stanza by stanza, with the educator modeling how to analyze each verse before students work collaboratively to read, interpret, and summarize the remaining stanzas. The activity page asks students to demonstrate their understanding of the “Don Quijote” and “Rocinante” poems by answering comprehension questions such as “¿Quién es el personaje principal de estos poemas?” “¿Cómo viaja don Quijote?” “¿Qué se propone hacer don Quijote?” and “¿Qué piensa la gente sobre don Quijote?” The “Página de actividades: Resumir una estrofa” allows students to read an assigned stanza silently, reread it aloud with a group member, analyze the meaning of each verse, and write a summary that includes only the most important ideas of the poem before sharing it with the class.
The Guía del maestro in grade 4 also includes grade-level transadapted Spanish biography excerpts with embedded fluency supports that help students read according to the reading purpose. The Paquete de fluidez section “Contenido – Poesía,” describes students reading a biographical text while receiving explicit guidance to pause at punctuation marks, adjust phrasing, and emphasize specific portions of a sentence to convey meaning. For example, students are instructed to pause after tiempo and París and emphasize the phrase enclosed by dashes in the sentence “A pesar del tiempo, el violinista era recordado en París. Logró—tras una intensa competencia—el codiciado primer lugar.” These supports promote prosody, phrasing, and comprehension while reading a biography.
Evaluation for 4.D.1b
The materials include practice activities and tasks to develop word reading fluency in varied settings, as demonstrated in the Guía de complejidad de los textos y vocabulario, the “Cómo interactúan los estudiantes con los textos” section, and the Libro de lectura, where students engage with texts through whole-class, small-group, partner, and independent reading. The guide explains that students use reading books daily to gain fluency, practice comprehension, and build unit knowledge and vocabulary. For example, students participate in shared reading with the whole class, reread texts in small groups with educator assistance, read with a partner when less support is needed, and read independently to improve fluency. These activities provide direct support for word reading fluency across multiple instructional settings.
In unit 5, lesson 2 “El cofre marino,” the Cuaderno de actividades includes practice activities to develop word reading fluency in educator-facilitated, partner, small-group, and independent settings. In the section “Leer literatura: lectura/visualización atenta,” educators organize students into pairs based on their instructional needs. Students who need additional support are paired with classmates who demonstrate strong comprehension skills, while other students read the chapter independently or with a partner. In the section “Leer el capítulo 2,” educators instruct students to reread chapter 2 independently or with a partner, depending on individual needs, while circulating throughout the classroom to monitor progress and provide support as needed. Students complete the “Página de actividades: El cofre marino y el ciego” with a partner while reading or independently to demonstrate their understanding of the chapter. The lesson also includes differentiated small-group instruction in which, for example, group 1 receives educator-guided reading support while the more proficient group 2 works independently.
Evaluation for 4.D.1c
In grade 4 Guía del maestro unit 5 “La isla del tesoro: la X marca el lugar,” lesson 7 “Planificar un relato de aventuras” provides educators with instructional strategies that support students through self-sustained reading of the authentic Spanish text “Lo que escuché desde el barril de manzanas.” During the “Lectura atenta: capítulo 4” section, educators guide students through the text by selecting students to read specific paragraphs aloud, pausing to clarify the text, providing vocabulary support through the “Apoyo a la enseñanza” notes, and asking inferential questions that direct students back to the text to support their thinking. Students also reread portions of the chapter silently while educators continue to monitor understanding and provide guidance as needed. During the lesson, educators encourage students to return to the text to analyze figurative language, make inferences, and explain their thinking using textual evidence. In the section “Comentar el capítulo,” the lesson incorporates the Think-Pair-Share routine, in which educators strategically group students in pairs according to their instructional needs and guide them in discussing and extending their ideas before sharing them with the class.
Tools, materials, and strategies continue to be provided in Guía del maestro unit 7 “Geología: esta inmensa roca.” For example, in lesson 4 “Repasar el capítulo,” the educator guides students to reread the chapter “Los temblores y sismos de la Tierra” and reviews the vocabulary words. The educator reminds students to use the glossary for unknown words, reviews the question at the beginning of the chapter, and divides the class into small groups. The first small group needs additional support, and the educator guides students to pause and annotate while reading. The second group reads independently, reviews the chapter with other group members, and completes “Página de actividades 4.2” from the Cuaderno de actividades.
Evaluation for 4.D.1d
In unit 6 “Poesía: palabras maravillosas,” lesson 1 “Caperucita Roja” uses an authentic Spanish poem to develop reading accuracy, fluency, prosody, and comprehension. Educators model the first rhyme activity and review the concepts of estrofa and rima before students complete the “Página de actividades: Recursos poéticos.” Students reread the poem several times to identify its structure and sound patterns by answering questions such as “¿Cuántas estrofas hay después de la glosa?” “¿Cómo se llama la última estrofa?” and “Vuelve a leer la estrofa 1. . . ¿Dónde se repiten los versos de la glosa?” Students also copy the last word of each verse, identify words with the same ending sounds, analyze rhyme patterns, generate additional rhyming words in groups, and read the author’s biography to extend comprehension beyond the poem.
In the same unit’s lesson 2 “El desierto es mi madre,” students reread the poem before completing the “Página de actividades: Analizar ‘El desierto es mi madre,’” where they answer text-dependent questions about poetic devices, including repetición and aliteración, to analyze how sound patterns contribute to rhythm and meaning. Then in the “Audición y expresión oral: presentar el tono con un compañero” section, educators further develop fluency and prosody by guiding partners to recite the sentence “Él robó mis galletas” seven different ways, changing the stress and emphasis while attending to accent placement. Together, these activities use authentic Spanish texts of increasing complexity to strengthen reading accuracy, fluency, prosody, and comprehension.
Evaluation for 4.E.1a
The Letra Cursiva: Cuaderno de actividades provides reproducible handwriting practice pages that accompany the cursive handwriting lessons in the Guía del maestro. The activity book follows a developmental sequence, progressing from uppercase and lowercase cursive letters to syllables, words, sentences, and extended writing tasks. Students first trace dotted letters, then copy letters on blank lines, practice syllables and words, copy complete sentences, and eventually compose their own responses in cursive, such as completing sentences, writing names, and writing a note inviting a classmate, friend, or family member to a birthday celebration. After completing the fourteen handwriting lessons, the activity book also includes individual practice pages for every cursive letter, providing continued opportunities to strengthen letter formation, legibility, and handwriting fluency throughout the year.
In Guía del maestro unit 1 “Narrativas personales: mi historia, mi voz,” the “Introducción” section under “Escritura” provides resources in Spanish to support the teaching of grade-level handwriting skills connected to current student learning. Educators receive guidance for implementing the fourteen-lesson cursive handwriting program, which introduces and reviews uppercase and lowercase cursive letters using the companion Letra Cursiva: Cuaderno de actividades. The guidance directs educators to progress at a pace appropriate for students, recommends periodic handwriting practice, and explains that once students have learned all cursive letters, they continue applying handwriting skills through unit writing assignments, such as composing personal narratives and writing paragraphs. Additional implementation resources address handwriting posture, pencil grip, and differentiated support for left-handed students.
Evaluation for 4.E.1b
The materials provide regular grade 4 handwriting practice in Spanish through the Letra Cursiva Guía del maestro implementation guide section. The guide includes fourteen sequential handwriting lessons and directs educators to dedicate 15–20 minutes daily to cursive instruction. Students use the accompanying resources from Cuaderno de actividades for unit 1, “Narrativas personales: mi historia, mi voz” to trace and copy letters, syllables, words, and sentences. For example, in lesson 3, “Letras con forma de hilos de cometa (primera parte),” students practice the lowercase cursive letters i, j, l, t, and u by tracing and copying letters, syllables, and words such as ajo and tul, providing repeated opportunities to develop fluency and legibility in cursive handwriting.
In Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios,” lesson 7’s “Lenguaje descriptivo” section helps students strengthen their handwriting while completing meaningful written work connected to the novel. During the “Borrador de la introducción” section, educators direct students to use their writing folders, “Páginas de actividades,” the narrative writing rubric, and visual supports to plan and draft the introduction to a first-person fictional narrative connected to the novel. Students complete the activity page “Escritura de un texto narrativo: planificar la introducción,” identifying the point of view, characters, and setting, followed by “Escritura de un texto narrativo: planificar el personaje principal,” where they develop the narrator’s characteristics, relationships, conflicts, and changes. Students then independently handwrite the first draft of their introduction, share their writing with classmates, receive feedback on the characters and setting, and revise their work. Multilingual supports provide sentence frames for emerging writers and encourage advanced students to incorporate descriptive language and literary devices such as metaphors, similes, personification, and idiomatic expressions. Through this sequence of planning, drafting, sharing, and revising, students repeatedly apply grade-level handwriting skills within authentic writing tasks connected to current learning.
4.A.1 Oral Language Development
4.A.1a
Materials include teacher guidance in Spanish to support students in expressing an opinion and organizing presentations for specific purposes and audiences according to grade-level Spanish language arts TEKS. (T)
Materials include teacher guidance in Spanish to support students in expressing an opinion and organizing presentations for specific purposes and audiences according to grade-level Spanish language arts TEKS. (T)
4 out of 4 points
Evaluation for 4.A.1a
Evaluation for 4.A.1a
Materials include teacher guidance in Spanish to support students in expressing an opinion and organizing presentations for specific purposes and audiences according to grade-level Spanish language arts TEKS. (T)
4 out of 4 points
The materials similarly structure opportunities for students to organize their thinking and express opinions before sharing ideas publicly. For example, in Guía del maestro unit 8 “Energía,” lesson 3 “El descubrimiento,” educators receive specific guidance to help students build text-based arguments. The materials provide sentence stems such as “Afirmo que. . .” and model statements including “Afirmo que el helado de chocolate es el mejor sabor que se puede pedir” to demonstrate how to state and support an opinion. Educators guide students in forming arguments, organizing supporting evidence, and expressing their thinking orally. This targeted guidance prepares students to communicate opinions in formal academic settings while supporting the cumulative development of presentation and discussion skills.
4.A.1b
Materials include guidance and opportunities for students to follow, restate and give oral instructions as directed by the grade-level Spanish language arts TEKS. (S)
Materials include guidance and opportunities for students to follow, restate and give oral instructions as directed by the grade-level Spanish language arts TEKS. (S)
6 out of 6 points
Evaluation for 4.A.1b
Evaluation for 4.A.1b
Materials include guidance and opportunities for students to follow, restate and give oral instructions as directed by the grade-level Spanish language arts TEKS. (S)
6 out of 6 points
Additionally, in Guía del maestro unit 1 “Narrativas personales: mi historia, mi voz,” lesson 12 “Panorama de revisión,” the educator explains a peer-review strategy and guides students through a structured oral process to improve their personal narratives. Students are directed to work with a partner, select revision questions, decide who will read and who will listen first, ask and answer questions, provide oral recommendations, and exchange roles to complete the activity. Correspondingly, the Cuaderno de actividades provides a sequenced protocol that requires students to read aloud, listen attentively, respond to oral feedback, recommend a title, explain their reasoning, and develop a revision plan based on their partner’s spoken comments.
4.A.1c
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
Materials include authentic opportunities 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 4.A.1c
Evaluation for 4.A.1c
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
4 out of 4 points
Furthermore, in Guía del maestro unit 2 “¡Eureka! El arte de la invención,” lesson 1 “Episodio 1: Bienvenidos a ¡Eureka! Colaboración” has students participate in the “Juego de emparejar: ¿Cuál es tu laboratorio?” activity. During this task, students read clues, discuss them with classmates, and listen carefully to the information shared by others to determine which invention their clue describes. Students comment on their clues, ask questions, and listen attentively to their peers to identify matching information and locate their laboratory group. Once students identify their group, they collaborate to create a laboratory name and slogan by sharing ideas and making collective decisions.
4.B.1 Decoding and Encoding Multisyllabic Words including Diphthongs, Hiatus, and Word Types
4.B.1a
Materials include a systematic sequence, as outlined in the Spanish language arts TEKS, for decoding and encoding multi-syllabic words including syllable stress (sílaba tónica), diphthongs, hiatus, the different word types (agudas, graves, esdrújulas, and sobreesdrújulas) and accent marks.
Materials include a systematic sequence, as outlined in the Spanish language arts TEKS, for decoding and encoding multi-syllabic words including syllable stress (sílaba tónica), diphthongs, hiatus, the different word types (agudas, graves, esdrújulas, and sobreesdrújulas) and accent marks.
8 out of 8 points
Evaluation for 4.B.1a
Evaluation for 4.B.1a
Materials include a systematic sequence, as outlined in the Spanish language arts TEKS, for decoding and encoding multi-syllabic words including syllable stress (sílaba tónica), diphthongs, hiatus, the different word types (agudas, graves, esdrújulas, and sobreesdrújulas) and accent marks.
8 out of 8 points
Additionally, the materials provide ongoing opportunities for students to build and reinforce word analysis skills through explicit language instruction across the unit sequence. In Guía del maestro unit 7 “Geología: esta inmensa roca,” lesson 6 introduces students to morphology through the root auto alongside targeted spelling instruction, while subsequent sections provide continued practice and application of those word-analysis skills. Lesson 9 and lesson 14 provide structured opportunities to practice previously taught skills, establishing a sequenced progression that supports students in developing decoding and encoding skills through repeated exposure and application.
4.B.1b
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. (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. (T)
4 out of 4 points
Evaluation for 4.B.1b
Evaluation for 4.B.1b
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. (T)
4 out of 4 points
Additionally, in Guía del maestro unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia,” lesson 1 “La guerra franco-india genera un cambio” presents educator guidance that focuses on syllable stress, word types, and accent mark rules. Educators model the pronunciation of multisyllabic words such as conflicto and cargas, guide students to identify the stressed syllable (sílaba tónica), and explicitly explain that these vocabulary words are palabras graves with stress on the penultimate syllable. The lesson provides direct educator guidance for analyzing accent patterns and applying orthographic knowledge during vocabulary instruction and reading activities, which supports students in decoding and encoding multisyllabic words through syllable stress and accent-related analysis.
4.B.1c
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 (through cumulative review). (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 (through cumulative review). (S)
6 out of 6 points
Evaluation for 4.B.1c
Evaluation for 4.B.1c
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 (through cumulative review). (S)
6 out of 6 points
In grade 4, materials include a variety of activities and/or resources in Spanish for students to develop and reinforce skills to decode and encode multisyllabic words with hiatos. In Guía del maestro unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia,” the lesson 6 section “Ortografía: apoyo a la enseñanza” directs students to study 10 words and identify each word’s syllable pattern. In “Apoyo a la enseñanza,” the educator reminds students that there are words that have hiatos. As students look for words with hiatos, the educator walks around the room to check student work and provides corrective feedback, explaining that this strategy will help them write and pronounce such words correctly.
4.B.1d
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 connected authentic Spanish text that builds on previous instruction. (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 connected authentic Spanish text that builds on previous instruction. (S)
8 out of 8 points
Evaluation for 4.B.1d
Evaluation for 4.B.1d
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 connected authentic Spanish text that builds on previous instruction. (S)
8 out of 8 points
In Guía del maestro unit 7 “Geología: esta inmensa roca,” the lesson 10 “Meteorización y erosión: parte 1” “Ortografía” section includes the activity page “Evaluación de ortografía” to provide students with opportunities to practice decoding and encoding multisyllabic words using knowledge of syllable patterns and syllable division principles in both isolation and connected authentic Spanish text that builds on previous instruction. Students decode multisyllabic words in isolation by reading and pronouncing spelling words such as ruiseñor, paisaje, cuidado, viento, and triunfador syllable by syllable. The lesson then extends practice through connected authentic Spanish text using example sentences and a dictated sentence that requires students to apply their spelling and word-analysis knowledge in context. Using the activity page “Evaluación de ortografía 10.1,” students encode multisyllabic words by writing dictated words and applying previously learned orthographic patterns.
4.B.2 Morphological Awareness
4.B.2a
Materials include a systematic and authentic Spanish sequence for introducing grade-level morphemes, as outlined in the Spanish language arts TEKS.
Materials include a systematic and authentic Spanish sequence for introducing grade-level morphemes, as outlined in the Spanish language arts TEKS.
1 out of 1 points
Evaluation for 4.B.2a
Evaluation for 4.B.2a
Materials include a systematic and authentic Spanish sequence for introducing grade-level morphemes, as outlined in the Spanish language arts TEKS.
1 out of 1 points
Morphology instruction follows a carefully planned, authentic Spanish progression designed to introduce and scaffold grade-level word parts systematically. For instance, in Guía del maestro unit 5 “La isla del tesoro: la X marca el lugar,” the unit sequence begins with “Morfología: presentar la raíz bio” in lesson 2, where students learn the root bio-, followed by “Morfología: practicar la raíz bio” in lesson 4. The instruction then extends to “Morfología: prefijos y raíces” in lesson 6 and lesson 9. Later, students study the suffix -ura during “Morfología: sufijo -ura” in lesson 11 before reviewing it in “Practicar el sufijo -ura” in lesson 14. This sequence introduces, revisits, and extends morphological knowledge across multiple lessons within the unit.
4.B.2b
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. (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. (T)
4 out of 4 points
Evaluation for 4.B.2b
Evaluation for 4.B.2b
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. (T)
4 out of 4 points
To support decoding, encoding, and reading comprehension, the materials offer structured educator guidance that explicitly instructs students on recognizing common morphemes and leveraging their structural meanings in context. For example, in Guía del maestro unit 5 “La isla del tesoro: la X marca el lugar,” lesson 2 “El cofre marino” features the “Morfología: presentar la raíz bio” section, which provides direct instruction on the Greek root bio-. The educator explicitly explains that a root forms the basis of a word’s meaning and teaches that bio- means vida (life). Students analyze words such as biología, biografía, biodegradable, biosfera, and autobiografía, while educators model how to use the root meaning to decode unfamiliar words, determine vocabulary meanings, and understand words in context. This explicit instruction supports students in recognizing common morphemes and applying their meanings to decode, encode, and comprehend increasingly complex words.
4.B.2c
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). (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). (S)
3 out of 3 points
Evaluation for 4.B.2c
Evaluation for 4.B.2c
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). (S)
3 out of 3 points
The materials also include a variety of activities and resources in Spanish to continue developing, practicing, and reinforcing grade-level morphological skills during instruction. For example, unit 7’s lesson 2 “Capas de la Tierra y tectónica de placas” includes the “Morfología: presentar el sufijo -ante” activity, which explicitly teaches the meaning and function of the suffix -ante and its role in forming adjectives from verbs. Educators model word pairs such as alarmar/alarmante and desafiar/desafiante and additional examples including perseverante, agobiante, burbujeante, and impresionante. Students analyze relationships between base and derived words, identify meanings and synonyms, complete a word-analysis table, and then apply the suffix independently in the Cuaderno de actividades “Página de actividades 2.3” by determining word meanings, completing sentences, and writing original sentences. These instructional and independent practice activities reinforce previously learned morphological knowledge while extending students’ understanding of grade-level morphemes through cumulative practice.
4.B.2d
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 connected authentic Spanish text that builds on previous instruction (e.g., within sentences). (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 connected authentic Spanish text that builds on previous instruction (e.g., within sentences). (S)
4 out of 4 points
Evaluation for 4.B.2d
Evaluation for 4.B.2d
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 connected authentic Spanish text that builds on previous instruction (e.g., within sentences). (S)
4 out of 4 points
The Cuaderno de actividades extends this morphological focus into Guía del maestro unit 5 “La isla del tesoro: la X marca el lugar,” providing cumulative opportunities for students to decode and encode words with morphemes in both isolation and connected text. For example, in lesson 2 “Raíz bio,” students use a word bank containing biografía, autobiografía, biología, biósfera, biodegradables, and simbiótica to decode words in isolation before using them to complete contextualized sentences and write original sentences. In lesson 4 “Practicar la raíz bio,” students continue applying the meaning of the root bio by completing sentences, identifying correct word usage in sentence pairs, and composing original sentences. In lesson 6 “Prefijos y raíces,” students use a word bank containing monotemático, monólogo, polígono, políglota, transporte, portátil, importación, and exportación to complete connected sentences and write original sentences using the remaining words. Additional activities, including “Palabras de ortografía” and “Practicar las palabras de ortografía,” reinforce accurate decoding and encoding of morphologically complex words through isolated word practice and connected written application.
4.C.1 Vocabulary Development
4.C.1a
Materials include teacher guidance in Spanish to provide explicit (direct) instruction on the purpose and use of both print and digital resources such as 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 dictionaries, glossaries, eBooks, and online dictionaries. (T)
4 out of 4 points
Evaluation for 4.C.1a
Evaluation for 4.C.1a
Materials include teacher guidance in Spanish to provide explicit (direct) instruction on the purpose and use of both print and digital resources such as dictionaries, glossaries, eBooks, and online dictionaries. (T)
4 out of 4 points
The materials also include educator guidance in Spanish to provide explicit instruction on the purpose and use of both print and digital resources. For example, in Guía del maestro unit 7 “Geología: esta inmensa roca,” lesson 7 “Mitos y volcanes” contains the “Practicar palabras: elevado” section, in which educators review how students previously used the glossary to locate word definitions and discuss which reference source should be used to find synonyms. Educators model how to use a print diccionario de sinónimos to locate synonyms for the word elevado and circulate the resource among student groups for guided practice. Educators also explain that online vocabulary resources are available and demonstrate how to locate synonyms using an online thesaurus. Students then work collaboratively to identify synonyms for multiple meanings of elevado and apply those words in written sentences.
4.C.1b
Materials include print and digital resources in Spanish to support students in determining the meaning, syllabication, pronunciation, word origin and part of speech of vocabulary. (S)
Materials include print and digital resources in Spanish to support students in determining the meaning, syllabication, pronunciation, word origin and part of speech of vocabulary. (S)
4 out of 4 points
Evaluation for 4.C.1b
Evaluation for 4.C.1b
Materials include print and digital resources in Spanish to support students in determining the meaning, syllabication, pronunciation, word origin and part of speech of vocabulary. (S)
4 out of 4 points
The materials also include print and digital resources in Spanish to support students in determining the meaning, pronunciation, part of speech, and related forms of vocabulary through the Guía del maestro and the educator resources. For example, in the Cuaderno de actividades for unit 7, lesson 6 educators direct students to locate the word volcán in the reading book and consult the glossary to read its definition. The lesson explains that vocabulary words appear in bold the first time they occur in the text and guides students in examining glossary information, including the part of speech and alternate word forms. Students then complete “Página de actividades: Vocabulario de ‘Los volcanes ardientes de la Tierra,’” which provides vocabulary entries containing definitions, parts of speech, related word forms, and page references for words such as volcán, cráter, fino, zona de subducción, descender, punto caliente, columna, and fuente termal. In the section “Practicar palabras: fino,” students determine the meaning of the word fino in different contexts, identify its part of speech as an adjective, and analyze its multiple meanings using contextual clues. These print resources support students in determining vocabulary meaning, pronunciation, syllabication, and grammatical information while reinforcing vocabulary development through repeated reference use.
4.C.1c
Materials support students in using context to determine the meaning of unfamiliar words in Spanish according to grade-level Spanish language arts TEKS. (S)
Materials support students in using context to determine the meaning of unfamiliar words in Spanish according to grade-level Spanish language arts TEKS. (S)
1 out of 1 points
Evaluation for 4.C.1c
Evaluation for 4.C.1c
Materials support students in using context to determine the meaning of unfamiliar words in Spanish according to grade-level Spanish language arts TEKS. (S)
1 out of 1 points
In grade 4, the materials provide opportunities for students to use context to determine the meaning of unfamiliar Spanish words. For example, in Guía del maestro unit 7 “Geología: esta inmensa roca,” the lesson 4 section “Practicar palabras: falla” directs the educator to review the sentence “Ese deslizamiento repentino es lo que sucede en una falla,” which students just read in the text. The educator prompts students to say the word falla aloud and shares the definition. Students are instructed to identify specific words the author uses within the surrounding sentences to infer the meaning of the word. Students identify the part of speech and discuss the multiple meanings of the word. Afterward, the educator prompts students to listen to a sentence where the word falla is used. Students showcase their comprehension through a physical response, showing one finger if the word is being used as the first possible meaning, or two fingers if it is being used as the second possible meaning.
4.D.1 Reading Fluency
4.D.1a
Materials include a variety of grade-level authentic or transadapted Spanish texts to support students to read fluently according to the reading purpose. (S)
Materials include a variety of grade-level authentic or transadapted Spanish texts to support students to read fluently according to the reading purpose. (S)
1 out of 1 points
Evaluation for 4.D.1a
Evaluation for 4.D.1a
Materials include a variety of grade-level authentic or transadapted Spanish texts to support students to read fluently according to the reading purpose. (S)
1 out of 1 points
The Guía del maestro in grade 4 also includes grade-level transadapted Spanish biography excerpts with embedded fluency supports that help students read according to the reading purpose. The Paquete de fluidez section “Contenido – Poesía,” describes students reading a biographical text while receiving explicit guidance to pause at punctuation marks, adjust phrasing, and emphasize specific portions of a sentence to convey meaning. For example, students are instructed to pause after tiempo and París and emphasize the phrase enclosed by dashes in the sentence “A pesar del tiempo, el violinista era recordado en París. Logró—tras una intensa competencia—el codiciado primer lugar.” These supports promote prosody, phrasing, and comprehension while reading a biography.
4.D.1b
Materials include practice activities and tasks 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 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 4.D.1b
Evaluation for 4.D.1b
Materials include practice activities and tasks 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
In unit 5, lesson 2 “El cofre marino,” the Cuaderno de actividades includes practice activities to develop word reading fluency in educator-facilitated, partner, small-group, and independent settings. In the section “Leer literatura: lectura/visualización atenta,” educators organize students into pairs based on their instructional needs. Students who need additional support are paired with classmates who demonstrate strong comprehension skills, while other students read the chapter independently or with a partner. In the section “Leer el capítulo 2,” educators instruct students to reread chapter 2 independently or with a partner, depending on individual needs, while circulating throughout the classroom to monitor progress and provide support as needed. Students complete the “Página de actividades: El cofre marino y el ciego” with a partner while reading or independently to demonstrate their understanding of the chapter. The lesson also includes differentiated small-group instruction in which, for example, group 1 receives educator-guided reading support while the more proficient group 2 works independently.
4.D.1c
Materials include materials and tools for teachers in Spanish, with strategies to support students through self-sustained reading with high-quality grade-level authentic or transadapted Spanish texts. (T)
Materials include materials and tools for teachers in Spanish, with strategies to support students through self-sustained reading with high-quality grade-level authentic or transadapted Spanish texts. (T)
1 out of 1 points
Evaluation for 4.D.1c
Evaluation for 4.D.1c
Materials include materials and tools for teachers in Spanish, with strategies to support students through self-sustained reading with high-quality grade-level authentic or transadapted Spanish texts. (T)
1 out of 1 points
Tools, materials, and strategies continue to be provided in Guía del maestro unit 7 “Geología: esta inmensa roca.” For example, in lesson 4 “Repasar el capítulo,” the educator guides students to reread the chapter “Los temblores y sismos de la Tierra” and reviews the vocabulary words. The educator reminds students to use the glossary for unknown words, reviews the question at the beginning of the chapter, and divides the class into small groups. The first small group needs additional support, and the educator guides students to pause and annotate while reading. The second group reads independently, reviews the chapter with other group members, and completes “Página de actividades 4.2” from the Cuaderno de actividades.
4.D.1d
Materials include various authentic or transadapted texts at different levels of complexity for the building of accuracy, fluency, prosody, and comprehension.
Materials include various authentic or transadapted texts at different levels of complexity for the building of accuracy, fluency, prosody, and comprehension.
4 out of 4 points
Evaluation for 4.D.1d
Evaluation for 4.D.1d
Materials include various authentic or transadapted texts at different levels of complexity for the building of accuracy, fluency, prosody, and comprehension.
4 out of 4 points
In the same unit’s lesson 2 “El desierto es mi madre,” students reread the poem before completing the “Página de actividades: Analizar ‘El desierto es mi madre,’” where they answer text-dependent questions about poetic devices, including repetición and aliteración, to analyze how sound patterns contribute to rhythm and meaning. Then in the “Audición y expresión oral: presentar el tono con un compañero” section, educators further develop fluency and prosody by guiding partners to recite the sentence “Él robó mis galletas” seven different ways, changing the stress and emphasis while attending to accent placement. Together, these activities use authentic Spanish texts of increasing complexity to strengthen reading accuracy, fluency, prosody, and comprehension.
4.E.1 Handwriting Development
4.E.1a
Materials include resources in Spanish to support the teaching of handwriting skills appropriate for each grade level and, when possible, connected to current student learning. (T)
Materials include resources in Spanish to support the teaching of handwriting skills appropriate for each grade level and, when possible, connected to current student learning. (T)
2 out of 2 points
Evaluation for 4.E.1a
Evaluation for 4.E.1a
Materials include resources in Spanish to support the teaching of handwriting skills appropriate for each grade level and, when possible, connected to current student learning. (T)
2 out of 2 points
In Guía del maestro unit 1 “Narrativas personales: mi historia, mi voz,” the “Introducción” section under “Escritura” provides resources in Spanish to support the teaching of grade-level handwriting skills connected to current student learning. Educators receive guidance for implementing the fourteen-lesson cursive handwriting program, which introduces and reviews uppercase and lowercase cursive letters using the companion Letra Cursiva: Cuaderno de actividades. The guidance directs educators to progress at a pace appropriate for students, recommends periodic handwriting practice, and explains that once students have learned all cursive letters, they continue applying handwriting skills through unit writing assignments, such as composing personal narratives and writing paragraphs. Additional implementation resources address handwriting posture, pencil grip, and differentiated support for left-handed students.
4.E.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 4.E.1b
Evaluation for 4.E.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
In Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios,” lesson 7’s “Lenguaje descriptivo” section helps students strengthen their handwriting while completing meaningful written work connected to the novel. During the “Borrador de la introducción” section, educators direct students to use their writing folders, “Páginas de actividades,” the narrative writing rubric, and visual supports to plan and draft the introduction to a first-person fictional narrative connected to the novel. Students complete the activity page “Escritura de un texto narrativo: planificar la introducción,” identifying the point of view, characters, and setting, followed by “Escritura de un texto narrativo: planificar el personaje principal,” where they develop the narrator’s characteristics, relationships, conflicts, and changes. Students then independently handwrite the first draft of their introduction, share their writing with classmates, receive feedback on the characters and setting, and revise their work. Multilingual supports provide sentence frames for emerging writers and encourage advanced students to incorporate descriptive language and literary devices such as metaphors, similes, personification, and idiomatic expressions. Through this sequence of planning, drafting, sharing, and revising, students repeatedly apply grade-level handwriting skills within authentic writing tasks connected to current learning.
Rubric Section 5
Knowledge Coherence
Materials support the development of connected background knowledge and key academic vocabulary within and across grade levels.
Total
100% (30 out of 30 points)
Evaluation for 5.A.1a
The Guía del maestro unit 2 materials organize instruction around a sustained study of invention, engineering, and innovation. The “Introducción” explains that students read a variety of informational texts about inventions, inventors, and the invention process while analyzing real-world problems and developing evidence-based solutions. For example, students investigate inventors including Thomas Edison, Jacques Cousteau, Hedy Lamarr, and George Washington Carver, conduct research, participate in collaborative engineering challenges, create original inventions, and produce informational, opinion, and narrative writing connected to the unit topic. Throughout the unit, students engage in scientific inquiry, observation, communication, and collaboration while applying literacy skills within an authentic STEM context.
The materials also build students’ historical understanding through an extended study of the American Revolution, as demonstrated in unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia.” Lesson 1’s “Conexiones esenciales” section establishes historical context before reading by introducing the French and Indian War, defining revolución and independencia, reviewing prior knowledge from earlier grades, and locating important places on a colonial North America map. For example, educators explicitly explain that the events leading to the American Revolution resulted from the French and Indian War and guide students to examine maps, historical events, and key vocabulary before beginning the anchor text. These activities intentionally prepare students to understand the historical events and people that shaped American independence while reading connected informational and literary texts throughout the unit.
Evaluation for 5.A.1b
The K–5 Guía del programa provides a scope and sequence that demonstrates the program’s approach to knowledge-building within and across grade levels. Within grade 4, the guide sequences nine instructional units, beginning with “Narrativas personales: mi historia, mi voz” and continuing through “¡Eureka! El arte de la invención,” “Ficción contemporánea: mi calle, tu calle,” “La Revolución de los Estados Unidos de América: el camino a la independencia,” “La isla del tesoro: la X marca el lugar,” “Poesía: palabras maravillosas,” “Geología: esta inmensa roca,” “Energía,” and “Novela: Diario de un desenterrador de dinosaurios.” The guide explains that the units are intentionally sequenced to build students’ knowledge of the TEKS and unit content, with each unit introduction describing connections to previous and future learning. Across grade levels, the scope and sequence illustrates vertical knowledge development through literature and history. For example, poetry instruction progresses from “Ritmo y rima: poesía” in grade 3 to “Poesía: palabras maravillosas” in grade 4 and “Poesía: collage de palabras” in grade 5. Historical knowledge similarly progresses from “La época colonial en los Estados Unidos” in grade 3 to “La Revolución de los Estados Unidos de América: el camino a la independencia” in grade 4 and then to “Los nativos americanos y los Estados Unidos” and “Más allá de Juneteenth: de 1865 al presente” in grade 5.
In Guía del maestro unit 3 “Ficción contemporánea: mi calle, tu calle,” the “Conocimientos previos” section demonstrates how the scope and sequence is applied through explicit vertical alignment. The guide identifies prerequisite learning from grades K–3 that prepares students for the unit. For example, students first learn the characteristics of fiction and story elements in the grade K unit “Cuentos de hadas y cuentos populares” and the grade 1 units “Fábulas y cuentos” and “Tierras diferentes, cuentos similares.” In the grade 2 unit “Cuentos de hadas y cuentos exagerados” and the grade 3 unit “Cuentos clásicos: El viento en los sauces,” students build on this foundation by identifying themes, analyzing character perspectives, and learning literary concepts such as personification, narrator, and point of view. Grade 4 students then apply this cumulative knowledge to analyze contemporary fiction, examine the storyteller’s perspective, and evaluate more complex themes, illustrating how the materials intentionally build knowledge across grade levels.
Evaluation for 5.A.1c
The “Mapa curricular de Grado 4” organizes instruction into extended units focused on connected topics and Spanish texts. The curriculum sequences each unit across approximately three or more weeks of instruction through 15 lessons, “Pausa” days, and unit assessments. For example, unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia” spans 18 instructional days consisting of 15 lessons, two “Pausa” days, and a mid-year assessment centered on the historical events, people, and ideas that led to American independence. Throughout the unit, students build historical knowledge by reading connected informational and literary texts, developing academic vocabulary, studying historical concepts, and writing a five-paragraph cause-and-effect essay. The sustained focus on a single historical topic integrates reading, writing, vocabulary, and language instruction across the instructional sequence.
The “Mapa curricular de Grado 4” also provides extended opportunities for students to build scientific knowledge through connected texts in unit 7 “Geología: esta inmensa roca.” The curriculum schedules nineteen instructional days consisting of fifteen lessons, four “Pausa” days, and a unit assessment focused on geology concepts. Throughout the unit, students deepen their understanding of plate tectonics, volcanoes, weathering, erosion, and the rock cycle while reading connected informational texts and completing integrated writing tasks, including informational brochures, wiki entries, and descriptive paragraphs supported by textual evidence. This extended instructional sequence maintains a consistent science focus while integrating reading, writing, vocabulary, and language development.
Evaluation for 5.A.1d
In Guía del maestro unit 1 “Narrativas personales: mi historia, mi voz,” instruction centers on a connected set of Spanish mentor texts that develops students’ background knowledge throughout the unit. Throughout lessons 1–15, students read personal narratives by Miguel Delibes, Sonia Sotomayor, and Juan Felipe Herrera while examining narrative elements, narrator’s point of view, character development through anecdotes, and the use of sensory details and dialogue. The lessons follow a coherent sequence that moves students from analyzing mentor texts to planning, drafting, revising, and presenting their own personal narratives, allowing them to apply the literary techniques and narrative structures studied throughout the unit.
Similarly, in Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios,” the materials build knowledge through the anchoring novel Diario de un desenterrador de dinosaurios by Juan Carlos Quezadas. Across lessons 1–15, students revisit the novel while studying characterization, point of view, multiple perspectives, motivations, theme, plot, dialogue, descriptive language, tone, internal and external conflict, character relationships, and resolution. The unit introduction explains that the novel serves as the foundation for reading, discussion, and narrative writing instruction while connecting students’ prior learning from “Novela: La telaraña de Carlota” and preparing them for “Novela: El chico de la flecha.” This sustained use of a single anchoring text supports the continuous development of literary knowledge and application throughout the instructional sequence.
Evaluation for 5.A.1e
In Guía del maestro unit 1 “Narrativas personales: mi historia, mi voz,” the lesson 4 section “Diálogo: lenguaje/escritura” intentionally connects Spanish grammar, vocabulary, discussion, and writing activities to the lesson’s knowledge-building topic. Students first build vocabulary by reading “El canto de las palomas,” learning domain-specific and academic vocabulary, recording definitions and example sentences, and preparing group presentations to demonstrate word meanings. Students then engage in collaborative discussions to present vocabulary, identify classmates’ words, and explain why nouns and verbs require different visual representations. Grammar instruction remains connected to the text as students analyze authentic dialogue to identify dialogue tags, speech verbs, punctuation, and capitalization conventions. Finally, students apply these conventions by writing dialogue for a personal narrative about a memorable food experience and incorporating correctly punctuated dialogue into a two-paragraph composition.
Additionally, in Guía del maestro unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia,” lesson 4 “Dadme la libertad o dadme la muerte” similarly connects Spanish grammar, vocabulary, discussion, and writing activities to the unit’s historical knowledge-building topic. Students read “Comienza la lucha,” analyze multiple sources about the “Leyes Intolerables,” discuss the chapter, answer comprehension questions, summarize historical events, and practice the academic vocabulary word intolerables by defining it, using it in oral sentences, and discussing real-life examples with a partner. Students then review quotation marks by analyzing direct quotations from the historical text, practice the root port through words such as importar, exportar, and soportar that connect to the unit’s economic and historical context, and apply their learning by drafting a cause-and-effect paragraph that expands into a five-paragraph historical essay using textual evidence and transition words.
Evaluation for 5.A.2a
The K–5 Guía del programa provides resources that purposefully activate students’ background knowledge by connecting grade 4 learning to concepts introduced in earlier grade levels. For example, in Guía del maestro unit 3 “Ficción contemporánea: mi calle, tu calle,” the materials organize instruction around the connected knowledge-building topic of contemporary fiction over an extended period of time. The unit introduction states that instruction spans 16 instructional days, including 12 lessons, a unit assessment, and two “Pausa” days for differentiated instruction, with each lesson requiring approximately 90 minutes. Before instruction begins, the “Conocimientos previos” section activates knowledge from grades K–3 by reminding educators that students previously studied fiction, story elements, characterization, point of view, themes, dialogue, narration, biographies, autobiographies, and literary terminology, including concepts developed in “Cuentos clásicos: El viento en los sauces” in grade 3. Throughout the unit, students build on this prior learning as they read and analyze the contemporary Spanish text “Mi calle, tu calle” while engaging in integrated reading, discussion, vocabulary, language, and writing activities. This coherent sequence provides students with sustained time to deepen their understanding of contemporary fiction through connected Spanish texts while extending knowledge developed in earlier grade levels.
Guía del maestro unit 7 “Geología: esta inmensa roca” activates students’ background knowledge by explicitly connecting the unit to content learned in prior grade levels. The introduction includes a “Conocimientos previos” section that identifies the knowledge students are expected to recall from grades K–2 before beginning the study of geology. For example, the guide reminds educators that students previously learned about caring for the Earth in grade K with “Earth’s surface, layers, volcanoes, geysers, The Three Types of Rocks,” and “The Work of Geologists;” in grade 1 through “La historia de la tierra” and “Natural Cycles;” and in grade 2 through “Los ciclos de la naturaleza: de las nubes a la lluvia.” The Libro de lectura, Geología: La Tierra cambiante, builds on this prior knowledge as students investigate plate tectonics, volcanoes, mountains, rock formation, weathering, erosion, and the processes that continually shape Earth’s surface. These connections to previously learned content activate students’ background knowledge and prepare them for new learning in grade 4.
Evaluation for 5.A.2b
Guía del maestro unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia” activates students’ background knowledge in Spanish by making connections to content learned earlier in the same unit and grade-level sequence. Before reading chapter 5, the educator displays “Imagen 7.1” and prompts students to recall previously learned events by asking questions such as “¿A qué disparos se refiere el título del capítulo?” “¿A qué discursos se refiere el título del capítulo?” and “¿Qué gran decisión tomaron los colonos como resultado de los disparos en Massachusetts y los discursos pronunciados en Pensilvania?” These questions require students to revisit earlier learning before engaging with new content, reinforcing knowledge across the unit and supporting comprehension.
Similarly, in Guía del maestro unit 5 “La isla del tesoro: la X marca el lugar,” lesson 1 “El viejo lobo de mar” activates students’ background knowledge by intentionally connecting the lesson to concepts studied in previous grade 4 units. During “Presentar información sobre piratas y piratería,” the educator uses the “Línea de tiempo de Conexiones esenciales” to prompt students to recall historical events from “La guerra franco-india” and “La Revolución de los Estados Unidos de América” before introducing the historical setting of La isla del tesoro. Students also connect prior learning about European exploration, colonization, and trade to explain why piracy became common during the seventeenth and eighteenth centuries while extending the class timeline with new historical events. Students then apply these connections by completing “Página de actividades 1.1,” where they draw and explain a pirate using the historical information presented and discuss how the historical setting influences the story. These intentional connections across grade 4 units activate students’ background knowledge and support deeper understanding of the new literary text.
Evaluation for 5.A.2c
The materials provide relevant and targeted background knowledge in Spanish to prepare grade 4 students to engage with complex informational texts, as demonstrated in Guía del maestro unit 2 “¡Eureka! El arte de la invención.” The introduction establishes the context for the unit through a game-show mission in which students investigate inventions, inventors, and the invention process before reading the unit texts. For example, students analyze real-world problems and objects, build knowledge about inventors such as Jacques Cousteau, Hedy Lamarr, Thomas Edison, and the Wright brothers, and use videos, audio recordings, inventor cards, judges’ notes, and the “Archivos ¡Eureka!” reader to develop background knowledge throughout the unit. The guide also identifies domain-specific vocabulary that may be unfamiliar, recommends previewing key terms before reading, and suggests read-alouds and educator pauses to summarize and monitor comprehension. These targeted supports provide the context students need to engage successfully with the unit’s informational texts.
The materials also provide targeted scientific background knowledge before students read informational texts in Guía del maestro unit 7 “Geología: esta inmensa roca.” Before students begin reading, the educator introduces foundational geology concepts through guided discussion, visual supports, and explicit instruction in academic vocabulary. For example, students examine Earth’s surface features, identify different rock types and landforms, and discuss geological processes that will be explored throughout the unit. This background knowledge establishes the scientific context needed to understand increasingly complex informational texts and supports meaningful engagement with the unit’s reading selections.
Evaluation for 5.A.3a
In Guía del maestro unit 2 “¡Eureka! El arte de la invención,” lesson 5 “Las invenciones generan invenciones” includes questions and tasks in Spanish that require students to engage with the unit’s central idea that inventions build upon previous inventions. During “Las invenciones generan invenciones,” students analyze the life of Louis Braille and respond to questions such as “¿De qué manera la invención de Louis Braille surge de otra invención?” and “¿A qué otras invenciones dio origen la invención de Braille?” prompting them to explain how innovations evolve over time and influence future discoveries. Students then discuss how Braille adapted Charles Barbier’s night writing code and consider how Braille’s invention led to additional innovations, including books published in Braille, while connecting these ideas to the broader concept that inventions inspire new inventions. These questions and tasks require students to engage with the unit’s central topic while deepening their understanding of how innovation builds on existing knowledge.
Subsequently, in Guía del maestro unit 8 “Energía,” lesson 2 “Energía oculta” includes Spanish-language questions and tasks that require students to engage with the lesson’s central topic of fossil fuels and energy production. During “Demostrar cómo tomar notas,” the educator explains that students will use a T-chart throughout the unit to identify central ideas, gather supporting details, and investigate information independently. Students then read “La historia de los combustibles fósiles” and respond to questions such as “¿Cuál es la idea central de estas dos páginas?” identifying fossil fuels as the central topic before locating details that support that idea. As students continue reading, they discuss additional details with a partner, determine whether new information supports the central idea, and organize their thinking in “Página de actividades 2.1.” These questions and tasks require students to engage with the lesson’s central idea.
Evaluation for 5.A.3b
Guía del maestro unit 3 “Ficción contemporánea: mi calle, tu calle” includes questions and tasks in Spanish that prompt students to synthesize knowledge and concepts across texts and lessons throughout the unit. The Cuaderno de actividades requires students to respond to text-dependent questions, complete literary analysis activities, and compose original writing that integrates understanding developed across multiple excerpts from the contemporary novel La casa en Mango Street. For example, students analyze characters, compare perspectives, identify themes, examine how dialogue and narration develop the plot, and support their responses with textual evidence. As the unit progresses, students revisit these literary concepts while planning, drafting, revising, and publishing a personal narrative and an opinion piece that incorporate evidence and writing skills developed across multiple lessons. These cumulative questions and writing tasks require students to synthesize ideas and literary concepts across texts and lessons to demonstrate a deeper understanding of contemporary fiction.
Similarly, Guía del maestro unit 8 “Energía” includes questions and tasks in Spanish that prompt students to synthesize knowledge and concepts across multiple texts throughout the unit. In “¿Por qué es importante esta unidad?” students investigate how energy has shaped society by reading informational texts about historical and modern energy sources, examining the contributions of innovators, and analyzing how technological advances address real-world energy challenges. Throughout the unit, students gather information from primary and secondary sources, generate and refine research questions, analyze cause-and-effect and problem-and-solution relationships, evaluate evidence from multiple texts, and participate in collaborative discussions that deepen their understanding. The unit culminates with students assuming the role of future energy innovators as they write an argumentative essay defending the energy source they believe should be used in the future and present a proposal supported with evidence synthesized from the texts and research completed across the unit. These integrated questions and tasks require students to connect and synthesize knowledge developed across multiple texts and lessons to support well-reasoned conclusions.
Evaluation for 5.A.3c
The materials include a culminating writing task that requires students to demonstrate knowledge of personal narratives by applying learning from related texts, as demonstrated in Guía del maestro unit 1 “Narrativas personales: mi historia, mi voz.” The “Escritura” section explains that students write frequently and use lessons 9–15 to develop and publish their own personal narrative. For example, students analyze mentor texts and class readings that model narrative elements such as dialogue, similes, metaphors, characterization, and narrative structure. Students then apply these elements by planning, drafting, revising, peer reviewing, and publishing an original personal narrative. This meets the indicator because the culminating task requires students to transfer knowledge gained from multiple related narrative texts to produce an original composition.
Within Guía del maestro unit 7 “Geología: esta inmensa roca,” lesson 1 “Geología,” the curriculum frames instruction around a central “Gran Idea”—how Earth’s internal layers, heat, pressure, plate tectonics, the rock cycle, weathering, and erosion drive continuous transformations both on and below the planet’s surface. The instructional design connects the overarching concept to interactive student tasks during the “Conexiones esenciales,” “Repasar el conocimiento previo,” and “Lectura” blocks of lesson 1. Additionally, the Cuaderno de actividades directs students to complete “Página de actividades 1.1,” which prompts them to categorize and discuss critical geological elements, including continents, oceans, ecosystems, habitats, rivers, and environmental features, by their specific field of scientific study. Throughout the lesson, the educator uses targeted Spanish questions that require students to engage with these scientific topics, while structured evidence-collection tasks guide them to explicitly connect geological causes to physical events.
Evaluation for 5.A.3d
The materials also provide opportunities for grade 4 students to apply invention-related understanding beyond the classroom, as demonstrated in Guía del maestro unit 2 “¡Eureka! El arte de la invención.” In the “Introducción” and “Conexión cultural” sections students read informational texts about inventions, inventors, and problem-solving processes, then connect this learning to real-world contexts by analyzing everyday objects and identifying how inventions solve practical problems. In the “Conexión cultural” section, students research inventions created by Latin American engineers and scientists, including the color television, seismic-wave measuring equipment, the artificial heart, CAPTCHA systems, and accessible traffic signals for individuals with visual impairments. Students then select one invention, research its purpose and modern use, present their findings, and interview family members about their familiarity with or use of the invention. These tasks extend learning beyond the classroom by connecting academic content to real-world technologies, family experiences, and everyday applications.
In Guía del maestro unit 5 “La isla del tesoro: la X marca el lugar,” lesson 19 “Compartir los relatos de aventuras” requires students to present their published adventure stories orally to an authentic audience while classmates actively listen, ask questions, and provide feedback. The educator is also encouraged to invite family members or school personnel to attend the presentations, extending the audience beyond the classroom. Students demonstrate their understanding of narrative structure, adventure writing, and speaking skills as they share final published work developed throughout the unit. This supports the indicator because students apply and communicate their learning in a public-facing presentation beyond routine classroom interaction.
Evaluation for 5.A.4a
The materials provide a yearlong plan for developing academic vocabulary through coherent knowledge-building units, as demonstrated in “Mapa curricular de Grado 4.” The curriculum map outlines the sequence of nine units and specifies the content focus, instructional objectives, and vocabulary expectations for each disciplinary topic. Across the year, students build tier-two and tier-three Spanish academic vocabulary in the context of sustained study of science, history, and literature topics. For example, students develop invention-related vocabulary in unit 2 “¡Eureka! El arte de la invención,” historical academic language in unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia,” scientific terminology in unit 7 “Geología: esta inmensa roca,” and energy-related academic vocabulary in unit 8 “Energía.” Vocabulary is intentionally embedded within each disciplinary unit rather than taught in isolation, allowing students to deepen conceptual understanding as they progress through the year.
In Guía del maestro unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia,” the “Introducción” and “Vocabulario esencial” sections provide a sequenced plan for developing Spanish academic vocabulary within the context of the unit’s study of the American Revolution. The introduction organizes essential vocabulary by lesson and explains that bolded words are paired with “Práctica de palabras” activities that support repeated exposure and practice. Students are not expected to use new vocabulary independently at first. Instead, repeated encounters across lessons support gradual acquisition and use. The vocabulary progression is intentionally sequenced across the unit. Lessons 2–3 introduce libertad, revocar, and patriota. Lessons 4–5 introduce intolerables, reclamos, and revolucionario. Lessons 6–7 introduce declaración and implicaciones. Lessons 8–9 introduce confrontar, moral, and tácticas. This structured progression builds tier-two and tier-three Spanish academic vocabulary while reinforcing students’ understanding of key historical concepts throughout the unit.
Evaluation for 5.A.4b
The materials include opportunities for students to practice and apply newly learned vocabulary with educator-supported language scaffolds, as demonstrated in Libro de vocabulario “¡A divertirnos en español!” lesson 1 “¡Hola! ¿Cómo te llamas?” The lesson follows a gradual release structure that moves from educator modeling to guided practice, collaborative interaction, and independent language use. For example, the educator first models target vocabulary while students observe, listen, point, and repeat. Students then engage in controlled practice activities and participate in partner conversations during “A platicar!” before independently applying the language by responding to the prompt “Y tú, ¿cómo te llamas?” using newly learned vocabulary. The lesson also provides flexibility for educators to use English-to-Spanish translation support when needed to ensure access and participation. These structured opportunities allow students to practice and apply Spanish vocabulary with appropriate scaffolds that support differentiation based on language proficiency levels.
The materials also include content and language scaffolds to support differentiated Spanish vocabulary development, as demonstrated in Guía del maestro unit 1 “Narrativas personales: mi historia, mi voz.” The lesson 4 “Diálogo” section supports students in determining the meaning of academic and domain-specific vocabulary before using it in reading and oral tasks. For example, students work in small groups to identify vocabulary from “El canto de las palomas” by copying each word, identifying its part of speech, and recording its definition before engaging with the text. Students then use the vocabulary in discussion and presentations that demonstrate understanding of word meaning. Educator guidance further supports differentiation by providing sentence frames, yes/no questions, short-answer prompts, expanded glossaries, and word banks with speaking verbs to scaffold oral language production. These supports ensure students can practice and apply Spanish vocabulary with appropriate scaffolds that meet diverse language learning needs.
Evaluation for 5.A.4c
The materials include opportunities for students to use newly acquired vocabulary in meaningful conversations, as demonstrated in Libro de vocabulario “¡A divertirnos en español!” Lesson 8 “La familia: ¿Quiénes forman tu familia?” provides explicit educator modeling before students engage in collaborative speaking activities using family vocabulary. For example, students practice the target words during guided repetition, participate in partner conversations during “¡A platicar!” and describe members of their own families using complete oral responses. The lesson concludes with a personalization activity that encourages students to apply the vocabulary in a meaningful context. Students purposefully use key Spanish vocabulary through authentic discussion and personal communication.
In Guía del maestro unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia,” lesson 14 “Rip Van Winkle” includes tasks that engage students in the purposeful use of key Spanish academic vocabulary. For example, during “Práctica de palabras: consolarse,” students reread the vocabulary word in context, repeat it orally, discuss its meaning, and hear it modeled in a new sentence before applying it in their own speaking. Students answer questions using the word consolar, compose original sentences, and participate in a follow-up conversation describing a time when they comforted someone or were comforted, using sentence starters such as “. . .me consoló cuando. . .” and “Yo consolé a. . . cuando. . .” The lesson also provides differentiated language supports through the “Estudiantes multilingües” section, where emerging students receive personalized support and sentence structures, on-level students receive partner support as needed, and advanced students receive targeted guidance to ensure accurate vocabulary use. These activities engage students in the purposeful use of key Spanish academic vocabulary through meaningful oral communication and application.
Evaluation for 5.A.4d
In Guía del maestro unit 1 “Narrativas personales: mi historia, mi voz,” lessons 1 and 6 include nonverbal teaching techniques that support students in acquiring key Spanish academic vocabulary through visualization and graphic organizers. In lesson 1 “Introducción a las narrativas personales,” students learn the difference between decir and mostrar by analyzing six-word memoirs and discussing how carefully chosen words create vivid mental images. Educators use guided questions and differentiated supports through “Lectura/Visualización atenta” to help students visualize scenes, make inferences, and retell the memories using their own words. In lesson 6 “Oraciones de apoyo,” students use a visual chart that pairs “Emociones y sensaciones de la narradora” with textual evidence, helping them connect vocabulary such as temerosa, impresionada, reflexiva, cansada, and atenta to specific examples from the text. During “Lectura/Visualización atenta,” students revisit the text to identify additional emotions and sensations, while on-level students receive a word bank of descriptive adjectives before completing “Página de actividades 6.2” in the Cuaderno de actividades.
Similarly, in Guía del maestro unit 7 “Geología: esta inmensa roca,” lesson 1 “Geología” includes nonverbal teaching techniques that support students in acquiring key Spanish academic vocabulary through images, graphic organizers, and visualization. Before instruction begins, educators prepare and display “Tarjetas de área de estudio,” “Tarjeta de imagen de la Tierra,” “Tarjetas de imágenes de geología,” and a graphic web organizer to introduce the academic vocabulary associated with the different Earth science disciplines. Students examine visual representations of a volcano, the Grand Canyon, fossils, and the houses of Cappadocia, generate questions based on the images, classify them according to the appropriate area of study, and organize the information using the graphic organizer. Throughout the lesson, students use these visual supports to connect vocabulary related to geografía, ecología, arqueología, and geología with the concepts represented in the images. The lesson also includes differentiated supports through “Audición y expresión oral,” in which emerging, on-level, and advanced learners use visual representations to formulate and answer questions, reinforcing their understanding of key Spanish academic vocabulary through nonverbal instructional techniques.
Evaluation for 5.B.1a
In Guía del maestro unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia,” lesson 1 “La guerra franco-india genera un cambio” provides opportunities for students to engage in critical inquiry as part of the research process. During “Conexiones esenciales,” students build background knowledge by examining historical events, maps, timelines, and a dramatic representation, “Representar viñetas,” to gather and organize relevant information about the causes of the American Revolution. During “Lectura,” students formulate and discuss questions before, during, and after reading, analyze details in the informational text “Cuentas por pagar,” and use evidence to justify their responses. Students then synthesize information by completing “Línea de tiempo 1” to organize events chronologically and by writing one-sentence summaries of each historical scene in “Resumen de la lección,” integrating information from multiple instructional sources using the prompts ¿Quién? ¿Qué? ¿Qué pasó? ¿Cuándo? ¿Dónde? and ¿Por qué? These structured activities guide students through the inquiry process by having them gather, organize, and synthesize information to deepen their understanding of the unit topic.
Later in the year, in Guía del maestro unit 8 “Energía,” lesson 7 “¿Y ahora?” provides opportunities for students to engage in critical inquiry throughout the research process. During “Escribir preguntas de investigación,” students review the questions recorded in the “Lo que quiero saber” column of their SQA charts, generate and refine their own research questions, and receive explicit guidance on developing effective, researchable questions using prompts such as ¿Qué es? ¿Por qué? and ¿Cómo? while avoiding yes/no questions. During “Buscar información,” students strategically select research materials that address their investigation questions, gather relevant information from multiple sources, and organize their notes using T-charts with educator support as needed. Finally, in “Completar el ensayo,” students synthesize the information they collected by transforming their notes into complete sentences and incorporating them into their essays. The lesson concludes with an exit ticket in which students present one of their research questions and explain why they selected it. These activities engage students in generating questions, developing a plan, gathering information from a variety of sources, and synthesizing information as part of the research process.
Evaluation for 5.B.1b
In Guía del maestro unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia,” lesson 5 “La verdad sobre Paul Revere” provides guidance and opportunities for students to differentiate between primary and secondary sources. During “Comparar dos textos sobre Paul Revere,” students compare the informational text “Comienza la lucha” with Henry Wadsworth Longfellow’s poem “La cabalgata de Paul Revere” to evaluate the historical accuracy of each account. Students analyze evidence from both texts, identify historical inaccuracies in the literary version, and support their conclusions with evidence from the informational text. During “Conversar sobre la lección y resumen,” students discuss whether the poem accurately reflects historical events and cite examples from both sources to justify their responses. In the writing portion of the lesson, “Responder a la consigna,” students cite evidence from the lesson text or another source and may consult additional sources to deepen their understanding of the Sons of Liberty, reinforcing the evaluation and use of multiple sources while distinguishing between firsthand historical information and later literary interpretations.
Subsequently, in Guía del maestro unit 8 “Energía,” lesson 8 “Trabajadores del petróleo” contains the “Escritura” section, which provides explicit guidance and opportunities for students to differentiate between primary and secondary sources. During “Identificar fuentes primarias y secundarias,” educators review the definitions and characteristics of primary and secondary sources, explain how each type of source is used, and guide students in identifying examples, such as firsthand accounts, original documents, and personal experiences as primary sources, and books, articles, and secondhand analyses as secondary sources. Students then practice distinguishing between the two source types by completing the “Práctica” section of “Página de actividades 8.2”, comparing their responses with a partner, and reviewing the correct answers as a class. During “Reunir información de fuentes primarias,” students apply their understanding by planning and conducting interviews as primary sources of information for their research, generating interview questions based on their investigation topics, identifying appropriate individuals to interview, and using the information gathered to support their essays. These activities provide explicit instruction and authentic opportunities for students to distinguish between and use both primary and secondary sources during the research process.
Evaluation for 5.B.1c
This guidance is not applicable to grades 4–5 because it only applies to grades 6–8.
5.A.1 Connected Knowledge-Building Units and Lessons
5.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 5.A.1a
Evaluation for 5.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 also build students’ historical understanding through an extended study of the American Revolution, as demonstrated in unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia.” Lesson 1’s “Conexiones esenciales” section establishes historical context before reading by introducing the French and Indian War, defining revolución and independencia, reviewing prior knowledge from earlier grades, and locating important places on a colonial North America map. For example, educators explicitly explain that the events leading to the American Revolution resulted from the French and Indian War and guide students to examine maps, historical events, and key vocabulary before beginning the anchor text. These activities intentionally prepare students to understand the historical events and people that shaped American independence while reading connected informational and literary texts throughout the unit.
5.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 5.A.1b
Evaluation for 5.A.1b
Materials provide resources, including a scope and sequence, to demonstrate the approach to knowledge-building within and across grade levels.
2 out of 2 points
In Guía del maestro unit 3 “Ficción contemporánea: mi calle, tu calle,” the “Conocimientos previos” section demonstrates how the scope and sequence is applied through explicit vertical alignment. The guide identifies prerequisite learning from grades K–3 that prepares students for the unit. For example, students first learn the characteristics of fiction and story elements in the grade K unit “Cuentos de hadas y cuentos populares” and the grade 1 units “Fábulas y cuentos” and “Tierras diferentes, cuentos similares.” In the grade 2 unit “Cuentos de hadas y cuentos exagerados” and the grade 3 unit “Cuentos clásicos: El viento en los sauces,” students build on this foundation by identifying themes, analyzing character perspectives, and learning literary concepts such as personification, narrator, and point of view. Grade 4 students then apply this cumulative knowledge to analyze contemporary fiction, examine the storyteller’s perspective, and evaluate more complex themes, illustrating how the materials intentionally build knowledge across grade levels.
5.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 5.A.1c
Evaluation for 5.A.1c
Units are designed for students to spend extended time (e.g., 3 weeks or more) on connected knowledge-building topics and Spanish texts.
1 out of 1 points
The “Mapa curricular de Grado 4” also provides extended opportunities for students to build scientific knowledge through connected texts in unit 7 “Geología: esta inmensa roca.” The curriculum schedules nineteen instructional days consisting of fifteen lessons, four “Pausa” days, and a unit assessment focused on geology concepts. Throughout the unit, students deepen their understanding of plate tectonics, volcanoes, weathering, erosion, and the rock cycle while reading connected informational texts and completing integrated writing tasks, including informational brochures, wiki entries, and descriptive paragraphs supported by textual evidence. This extended instructional sequence maintains a consistent science focus while integrating reading, writing, vocabulary, and language development.
5.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 5.A.1d
Evaluation for 5.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
Similarly, in Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios,” the materials build knowledge through the anchoring novel Diario de un desenterrador de dinosaurios by Juan Carlos Quezadas. Across lessons 1–15, students revisit the novel while studying characterization, point of view, multiple perspectives, motivations, theme, plot, dialogue, descriptive language, tone, internal and external conflict, character relationships, and resolution. The unit introduction explains that the novel serves as the foundation for reading, discussion, and narrative writing instruction while connecting students’ prior learning from “Novela: La telaraña de Carlota” and preparing them for “Novela: El chico de la flecha.” This sustained use of a single anchoring text supports the continuous development of literary knowledge and application throughout the instructional sequence.
5.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 5.A.1e
Evaluation for 5.A.1e
Spanish grammar, vocabulary, discussion, and writing activities are connected to the knowledge-building topic of the lesson.
4 out of 4 points
Additionally, in Guía del maestro unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia,” lesson 4 “Dadme la libertad o dadme la muerte” similarly connects Spanish grammar, vocabulary, discussion, and writing activities to the unit’s historical knowledge-building topic. Students read “Comienza la lucha,” analyze multiple sources about the “Leyes Intolerables,” discuss the chapter, answer comprehension questions, summarize historical events, and practice the academic vocabulary word intolerables by defining it, using it in oral sentences, and discussing real-life examples with a partner. Students then review quotation marks by analyzing direct quotations from the historical text, practice the root port through words such as importar, exportar, and soportar that connect to the unit’s economic and historical context, and apply their learning by drafting a cause-and-effect paragraph that expands into a five-paragraph historical essay using textual evidence and transition words.
5.A.2 Context and Student Background Knowledge
5.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 5.A.2a
Evaluation for 5.A.2a
Materials activate or supply background knowledge by making connections to previously learned content from prior grade levels.
1 out of 1 points
Guía del maestro unit 7 “Geología: esta inmensa roca” activates students’ background knowledge by explicitly connecting the unit to content learned in prior grade levels. The introduction includes a “Conocimientos previos” section that identifies the knowledge students are expected to recall from grades K–2 before beginning the study of geology. For example, the guide reminds educators that students previously learned about caring for the Earth in grade K with “Earth’s surface, layers, volcanoes, geysers, The Three Types of Rocks,” and “The Work of Geologists;” in grade 1 through “La historia de la tierra” and “Natural Cycles;” and in grade 2 through “Los ciclos de la naturaleza: de las nubes a la lluvia.” The Libro de lectura, Geología: La Tierra cambiante, builds on this prior knowledge as students investigate plate tectonics, volcanoes, mountains, rock formation, weathering, erosion, and the processes that continually shape Earth’s surface. These connections to previously learned content activate students’ background knowledge and prepare them for new learning in grade 4.
5.A.2b
Materials activate or supply background knowledge in Spanish by making connections across units within a grade level.
Materials activate or supply background knowledge in Spanish by making connections across units within a grade level.
1 out of 1 points
Evaluation for 5.A.2b
Evaluation for 5.A.2b
Materials activate or supply background knowledge in Spanish by making connections across units within a grade level.
1 out of 1 points
Similarly, in Guía del maestro unit 5 “La isla del tesoro: la X marca el lugar,” lesson 1 “El viejo lobo de mar” activates students’ background knowledge by intentionally connecting the lesson to concepts studied in previous grade 4 units. During “Presentar información sobre piratas y piratería,” the educator uses the “Línea de tiempo de Conexiones esenciales” to prompt students to recall historical events from “La guerra franco-india” and “La Revolución de los Estados Unidos de América” before introducing the historical setting of La isla del tesoro. Students also connect prior learning about European exploration, colonization, and trade to explain why piracy became common during the seventeenth and eighteenth centuries while extending the class timeline with new historical events. Students then apply these connections by completing “Página de actividades 1.1,” where they draw and explain a pirate using the historical information presented and discuss how the historical setting influences the story. These intentional connections across grade 4 units activate students’ background knowledge and support deeper understanding of the new literary text.
5.A.2c
Materials provide students with relevant and targeted context or background knowledge in Spanish to enhance the student's engagement with the text. (S/T)
Materials provide students with relevant and targeted context or background knowledge in Spanish to enhance the student's engagement with the text. (S/T)
1 out of 1 points
Evaluation for 5.A.2c
Evaluation for 5.A.2c
Materials provide students with relevant and targeted context or background knowledge in Spanish to enhance the student's engagement with the text. (S/T)
1 out of 1 points
The materials also provide targeted scientific background knowledge before students read informational texts in Guía del maestro unit 7 “Geología: esta inmensa roca.” Before students begin reading, the educator introduces foundational geology concepts through guided discussion, visual supports, and explicit instruction in academic vocabulary. For example, students examine Earth’s surface features, identify different rock types and landforms, and discuss geological processes that will be explored throughout the unit. This background knowledge establishes the scientific context needed to understand increasingly complex informational texts and supports meaningful engagement with the unit’s reading selections.
5.A.3 Developing Student Comprehension with Connected Topics, Questions, and Tasks
5.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)
2 out of 2 points
Evaluation for 5.A.3a
Evaluation for 5.A.3a
Questions and tasks are designed in Spanish and require students to engage with big ideas, topics, and themes. (S)
2 out of 2 points
Subsequently, in Guía del maestro unit 8 “Energía,” lesson 2 “Energía oculta” includes Spanish-language questions and tasks that require students to engage with the lesson’s central topic of fossil fuels and energy production. During “Demostrar cómo tomar notas,” the educator explains that students will use a T-chart throughout the unit to identify central ideas, gather supporting details, and investigate information independently. Students then read “La historia de los combustibles fósiles” and respond to questions such as “¿Cuál es la idea central de estas dos páginas?” identifying fossil fuels as the central topic before locating details that support that idea. As students continue reading, they discuss additional details with a partner, determine whether new information supports the central idea, and organize their thinking in “Página de actividades 2.1.” These questions and tasks require students to engage with the lesson’s central idea.
5.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 5.A.3b
Evaluation for 5.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
Similarly, Guía del maestro unit 8 “Energía” includes questions and tasks in Spanish that prompt students to synthesize knowledge and concepts across multiple texts throughout the unit. In “¿Por qué es importante esta unidad?” students investigate how energy has shaped society by reading informational texts about historical and modern energy sources, examining the contributions of innovators, and analyzing how technological advances address real-world energy challenges. Throughout the unit, students gather information from primary and secondary sources, generate and refine research questions, analyze cause-and-effect and problem-and-solution relationships, evaluate evidence from multiple texts, and participate in collaborative discussions that deepen their understanding. The unit culminates with students assuming the role of future energy innovators as they write an argumentative essay defending the energy source they believe should be used in the future and present a proposal supported with evidence synthesized from the texts and research completed across the unit. These integrated questions and tasks require students to connect and synthesize knowledge developed across multiple texts and lessons to support well-reasoned conclusions.
5.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 5.A.3c
Evaluation for 5.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
Within Guía del maestro unit 7 “Geología: esta inmensa roca,” lesson 1 “Geología,” the curriculum frames instruction around a central “Gran Idea”—how Earth’s internal layers, heat, pressure, plate tectonics, the rock cycle, weathering, and erosion drive continuous transformations both on and below the planet’s surface. The instructional design connects the overarching concept to interactive student tasks during the “Conexiones esenciales,” “Repasar el conocimiento previo,” and “Lectura” blocks of lesson 1. Additionally, the Cuaderno de actividades directs students to complete “Página de actividades 1.1,” which prompts them to categorize and discuss critical geological elements, including continents, oceans, ecosystems, habitats, rivers, and environmental features, by their specific field of scientific study. Throughout the lesson, the educator uses targeted Spanish questions that require students to engage with these scientific topics, while structured evidence-collection tasks guide them to explicitly connect geological causes to physical events.
5.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 5.A.3d
Evaluation for 5.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 5 “La isla del tesoro: la X marca el lugar,” lesson 19 “Compartir los relatos de aventuras” requires students to present their published adventure stories orally to an authentic audience while classmates actively listen, ask questions, and provide feedback. The educator is also encouraged to invite family members or school personnel to attend the presentations, extending the audience beyond the classroom. Students demonstrate their understanding of narrative structure, adventure writing, and speaking skills as they share final published work developed throughout the unit. This supports the indicator because students apply and communicate their learning in a public-facing presentation beyond routine classroom interaction.
5.A.4 Key Academic Vocabulary and Grade-Level Concepts
5.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 5.A.4a
Evaluation for 5.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 4 “La Revolución de los Estados Unidos de América: el camino a la independencia,” the “Introducción” and “Vocabulario esencial” sections provide a sequenced plan for developing Spanish academic vocabulary within the context of the unit’s study of the American Revolution. The introduction organizes essential vocabulary by lesson and explains that bolded words are paired with “Práctica de palabras” activities that support repeated exposure and practice. Students are not expected to use new vocabulary independently at first. Instead, repeated encounters across lessons support gradual acquisition and use. The vocabulary progression is intentionally sequenced across the unit. Lessons 2–3 introduce libertad, revocar, and patriota. Lessons 4–5 introduce intolerables, reclamos, and revolucionario. Lessons 6–7 introduce declaración and implicaciones. Lessons 8–9 introduce confrontar, moral, and tácticas. This structured progression builds tier-two and tier-three Spanish academic vocabulary while reinforcing students’ understanding of key historical concepts throughout the unit.
5.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 5.A.4b
Evaluation for 5.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
The materials also include content and language scaffolds to support differentiated Spanish vocabulary development, as demonstrated in Guía del maestro unit 1 “Narrativas personales: mi historia, mi voz.” The lesson 4 “Diálogo” section supports students in determining the meaning of academic and domain-specific vocabulary before using it in reading and oral tasks. For example, students work in small groups to identify vocabulary from “El canto de las palomas” by copying each word, identifying its part of speech, and recording its definition before engaging with the text. Students then use the vocabulary in discussion and presentations that demonstrate understanding of word meaning. Educator guidance further supports differentiation by providing sentence frames, yes/no questions, short-answer prompts, expanded glossaries, and word banks with speaking verbs to scaffold oral language production. These supports ensure students can practice and apply Spanish vocabulary with appropriate scaffolds that meet diverse language learning needs.
5.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 5.A.4c
Evaluation for 5.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 4 “La Revolución de los Estados Unidos de América: el camino a la independencia,” lesson 14 “Rip Van Winkle” includes tasks that engage students in the purposeful use of key Spanish academic vocabulary. For example, during “Práctica de palabras: consolarse,” students reread the vocabulary word in context, repeat it orally, discuss its meaning, and hear it modeled in a new sentence before applying it in their own speaking. Students answer questions using the word consolar, compose original sentences, and participate in a follow-up conversation describing a time when they comforted someone or were comforted, using sentence starters such as “. . .me consoló cuando. . .” and “Yo consolé a. . . cuando. . .” The lesson also provides differentiated language supports through the “Estudiantes multilingües” section, where emerging students receive personalized support and sentence structures, on-level students receive partner support as needed, and advanced students receive targeted guidance to ensure accurate vocabulary use. These activities engage students in the purposeful use of key Spanish academic vocabulary through meaningful oral communication and application.
5.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 5.A.4d
Evaluation for 5.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
Similarly, in Guía del maestro unit 7 “Geología: esta inmensa roca,” lesson 1 “Geología” includes nonverbal teaching techniques that support students in acquiring key Spanish academic vocabulary through images, graphic organizers, and visualization. Before instruction begins, educators prepare and display “Tarjetas de área de estudio,” “Tarjeta de imagen de la Tierra,” “Tarjetas de imágenes de geología,” and a graphic web organizer to introduce the academic vocabulary associated with the different Earth science disciplines. Students examine visual representations of a volcano, the Grand Canyon, fossils, and the houses of Cappadocia, generate questions based on the images, classify them according to the appropriate area of study, and organize the information using the graphic organizer. Throughout the lesson, students use these visual supports to connect vocabulary related to geografía, ecología, arqueología, and geología with the concepts represented in the images. The lesson also includes differentiated supports through “Audición y expresión oral,” in which emerging, on-level, and advanced learners use visual representations to formulate and answer questions, reinforcing their understanding of key Spanish academic vocabulary through nonverbal instructional techniques.
5.B.1 Recursive Inquiry Process
5.B.1a
Materials include opportunities in Spanish for students to engage in critical inquiry as part of the research process, such as generating questions, developing a plan, identifying and gathering relevant information from a variety of sources and synthesizing the information. (S)
Materials include opportunities in Spanish for students to engage in critical inquiry as part of the research process, such as generating questions, developing a plan, identifying and gathering relevant information from a variety of sources and synthesizing the information. (S)
1 out of 1 points
Evaluation for 5.B.1a
Evaluation for 5.B.1a
Materials include opportunities in Spanish for students to engage in critical inquiry as part of the research process, such as generating questions, developing a plan, identifying and gathering relevant information from a variety of sources and synthesizing the information. (S)
1 out of 1 points
Later in the year, in Guía del maestro unit 8 “Energía,” lesson 7 “¿Y ahora?” provides opportunities for students to engage in critical inquiry throughout the research process. During “Escribir preguntas de investigación,” students review the questions recorded in the “Lo que quiero saber” column of their SQA charts, generate and refine their own research questions, and receive explicit guidance on developing effective, researchable questions using prompts such as ¿Qué es? ¿Por qué? and ¿Cómo? while avoiding yes/no questions. During “Buscar información,” students strategically select research materials that address their investigation questions, gather relevant information from multiple sources, and organize their notes using T-charts with educator support as needed. Finally, in “Completar el ensayo,” students synthesize the information they collected by transforming their notes into complete sentences and incorporating them into their essays. The lesson concludes with an exit ticket in which students present one of their research questions and explain why they selected it. These activities engage students in generating questions, developing a plan, gathering information from a variety of sources, and synthesizing information as part of the research process.
5.B.1b
Materials include guidance and opportunities for students in Spanish to differentiate between primary and secondary sources. (S)
Materials include guidance and opportunities for students in Spanish to differentiate between primary and secondary sources. (S)
2 out of 2 points
Evaluation for 5.B.1b
Evaluation for 5.B.1b
Materials include guidance and opportunities for students in Spanish to differentiate between primary and secondary sources. (S)
2 out of 2 points
Subsequently, in Guía del maestro unit 8 “Energía,” lesson 8 “Trabajadores del petróleo” contains the “Escritura” section, which provides explicit guidance and opportunities for students to differentiate between primary and secondary sources. During “Identificar fuentes primarias y secundarias,” educators review the definitions and characteristics of primary and secondary sources, explain how each type of source is used, and guide students in identifying examples, such as firsthand accounts, original documents, and personal experiences as primary sources, and books, articles, and secondhand analyses as secondary sources. Students then practice distinguishing between the two source types by completing the “Práctica” section of “Página de actividades 8.2”, comparing their responses with a partner, and reviewing the correct answers as a class. During “Reunir información de fuentes primarias,” students apply their understanding by planning and conducting interviews as primary sources of information for their research, generating interview questions based on their investigation topics, identifying appropriate individuals to interview, and using the information gathered to support their essays. These activities provide explicit instruction and authentic opportunities for students to distinguish between and use both primary and secondary sources during the research process.
5.B.1c
Materials include a progression of focused research tasks in Spanish to encourage students to develop knowledge in a given area by confronting or analyzing different aspects of a topic using multiple texts and source materials (6-8). (S)
Materials include a progression of focused research tasks in Spanish to encourage students to develop knowledge in a given area by confronting or analyzing different aspects of a topic using multiple texts and source materials (6-8). (S)
Not applicable.
Evaluation for 5.B.1c
Evaluation for 5.B.1c
Materials include a progression of focused research tasks in Spanish to encourage students to develop knowledge in a given area by confronting or analyzing different aspects of a topic using multiple texts and source materials (6-8). (S)
Not applicable.
Rubric Section 6
Text Quality and Complexity
Materials ensure students spend a majority of their time interacting with increasingly complex grade-level text.
Total
100% (30 out of 30 points)
Evaluation for 6.1a
The materials include an authentic grade-level literary text for core instruction, as demonstrated in Guía del maestro unit 5 “La isla del tesoro: la X marca el lugar.” The unit introduction explains that students read an age-appropriate Spanish transadaptation of La isla del tesoro, the classic adventure novel by Robert Louis Stevenson, while developing comprehension, literary analysis, vocabulary, and writing skills. Students analyze characters, setting, plot development, point of view, and theme as they read increasingly complex chapters of the novel throughout the unit. The guide explains that the text serves as the anchor for reading, discussion, and writing instruction over multiple weeks. The materials use a grade-level Spanish transadaptation of a classic literary work as the core instructional text.
The materials also include authentic informational texts appropriate for grade 4 students, as demonstrated in Guía del maestro unit 7 “Geología: esta inmensa roca.” The unit introduction explains that students engage with connected informational texts that build scientific knowledge about Earth’s structure and geological processes while developing disciplinary literacy. Students read texts about rocks, minerals, volcanoes, earthquakes, weathering, erosion, and the rock cycle while applying comprehension strategies and scientific vocabulary throughout the unit. The instructional sequence increases the complexity of concepts and texts while maintaining a coherent focus on science. This demonstrates that the materials provide authentic, grade-level informational texts that serve as the core texts for science-based instruction.
Evaluation for 6.1b
The materials include authentic, well-crafted literary texts that serve as the foundation for instruction, as demonstrated in Guía del maestro unit 5 “La isla del tesoro: la X marca el lugar.” The unit introduction explains that students read a Spanish transadaptation of La isla del tesoro by Robert Louis Stevenson while analyzing literary elements such as characterization, plot, setting, conflict, and theme. The guide explains that the novel’s rich language, enduring themes, and complex characters provide opportunities for sustained literary analysis and evidence-based discussion throughout the unit. Students revisit the text across multiple lessons as they read, write, and discuss increasingly sophisticated ideas. The unit is anchored by a high-quality Spanish transadaptation of a recognized literary work that is appropriate for publication and sustained classroom study.
The materials also include authentic informational texts that are organized to support deep disciplinary learning, as demonstrated in Guía del maestro unit 7 “Geología: esta inmensa roca,” The unit introduction explains that students engage with a coherent collection of science texts that present accurate information about geological processes while developing content knowledge and academic language. The guide describes how students read interconnected informational texts about rocks, minerals, volcanoes, earthquakes, weathering, erosion, and the rock cycle to build understanding through multiple perspectives and text types. The texts present scientific concepts using discipline-specific language appropriate for grade 4 learners. This demonstrates that the materials include well-crafted informational texts of publishable quality that support authentic science learning.
Evaluation for 6.1c
To build comprehensive literacy and background knowledge, the materials weave together explicit instruction, textual analysis routines, and integrated readings in Spanish to ensure that grade 4 lessons include traditional, contemporary, classical, and diverse authentic or transadapted Spanish texts across multiple content areas. Within Guía del maestro unit 5 “La isla del tesoro: la X marca el lugar,” the curriculum introduces classical literature through an age-appropriate Spanish transadaptation of La isla del tesoro by Robert Louis Stevenson. In the introductory section “¿Por qué es importante la unidad sobre La isla del tesoro?” educator guidance establishes this classic adventure novel as the unit’s anchor text. Over a sustained instructional sequence, the educator leads students to analyze complex literary elements including characterization, plot structure, setting, conflict, and theme, while driving vocabulary development and evidence-based writing.
The curriculum complements this classical fiction by integrating distinct genres and subjects across other instructional blocks. In Guía del maestro unit 7 “Geología: esta inmensa roca,” students engage with contemporary, authentic informational texts such as “El interior de la Tierra” and “La teoría de la deriva continental” to master domain-specific science content. Within literary analysis blocks, the curriculum uses traditional genres, including the authentic Spanish fable “El pastorcito mentiroso,” to study narrative mechanics. Students also read diverse historical biographies like “La vida de Juana Inés de la Cruz” to examine character perspectives. Additionally, transadapted historical readings like “La civilización maya y el cultivo del maíz” systematically bridge social studies with language arts. This deliberate pairing of classical adventure fiction, authentic traditional fables, and cross-curricular informational texts ensures grade 4 students navigate an expansive, diverse collection of text types while building deep content knowledge in tandem with Spanish language proficiency.
Evaluation for 6.1d
The materials include texts that authentically reflect students’ diverse backgrounds and experiences, as demonstrated in Guía del maestro unit 3 “Ficción contemporánea: mi calle, tu calle.” The unit introduction explains that students read a contemporary novel that explores family relationships, neighborhoods, identity, and community through experiences that are familiar and meaningful to many children. For example, students analyze how the characters interact with family members and neighbors, respond to challenges within their community, and develop empathy by discussing multiple perspectives presented throughout the story. The novel serves as the anchor text for reading, discussion, and writing activities that encourage students to connect the story’s events to their own lives. The materials include a contemporary text that reflects authentic experiences and perspectives relevant to diverse students.
The materials include engaging literary texts that encourage students to make meaningful personal connections, as demonstrated in Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios.” The unit introduction explains that the novel combines scientific discovery with themes of curiosity, perseverance, and problem-solving through the perspective of a young protagonist. For example, students examine how the main character’s interests, questions, and experiences lead to new discoveries while connecting those experiences to their own curiosity and learning. The unit integrates literary analysis with science content, making the text engaging for a wide range of student interests. The materials include an engaging text that reflects authentic student experiences and interests while promoting meaningful personal connections.
Evaluation for 6.2a
In Guía del maestro unit 5 “La isla del tesoro: la X marca el lugar,” lessons 2, 4, and 6 provide evidence that the materials include opportunities in each lesson for students to listen to, think about, and critically respond to grade-level authentic or transadapted Spanish texts while justifying their thinking orally and in writing. In lesson 2 “El cofre marino,” the “Audición y expresión oral” section provides differentiated discussion supports that guide students in asking and answering questions before participating in Think-Pair-Share discussions. During “Comentar el capítulo,” students respond to inferential questions about the author’s use of foreshadowing and justify their predictions using textual clues. Students then deepen their understanding by applying newly learned vocabulary during “Practicar palabras: saquear,” using the word in complete oral sentences and identifying synonyms in follow-up activities. In lesson 4 “La verdadera aventura,” students participate in evaluative Think-Pair-Share discussions to explain why the chapter is titled “La verdadera aventura” and to analyze how Jim’s opinion of John Silver changes throughout the story. Educators explicitly guide students to support their responses with specific textual evidence about the characters’ words, actions, and descriptions while recording details in the “Tabla de personajes.” In lesson 6, students again engage in structured oral discussions through Think-Pair-Share, respond to inferential questions about Jim’s decisions, and justify their reasoning with evidence from the chapter. During “Practicar palabras: duplicidad,” students explain the meaning of the academic vocabulary word, use it in original sentences, and evaluate multiple scenarios to determine whether each represents an example of duplicity, citing evidence from the text when appropriate.
Similarly, in Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios,” lesson 4 and readings from the Libro de lectura provide evidence that the materials include opportunities for students to listen to, think about, and critically respond to grade-level authentic Spanish texts while justifying their thinking orally and in writing. During “Repaso de los capítulos 5 y 6,” students participate in Think-Pair-Share discussions to review key events and conflicts from the Libro de lectura, then collaboratively record them on a class timeline. In Libro de lectura chapter 7, the educator reads portions of the authentic novel aloud before students continue reading independently and with partners, providing opportunities to listen to and engage with the text. Throughout the lesson, students respond to literal, inferential, and evaluative questions that require them to analyze Javier’s motivations, identify recurring themes, and make inferences supported by textual evidence. Students explain Javier’s motivations, identify themes such as friendship, solidarity, and tolerance, and justify their responses with quotations and details from the novel. During the “Tabla de desarrollo de personajes” activity, students cite textual evidence to describe characters’ traits, motivations, and conflicts before recording their responses in their activity pages. The lesson concludes with “Preguntas de comprensión,” where students answer inferential questions using evidence or direct quotations from the Libro de lectura to support their thinking.
Evaluation for 6.2b
In Guía del maestro unit 3 “Ficción contemporánea: mi calle, tu calle,” lesson 3 and the Libro de lectura text Cartas del cielo include opportunities for students to discuss specific aspects of grade-level Spanish texts, including dialogue, character development, language, and text structure. During “Leer para buscar diálogo y acción,” the educator explicitly introduces dialogue as a literary element, explains how to identify it through dialogue dashes, and guides students in distinguishing dialogue from character actions while reading “Fragmento 3” of Cartas del cielo. Students analyze how dialogue and action contribute to the development of the character Mami, and complete “Página de actividades 3.1,” in which they identify the characters, underline dialogue, and highlight actions from the text. Differentiated supports in the “Lectura” section further guide students in identifying dialogue, recognizing how punctuation signals who is speaking, and distinguishing dialogue from narration and action. During “Representar una escena,” students discuss how to portray dialogue, actions, facial expressions, and character motivations, using the text as the basis for their decisions. The accompanying “Página de actividades 3.2” asks students to analyze how the characters’ words, actions, and emotions develop throughout the scene, and how dialogue influences their interactions.
The materials include opportunities in each lesson to discuss specific aspects of grade-level Spanish text. For example, in Guía del maestro unit 7 “Geología: esta inmensa roca,” lesson 3’s “Lectura atenta” section guides educators to pause to explain or clarify as they read parts of the chapter. The students read the first paragraph of page 13 and respond to the questions “¿De qué manera la elección de palabras del autor ayuda a explicar qué pensaban muchos geólogos sobre la hipótesis de Wegener acerca de la deriva continental?” and “¿Qué quiere decir el autor con la frase ‘algunos pocos geólogos pensaron que Wegener estaba en el camino correcto?’” to review the author’s use of language in the text. Purposeful student interactions help educators identify gaps in students’ understanding of the writer’s intent, enabling personalized instruction that directly addresses these key elements.
Evaluation for 6.2c
In Guía del maestro unit , “La isla del tesoro: la X marca el lugar,” lesson 4 “La verdadera aventura” and Libro de lectura “Capítulo 3: Comienza la verdadera aventura” include opportunities in each lesson for students to engage in a variety of reading skills with grade-level Spanish text. During “Presentar el capítulo,” students preview the chapter, review essential vocabulary, activate prior knowledge, and prepare to monitor their understanding as they read. As students read chapter 3 of the Libro de lectura, they complete guided reading activities that require them to answer literal, inferential, and evaluative questions using textual evidence. Students identify explicit details about Jim’s experiences at the harbor, infer his emotions by analyzing descriptive language such as estaba cautivado, and explain which words or phrases support their inferences. As the chapter progresses, students analyze Jim’s first impressions of John Silver, evaluate how later events challenge those initial impressions, and explain how new evidence changes their thinking. Students continue evaluating characters by explaining Captain Smollett’s concerns and supporting their responses with details from the chapter. Throughout the lesson, students record their answers on “Página de actividades 4.2,” discuss their reasoning with the educator and classmates, and continually use textual evidence to confirm predictions, make inferences, analyze character development, evaluate events, and synthesize information from the chapter.
The materials include opportunities in each lesson for students to practice a variety of reading skills using grade-level text. For example, in Guía del maestro unit 6 “Poesía: palabras maravillosas,” lesson 1’s “Reflexionar y hacer inferencias” section guides students to make inferences about the poem “Caperucita Roja.” The poem is brief and does not explain everything that happens in detail. However, it offers clues to help readers infer what is not explicitly stated. The students use the poem to make inferences and answer questions such as “Expliquen en sus propias palabras el verso 1” and “¿Cómo sabemos que es verdad que el lobo ya no es malvado?” By providing multiple opportunities for students to engage in class discussions, educators can more effectively assess comprehension and use this information to modify, adjust, and guide their instruction.
Evaluation for 6.3a
In Guía del maestro unit 2 “¡Eureka! El arte de la invención,” the materials include scaffolds by guiding educators to prepare sentence structures for the “Tarjeta de inventor de Thomas Edison.” The materials provide the sentence frames in “Completen estas oraciones: Un desafío que Edison enfrentó fue tener una familia. . . y tener que trabajar cuando tenía. . . años” and “Un hecho que me parece interesante sobre Thomas Edison es que. . .” for the educator to use. Embedded scaffolds help educators maintain rigor while ensuring all students can access grade-level texts.
Similarly, in Guía del maestro unit 6 “Poesía: palabras maravillosas,” lesson 1 “Caperucita Roja” provides evidence that the materials include educator guidance and embedded supports to ensure that all students can access grade-level, authentic Spanish texts while maintaining rigor. The “Preparación previa” section directs educators to have students read the poem in pairs, prepare “Proyección 1,” organize collaborative groups, and gather colored pencils to visually identify rhyme patterns. The lesson also suggests preparing an image of Caperucita Roja, developing supporting questions for oral language activities, and creating a word bank of rhyming words to scaffold students’ understanding of the poem’s language and structure. Educators are directed to review both essential vocabulary, agarrar a palos, mirar de reojo, and polerón, and literary vocabulary, décima, décima glosada, diálogo, estrofa, inferir, and verso, while encouraging students to use the glossary, infer word meanings from context, consult a dictionary, or seek educator assistance when needed. During “Lectura en voz alta,” the educator models fluent reading by reading the poem aloud using different voices for the narrator, Caperucita Roja, and el lobo. The educator also activates students’ background knowledge by discussing the traditional story of “Caperucita Roja” and guides partner discussions to summarize the poem before conducting a whole-class review. Additional scaffolds are embedded throughout the lesson, including “Apoyo a la enseñanza” for students unfamiliar with the original tale, differentiated “Audición y expresión” oral supports that provide questions of increasing complexity for emergent, on-level, and advanced learners, and the use of “Proyección 1” during “Reflexionar y hacer inferencias” to combine visual and textual evidence when answering inferential and evaluative questions.
Evaluation for 6.3b
In Guía del maestro unit 6 “Poesía: palabras maravillosas,” lessons 9–10 offer opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level authentic Spanish texts. In lesson 9 “Escribir el borrador de poemas con anáforas,” the “Desafío” activity extends the core lesson by asking proficient students to incorporate alliteration into their poems, in addition to the required use of anaphora, and encouraging them to apply multiple poetic devices independently as they compose original texts. Students who complete their drafts early are further challenged to enrich their poems by adding additional descriptive details. In lesson 10 “Recurso poético: aliteración,” the “Desafío” activity asks students to identify examples of alliteration in songs, advertisements, and traffic signs, helping them transfer their understanding of the literary device to authentic texts beyond the classroom. During “Lectura,” “Analizar opciones del idioma,” the “Nivel avanzado” guidance extends students’ analysis by having them visualize the poem’s language while examining how words and phrases relate to sensory imagery. The lesson continues to provide enrichment through “Diario del poeta 10.3,” where students independently compose a poem using all five senses, alliteration, figurative language, questions, exclamations, and descriptive details modeled after the mentor text. Students who complete their poems early are encouraged to reread and revise their work by adding another example of alliteration and incorporating a simile. Finally, “Escritura: elegir recursos lingüísticos” includes “Nivel avanzado” supports that encourage proficient students to expand their writing using an open-ended word bank rather than sentence frames, allowing for greater independence in applying literary techniques.
The materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level authentic or transadapted Spanish texts. For example, in Guía del maestro unit 7 “Geología: esta inmensa roca,” lesson 1 has students read “Capítulo 1: La superficie cambiante de la Tierra” and answer comprehension questions. After this, the materials include a sidebar “Desafío” section that challenges students who demonstrate proficiency to respond to the question “¿Piensan que Wegener hizo bien en publicar sus teorías aunque no tuviera toda la evidencia que necesitaba o hubiera tenido más sentido no publicarlas?” and to explain their answers. As students receive targeted extension activities, they are encouraged to become more independent learners.
Evaluation for 6.4a
The “Mapa curricular de Grado 4” demonstrates how the materials include both quantitative and qualitative analysis of each Spanish core text, along with a rationale for each text’s educational purpose and grade-level placement. For every instructional unit, the curriculum map identifies the text type (literary, informational, or informational/literary), provides a Lexile measure for the core text when applicable, and outlines the unit’s instructional sequence, including the number of lessons, duration, formative assessments, and summative assessments. Each unit also includes a “Resumen” that explains the educational purpose of the selected text and describes how it supports students’ development of specific literacy skills. For example, unit 5 “La isla del tesoro: la X marca el lugar” identifies the adapted classic novel as a literary/informational text with a Lexile measure of 770L and explains that students will follow the development of characters, setting, plot, and literary elements while reading an adapted version of Robert Louis Stevenson’s classic adventure novel and applying those understandings through an extended writing project. Likewise, unit 7 “Geología: esta inmensa roca” is identified as an informational/literary unit, with a Lexile measure of 900L, and explains that students will study Earth’s geological processes while reading complex informational texts and producing informational and descriptive writing that uses literary devices. Across all units, the curriculum maps provide clearly defined “Objetivos de aprendizaje,” the TEKS alignment, and assessment expectations that establish the instructional purpose of each core text and justify its placement within the grade sequence.
The materials include quantitative and qualitative analysis of each Spanish core text, including a rationale for each text’s educational purpose and grade-level placement. The Guía de complejidad de los textos y vocabulario includes publisher-developed analysis for each core text, identifying its educational purpose, quantitative and qualitative text complexity, and expected reading demand. For example, the guide explains that in unit 3 “Ficción contemporánea: mi calle, tu calle,” students will read and analyze the text closely, then incorporate literary elements into a multi-chapter narrative. The text has a quantitative complexity of MCn 940L, a qualitative complexity of MCI 2, and a reading demand of ELC 3, supporting its placement in the grade. These analyses provide educators with a clear rationale for both the instructional purpose and the grade-level placement of each core text.
Evaluation for 6.4b
The materials demonstrate that informational texts are appropriately matched to grade expectations through text complexity analyses and corresponding instructional tasks, as demonstrated in the Guía de complejidad de los textos y vocabulario. The guide provides quantitative and qualitative measures together with the anticipated reading demand for the unit’s science texts. For example, in unit 7 “Geología: esta inmensa roca,” the core text includes quantitative and qualitative ratings that correspond to instructional activities requiring students to interpret scientific vocabulary, analyze informational text features, explain geological processes, and synthesize evidence from multiple sections of the text. These aligned measures and instructional expectations demonstrate that the text complexity is appropriate for grade 4 learners.
Additionally, Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios” provides evidence that the Spanish core text is appropriately complex for the grade, as reflected in its relationship to the instructional tasks students complete throughout the unit. The introduction explains that the fifteen-lesson unit is centered on reading, writing, listening, speaking, and language development, engaging students in whole-class, small-group, partner, and independent activities that build progressively throughout the unit. For example, in the section “¿Por qué esta unidad es importante?” the guide describes how students analyze the novel’s literary elements, including dialogue, descriptive language, literary devices, conflict, theme, tone, and character development, while using those elements to write their own works of narrative fiction. The introduction further explains that students read the novel critically and closely, strengthening their ability to make inferences supported by textual evidence, think creatively and independently, and apply the characteristics of narrative fiction to their own writing. The “Vocabulario esencial” section identifies the academic vocabulary that is intentionally introduced and revisited across the lessons to support comprehension of the increasingly complex text, while the “Escritura” section explains that students write daily to practice making inferences and predictions, identifying and explaining themes, analyzing literary devices, summarizing the plot, and examining character development before completing the culminating narrative writing project “Mi página de diario.”
Evaluation for 6.5a
The materials include explicit educator guidance in Spanish on how to monitor students’ comprehension through structured activities during independent reading. The K–5 Guía de lectura independiente directs educators to “Proporcionar oportunidades regulares para reuniones e interacción con los estudiantes.” The materials include explicit educator guidance on monitoring students’ comprehension through structured activities during independent reading and provide explicit prompts for structured one-on-one reading conferences tailored to different reading levels. Educators are guided to monitor comprehension by asking developing readers, “¿Qué tipo de libros disfrutas leyendo?” and asking independent readers open-ended questions like “¿Cuáles son tus géneros o autores favoritos?” consistently, while reflecting on how reading strengthens students’ memory retention.
The materials also include educator guidance for monitoring comprehension while students independently read informational texts, as demonstrated in Guía del maestro unit 7 “Geología: esta inmensa roca.” Lesson 8’s “Lectura independiente” section directs educators to confer with students individually while they read and use targeted questions to assess comprehension of scientific concepts. For example, educators ask students to summarize key ideas, explain scientific vocabulary using evidence from the text, and describe how text features support their understanding, then provide additional instructional support when necessary. These structured conferences enable educators to monitor comprehension while maintaining students’ independence as readers. The materials provide explicit educator guidance for monitoring comprehension during independent reading.
Evaluation for 6.5b
The texts in the materials are designed for independent reading, are authentic or transadapted Spanish texts, and have a range of complexity levels for students to practice reading independently. For example, in the Paquete de fluidez, texts designated for independent reading span a range of complexity levels to help students practice reading independently. The “Table of Contents” outlines a diverse mix of literary and informational texts spanning poetry, U.S. history, ecology, and the history of China, inherently offering varied structures and vocabulary. Additionally, the passages themselves range significantly in length and density, from the short poem “El arquero” to the much longer narrative “Me pregunto qué es, parte II.” Having a variety of texts with different levels of difficulty helps educators support learners of mixed abilities.
Additionally, in unit 5 “La isla del tesoro: la X marca el lugar,” the Libro de lectura “Selecciones de enriquecimiento” provides students with both familiar and more challenging content for independent reading. “Capítulo 1: El viejo lobo de mar y la marca negra” is a text for students at one reading level, while “La travesía” serves as an enrichment text. Having a variety of texts with different levels of difficulty helps educators support learners of mixed abilities. It meets the needs of both struggling readers and advanced students, fostering independence and building confidence.
Evaluation for 6.5c
The materials include a plan for students to self-select high-quality authentic or transadapted Spanish texts and read independently for a sustained period, including planning and accountability for achieving independent reading goals. For example, the K–5 Guía de lectura independiente instructs educators to “Ayudar a los estudiantes a establecer metas alcanzables y monitorear los resultados.” Educators receive guidance on helping students set achievable goals and monitor results by setting weekly goals. The educator also receives guidance on the appropriate level of support to provide depending on the student’s development. A structured individual reading approach ensures educators have access to texts and tasks aligned to learning objectives.
The materials include a structured plan for independent reading that empowers students to select authentic Spanish texts and establish personal reading goals, as demonstrated in K–5 Guía de lectura independiente. Paso 1 provides explicit guidance on implementing sustained independent reading by establishing routines, supporting students’ book selection, and encouraging students to set reading goals. For example, students in the “Lectura independiente” stage independently select books of appropriate rigor using the five-finger strategy, set their own reading goals during educator conferences, and complete reading logs regularly. The guide also recommends at least two 30-minute independent reading sessions each week to provide sustained opportunities for reading practice.
6.1 High-Quality Grade-Level Texts
6.1a
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 6.1a
Evaluation for 6.1a
Core texts used for instruction are authentic or appropriate Spanish transadaptations and are written at grade level when evaluated using research-based measures of text complexity.
1 out of 1 points
The materials also include authentic informational texts appropriate for grade 4 students, as demonstrated in Guía del maestro unit 7 “Geología: esta inmensa roca.” The unit introduction explains that students engage with connected informational texts that build scientific knowledge about Earth’s structure and geological processes while developing disciplinary literacy. Students read texts about rocks, minerals, volcanoes, earthquakes, weathering, erosion, and the rock cycle while applying comprehension strategies and scientific vocabulary throughout the unit. The instructional sequence increases the complexity of concepts and texts while maintaining a coherent focus on science. This demonstrates that the materials provide authentic, grade-level informational texts that serve as the core texts for science-based instruction.
6.1b
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 6.1b
Evaluation for 6.1b
Texts are authentic or appropriate Spanish transadaptations and are well-crafted and of publishable quality.
1 out of 1 points
The materials also include authentic informational texts that are organized to support deep disciplinary learning, as demonstrated in Guía del maestro unit 7 “Geología: esta inmensa roca,” The unit introduction explains that students engage with a coherent collection of science texts that present accurate information about geological processes while developing content knowledge and academic language. The guide describes how students read interconnected informational texts about rocks, minerals, volcanoes, earthquakes, weathering, erosion, and the rock cycle to build understanding through multiple perspectives and text types. The texts present scientific concepts using discipline-specific language appropriate for grade 4 learners. This demonstrates that the materials include well-crafted informational texts of publishable quality that support authentic science learning.
6.1c
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 6.1c
Evaluation for 6.1c
Materials include traditional, contemporary, classical, and diverse authentic or transadapted Spanish texts across multiple content areas.
4 out of 4 points
The curriculum complements this classical fiction by integrating distinct genres and subjects across other instructional blocks. In Guía del maestro unit 7 “Geología: esta inmensa roca,” students engage with contemporary, authentic informational texts such as “El interior de la Tierra” and “La teoría de la deriva continental” to master domain-specific science content. Within literary analysis blocks, the curriculum uses traditional genres, including the authentic Spanish fable “El pastorcito mentiroso,” to study narrative mechanics. Students also read diverse historical biographies like “La vida de Juana Inés de la Cruz” to examine character perspectives. Additionally, transadapted historical readings like “La civilización maya y el cultivo del maíz” systematically bridge social studies with language arts. This deliberate pairing of classical adventure fiction, authentic traditional fables, and cross-curricular informational texts ensures grade 4 students navigate an expansive, diverse collection of text types while building deep content knowledge in tandem with Spanish language proficiency.
6.1d
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 6.1d
Evaluation for 6.1d
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences. (S)
1 out of 1 points
The materials include engaging literary texts that encourage students to make meaningful personal connections, as demonstrated in Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios.” The unit introduction explains that the novel combines scientific discovery with themes of curiosity, perseverance, and problem-solving through the perspective of a young protagonist. For example, students examine how the main character’s interests, questions, and experiences lead to new discoveries while connecting those experiences to their own curiosity and learning. The unit integrates literary analysis with science content, making the text engaging for a wide range of student interests. The materials include an engaging text that reflects authentic student experiences and interests while promoting meaningful personal connections.
6.2 Interaction with Grade-Level Text
6.2a
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 6.2a
Evaluation for 6.2a
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
Similarly, in Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios,” lesson 4 and readings from the Libro de lectura provide evidence that the materials include opportunities for students to listen to, think about, and critically respond to grade-level authentic Spanish texts while justifying their thinking orally and in writing. During “Repaso de los capítulos 5 y 6,” students participate in Think-Pair-Share discussions to review key events and conflicts from the Libro de lectura, then collaboratively record them on a class timeline. In Libro de lectura chapter 7, the educator reads portions of the authentic novel aloud before students continue reading independently and with partners, providing opportunities to listen to and engage with the text. Throughout the lesson, students respond to literal, inferential, and evaluative questions that require them to analyze Javier’s motivations, identify recurring themes, and make inferences supported by textual evidence. Students explain Javier’s motivations, identify themes such as friendship, solidarity, and tolerance, and justify their responses with quotations and details from the novel. During the “Tabla de desarrollo de personajes” activity, students cite textual evidence to describe characters’ traits, motivations, and conflicts before recording their responses in their activity pages. The lesson concludes with “Preguntas de comprensión,” where students answer inferential questions using evidence or direct quotations from the Libro de lectura to support their thinking.
6.2b
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 6.2b
Evaluation for 6.2b
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
The materials include opportunities in each lesson to discuss specific aspects of grade-level Spanish text. For example, in Guía del maestro unit 7 “Geología: esta inmensa roca,” lesson 3’s “Lectura atenta” section guides educators to pause to explain or clarify as they read parts of the chapter. The students read the first paragraph of page 13 and respond to the questions “¿De qué manera la elección de palabras del autor ayuda a explicar qué pensaban muchos geólogos sobre la hipótesis de Wegener acerca de la deriva continental?” and “¿Qué quiere decir el autor con la frase ‘algunos pocos geólogos pensaron que Wegener estaba en el camino correcto?’” to review the author’s use of language in the text. Purposeful student interactions help educators identify gaps in students’ understanding of the writer’s intent, enabling personalized instruction that directly addresses these key elements.
6.2c
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 6.2c
Evaluation for 6.2c
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
The materials include opportunities in each lesson for students to practice a variety of reading skills using grade-level text. For example, in Guía del maestro unit 6 “Poesía: palabras maravillosas,” lesson 1’s “Reflexionar y hacer inferencias” section guides students to make inferences about the poem “Caperucita Roja.” The poem is brief and does not explain everything that happens in detail. However, it offers clues to help readers infer what is not explicitly stated. The students use the poem to make inferences and answer questions such as “Expliquen en sus propias palabras el verso 1” and “¿Cómo sabemos que es verdad que el lobo ya no es malvado?” By providing multiple opportunities for students to engage in class discussions, educators can more effectively assess comprehension and use this information to modify, adjust, and guide their instruction.
6.3 Supporting Access to Grade-Level Text
6.3a
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.). (S/T)
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.). (S/T)
2 out of 2 points
Evaluation for 6.3a
Evaluation for 6.3a
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.). (S/T)
2 out of 2 points
Similarly, in Guía del maestro unit 6 “Poesía: palabras maravillosas,” lesson 1 “Caperucita Roja” provides evidence that the materials include educator guidance and embedded supports to ensure that all students can access grade-level, authentic Spanish texts while maintaining rigor. The “Preparación previa” section directs educators to have students read the poem in pairs, prepare “Proyección 1,” organize collaborative groups, and gather colored pencils to visually identify rhyme patterns. The lesson also suggests preparing an image of Caperucita Roja, developing supporting questions for oral language activities, and creating a word bank of rhyming words to scaffold students’ understanding of the poem’s language and structure. Educators are directed to review both essential vocabulary, agarrar a palos, mirar de reojo, and polerón, and literary vocabulary, décima, décima glosada, diálogo, estrofa, inferir, and verso, while encouraging students to use the glossary, infer word meanings from context, consult a dictionary, or seek educator assistance when needed. During “Lectura en voz alta,” the educator models fluent reading by reading the poem aloud using different voices for the narrator, Caperucita Roja, and el lobo. The educator also activates students’ background knowledge by discussing the traditional story of “Caperucita Roja” and guides partner discussions to summarize the poem before conducting a whole-class review. Additional scaffolds are embedded throughout the lesson, including “Apoyo a la enseñanza” for students unfamiliar with the original tale, differentiated “Audición y expresión” oral supports that provide questions of increasing complexity for emergent, on-level, and advanced learners, and the use of “Proyección 1” during “Reflexionar y hacer inferencias” to combine visual and textual evidence when answering inferential and evaluative questions.
6.3b
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level authentic or transadapted Spanish texts.
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level authentic or transadapted Spanish texts.
1 out of 1 points
Evaluation for 6.3b
Evaluation for 6.3b
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level authentic or transadapted Spanish texts.
1 out of 1 points
The materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level authentic or transadapted Spanish texts. For example, in Guía del maestro unit 7 “Geología: esta inmensa roca,” lesson 1 has students read “Capítulo 1: La superficie cambiante de la Tierra” and answer comprehension questions. After this, the materials include a sidebar “Desafío” section that challenges students who demonstrate proficiency to respond to the question “¿Piensan que Wegener hizo bien en publicar sus teorías aunque no tuviera toda la evidencia que necesitaba o hubiera tenido más sentido no publicarlas?” and to explain their answers. As students receive targeted extension activities, they are encouraged to become more independent learners.
6.4 Analysis of Text Complexity
6.4a
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 6.4a
Evaluation for 6.4a
Materials include quantitative and qualitative analysis of each Spanish core text, including a rationale for each text's educational purpose and grade-level placement.
4 out of 4 points
The materials include quantitative and qualitative analysis of each Spanish core text, including a rationale for each text’s educational purpose and grade-level placement. The Guía de complejidad de los textos y vocabulario includes publisher-developed analysis for each core text, identifying its educational purpose, quantitative and qualitative text complexity, and expected reading demand. For example, the guide explains that in unit 3 “Ficción contemporánea: mi calle, tu calle,” students will read and analyze the text closely, then incorporate literary elements into a multi-chapter narrative. The text has a quantitative complexity of MCn 940L, a qualitative complexity of MCI 2, and a reading demand of ELC 3, supporting its placement in the grade. These analyses provide educators with a clear rationale for both the instructional purpose and the grade-level placement of each core text.
6.4b
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 6.4b
Evaluation for 6.4b
Core texts have the appropriate level of complexity in Spanish for the grade according to their quantitative and qualitative analysis and relationship to student tasks.
2 out of 2 points
Additionally, Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios” provides evidence that the Spanish core text is appropriately complex for the grade, as reflected in its relationship to the instructional tasks students complete throughout the unit. The introduction explains that the fifteen-lesson unit is centered on reading, writing, listening, speaking, and language development, engaging students in whole-class, small-group, partner, and independent activities that build progressively throughout the unit. For example, in the section “¿Por qué esta unidad es importante?” the guide describes how students analyze the novel’s literary elements, including dialogue, descriptive language, literary devices, conflict, theme, tone, and character development, while using those elements to write their own works of narrative fiction. The introduction further explains that students read the novel critically and closely, strengthening their ability to make inferences supported by textual evidence, think creatively and independently, and apply the characteristics of narrative fiction to their own writing. The “Vocabulario esencial” section identifies the academic vocabulary that is intentionally introduced and revisited across the lessons to support comprehension of the increasingly complex text, while the “Escritura” section explains that students write daily to practice making inferences and predictions, identifying and explaining themes, analyzing literary devices, summarizing the plot, and examining character development before completing the culminating narrative writing project “Mi página de diario.”
6.5 Self-Sustained Independent Reading
6.5a
Materials include explicit (direct) teacher guidance in Spanish on how to monitor student's comprehension through structured activities during independent reading. (T)
Materials include explicit (direct) teacher guidance in Spanish on how to monitor student's comprehension through structured activities during independent reading. (T)
1 out of 1 points
Evaluation for 6.5a
Evaluation for 6.5a
Materials include explicit (direct) teacher guidance in Spanish on how to monitor student's comprehension through structured activities during independent reading. (T)
1 out of 1 points
The materials also include educator guidance for monitoring comprehension while students independently read informational texts, as demonstrated in Guía del maestro unit 7 “Geología: esta inmensa roca.” Lesson 8’s “Lectura independiente” section directs educators to confer with students individually while they read and use targeted questions to assess comprehension of scientific concepts. For example, educators ask students to summarize key ideas, explain scientific vocabulary using evidence from the text, and describe how text features support their understanding, then provide additional instructional support when necessary. These structured conferences enable educators to monitor comprehension while maintaining students’ independence as readers. The materials provide explicit educator guidance for monitoring comprehension during independent reading.
6.5b
Texts designated for independent reading are authentic or transadapted Spanish texts and have a range of complexity levels for students to practice reading independently. (S)
Texts designated for independent reading are authentic or transadapted Spanish texts and have a range of complexity levels for students to practice reading independently. (S)
2 out of 2 points
Evaluation for 6.5b
Evaluation for 6.5b
Texts designated for independent reading are authentic or transadapted Spanish texts and have a range of complexity levels for students to practice reading independently. (S)
2 out of 2 points
Additionally, in unit 5 “La isla del tesoro: la X marca el lugar,” the Libro de lectura “Selecciones de enriquecimiento” provides students with both familiar and more challenging content for independent reading. “Capítulo 1: El viejo lobo de mar y la marca negra” is a text for students at one reading level, while “La travesía” serves as an enrichment text. Having a variety of texts with different levels of difficulty helps educators support learners of mixed abilities. It meets the needs of both struggling readers and advanced students, fostering independence and building confidence.
6.5c
Materials include a plan for students to self-select high-quality authentic or transadapted 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 authentic or transadapted 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 6.5c
Evaluation for 6.5c
Materials include a plan for students to self-select high-quality authentic or transadapted Spanish texts and read independently for a sustained period, including planning and accountability for achieving independent reading goals. (S)
4 out of 4 points
The materials include a structured plan for independent reading that empowers students to select authentic Spanish texts and establish personal reading goals, as demonstrated in K–5 Guía de lectura independiente. Paso 1 provides explicit guidance on implementing sustained independent reading by establishing routines, supporting students’ book selection, and encouraging students to set reading goals. For example, students in the “Lectura independiente” stage independently select books of appropriate rigor using the five-finger strategy, set their own reading goals during educator conferences, and complete reading logs regularly. The guide also recommends at least two 30-minute independent reading sessions each week to provide sustained opportunities for reading practice.
Rubric Section 7
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 7.A.1a
In Guía del maestro unit 5 “La isla del tesoro: la X marca el lugar,” lesson 6 “El barril de manzanas” includes the “Comentar el capítulo” section, in which students analyze the chapter through evaluative and inferential questions that require them to explain their thinking using details from the text. During the chapter discussion, students examine the conflict and character development by referring to specific events, dialogue, and actions from the novel. For example, students explain why the chapter represents a major conflict by citing evidence that Jim discovers members of the crew are planning a mutiny and that the characters face the possibility of losing the treasure and their lives. Students also explain how Jim’s perception of John Silver changes by referencing Silver’s actions and plans within the chapter rather than relying on personal opinions. Students further demonstrate comprehension by completing the “Tabla de personajes” on “Página de actividades 1.3,” where they record important information and key details about Jim Hawkins and John Silver based on their descriptions, words, and actions throughout the text. Educators guide students to support their responses with specific evidence from the chapter during discussions and written responses. Additionally, the differentiated “Audición y expresión oral: Dar una opinión” activity requires advanced students to expand on or challenge a classmate’s ideas using evidence from the text, reinforcing the expectation that interpretations and claims are supported by textual details.
In Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios,” lesson 4 “Motivaciones y temas,” students read chapter 7 and analyze characters’ motivations and emerging themes through text-based discussions and responses. Educators guide students to explain Javier’s motivations, identify details from the novel that support themes, and defend their interpretations during class discussions before planning their own narrative writing. Throughout the lesson, educators provide prompts that direct students to revisit specific information from the text when explaining their responses. These tasks support students in developing interpretations grounded in the text while strengthening their ability to communicate and justify their ideas.
Evaluation for 7.A.1b
In Guía del maestro unit 6 “Poesía: palabras maravillosas,” lesson 10 “Son olas verdes” directs students to analyze the poem’s meaning and literary elements through discussions and tasks that require them to explain and support their interpretations using details from the text. The lesson begins with students activating prior knowledge by discussing characteristics of waves and ideas or emotions associated with the sea before listening to the poem. Students then examine the poet’s craft by identifying examples of alliteration and explaining how repeated sounds contribute to the poem’s central ideas. During the “Recurso poético: aliteración” activity, students review the definition of alliteration, identify examples from the opening verses, and explain how sound patterns connect to the poem’s theme. In “Diario del poeta 10.2,” students reread the poem and analyze the poet’s use of sensory imagery by identifying words and phrases connected to sight, hearing, and taste and explaining how these details contribute to meaning. Throughout the lesson, students paraphrase ideas, summarize the poet’s descriptions, discuss key concepts, and support their interpretations with specific words and phrases from the poem. Collaborative discussions provide additional opportunities for students to share, defend, and refine their thinking by connecting their responses to evidence from the text.
In Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios,” the lesson 7 “Lenguaje descriptivo” section has students analyze the author’s language choices and descriptive techniques to develop interpretations of the novel’s characters, setting, and events. Educators guide students to examine how descriptive details, figurative language, and word choices contribute to the meaning and tone of the text. Students identify examples from the novel, explain how the author’s use of language influences their understanding of the story, and support their inferences with evidence from the text during structured discussions. The lesson prompts students to consider why the author selected specific descriptions and how those choices shape the reader’s experience. These tasks require students to evaluate elements of the author’s craft and language while connecting specific textual details to their interpretations.
Evaluation for 7.A.1c
In Guía del maestro unit 3 “Ficción contemporánea: mi calle, tu calle,” lesson 4 directs students to apply their understanding of character development by comparing information from the literary text “Congrí” and organizing their thinking in a Venn diagram. Students identify similarities and differences between Lisa and Mami, analyze how dialogue and actions reveal character traits, and use details from the text to explain their comparisons. During discussions, students defend their interpretations and respond to classmates’ ideas by referencing information from the story. This task requires students to apply their understanding of characterization to a new organizational format while synthesizing details, comparing perspectives, and communicating evidence-based conclusions.
In Guía del maestro unit 8 “Energía,” lesson 3’s “Visualización guiada” asks students to apply their understanding of the read-aloud “El pozo de Spindletop” by creating a visual representation of information from the text. After reading, educators guide students in developing a mental image of the setting and events described in the text and recording their interpretation through a drawing. Students then identify specific details from the text that influenced their visualization and add written explanations using evidence from the read-aloud. This task requires students to transfer their understanding of descriptive language and key details from the text into a new format while explaining how textual information shaped their interpretation. Through this application activity, students demonstrate comprehension by using evidence to communicate their understanding in a different context.
Evaluation for 7.A.1d
In Guía del maestro unit 3 “Ficción contemporánea,” lesson 2 focuses on the text “Café con leche” and engages students in a progression of questions and tasks that move from identifying key details to analyzing how events, characters, and actions contribute to the development of a theme. Students first recount important events from the selection and identify patterns in the characters’ experiences. Educators then guide students to analyze how characters’ actions and responses reveal the central message of the text and prompt students to explain their conclusions using evidence from the story. Students apply their understanding by composing written responses that identify the theme and support their interpretation with details from the text. Collaborative discussions and educator prompts encourage students to clarify, refine, and defend their ideas, providing opportunities for increasingly complex analysis of literary elements and meaning.
In Guía del maestro unit 8 “Energía,” lesson 6’s “Relacionar ideas en textos informativos” section has students analyze relationships among ideas presented across informational sources, such as the “La electricidad-energía invisible” selection. The lesson begins with comprehension tasks that require students to identify important information from texts and supporting visuals. Students then compare information from diagrams and informational passages, analyze how details from multiple sources contribute to their understanding of electrical energy, and synthesize their learning in an evidence-based written response. Through this sequence, students move from locating and recalling information to making connections, explaining relationships among ideas, and communicating conclusions supported by evidence. These tasks provide structured opportunities for students to engage in analysis of complex Spanish texts at multiple levels of cognitive demand.
Evaluation for 7.A.2a
In Guía del maestro unit 3 “Ficción contemporánea: mi calle, tu calle,” lesson 2 includes explicit guidance for educators for modeling how readers identify evidence, make inferences, and develop conclusions about a text’s theme. During “Buscar el tema en el pasaje 1,” educators are directed to guide students in examining patterns in characters’ actions, feelings, and responses before determining a possible theme. The lesson prompts educators to model that themes are developed through inferences supported by details from the text rather than personal opinions. For example, educators guide students to identify details that reveal Celeste’s emotions, connect repeated events and ideas, and explain how those details support conclusions about the central idea. As students reread “Café con leche” and “Cangrejitos de guayaba y queso,” educators model how evidence from each passage can be used to develop and refine claims about the theme. During “Comparar el tema del Fragmento 1 con el del Fragmento 2,” educators guide students in comparing ideas across texts, discussing similarities and differences in Celeste’s experiences, and using evidence from both selections to complete “Página de actividades 2.5.” These routines provide a clear model for using textual evidence to construct and communicate interpretations.
In Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios,” lesson 8 provides educators with guidance for modeling how to gather evidence and use it to analyze character development. Before reading, educators review significant events from previous chapters, use a class timeline to demonstrate how events influence characters, and explain how comparing characters helps readers understand their perspectives and relationships. During the guided read-aloud, educators model how to identify details that reveal similarities and differences between Javier and Karino Marías and prompt students to support their observations with evidence from the novel. The lesson includes structured supports, such as a Venn diagram and sentence stems including “Javier/Karino es. . .” “A Javier/Karino le interesa. . .” and “Ambos (Javier y Karino). . .” which help students organize evidence before developing comparative statements using academic connectors such as pero, y, porque, and entonces. After reading, educators continue modeling how to connect character experiences to broader themes by guiding students to explain how Javier changes and support their conclusions with specific details from the text. The “Preguntas de comprensión” and “Verificar la comprensión” activities further reinforce the process by requiring students to complete and justify statements such as “Javier cambió su opinión acerca de Karino. . .” using evidence from the novel.
Evaluation for 7.A.2b
In unit 2, “El Renacimiento: arte y cultura,” Guía del maestro, lesson 13, “Leer y escribir textos informativos: Relacionar afirmaciones y razones,” educators are provided with structured discussion supports that guide students to use academic vocabulary, text evidence, and complete explanations when discussing informational texts. During the lesson, educators model how to identify relevant evidence, connect details from the text to an author’s claim, and explain the relationship between an assertion and supporting reasons. Differentiated discussion prompts support students at varying levels of language development by requiring increasingly complex responses. For example, educators guide emerging readers to highlight evidence before sharing responses, prompt on-level students to locate and reference relevant sections of the text, and challenge advanced students to summarize characteristics of the Renaissance while supporting their explanations with textual evidence and academic vocabulary. Through these structured discussions, students practice using Spanish academic language and syntax to communicate ideas, justify interpretations, and explain how evidence supports claims from informational texts. The educator guidance provides a systematic approach for facilitating evidence-based conversations in which students build understanding through discussion, reasoning, and precise language use.
In Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios,” lesson 8 provides educators with structured routines to facilitate evidence-based discussions using Spanish academic vocabulary and syntax. Throughout the lesson, educators guide partner, small-group, and whole-class discussions in which students analyze characters, compare perspectives, and support their ideas with evidence from the novel. At the beginning of the lesson, educators introduce and reinforce academic vocabulary, including rehabilitación, vagabundo, melancolía, honor, apacible, and madurando, and provide opportunities for students to explain word meanings and apply the terms in complete oral responses. During “Pensar-Reunirse-Compartir,” students discuss Javier’s changing perspective toward Karino Marías, compare the characters’ experiences and viewpoints, and justify their observations using details from the text. Educators model the use of a Venn diagram to organize evidence and provide academic sentence frames such as “Javier/Karino es. . .” “A Javier/Karino le interesa. . .” “Javier. . . pero Karino. . .” “Karino. . . y Javier. . .” “Javier. . . porque Karino. . .” and “Javier/Karino. . . entonces. . .” to support students in constructing comparative statements using appropriate Spanish syntax. During “Preguntas de comprensión,” students answer literal and evaluative questions and explain how Javier’s perspective changes using details from the text. The lesson concludes with a Think-Pair-Share routine where students expand the model sentence “Javier cambió su opinión acerca de Karino. . .” by adding “porque” and supporting details from the novel before sharing their responses. Through these structured opportunities, students develop the ability to communicate ideas, justify interpretations, and participate in academic discussions using precise Spanish vocabulary, syntax, and evidence from texts.
Evaluation for 7.B.1a
In Guía del maestro unit 1 “Narrativas personales: mi historia, mi voz,” the “Introducción,” “¿Por qué es importante esta unidad?” and “Resúmenes de las narrativas personales” sections have students analyze authentic Spanish mentor texts that model the characteristics, organization, and craft of personal narrative writing. The unit includes published works of literary merit, including Mi querida bicicleta by Miguel Delibes, ¡Adiós, querido Cuco! by Berta Hiriart, and selections from Tesoros de mi isla by Alma Flor Ada. Through close examination of these texts, students identify how authors organize personal experiences, develop characters, sequence events, incorporate dialogue and descriptive details, and use figurative language to create meaning for readers. Educators guide students to notice how authors introduce experiences, develop important moments, and create effective conclusions before students apply these techniques to their own personal narratives. Students use the mentor texts as models to plan, draft, revise, and publish original narratives that demonstrate an understanding of genre-specific characteristics and author’s craft.
In Guía del maestro unit 6 “Poesía: palabras maravillosas,” lesson 2 “El desierto es mi madre,” directs students to study a Spanish mentor poem to analyze how an author’s language choices contribute to meaning and style. Students examine Pat Mora’s use of repetition and alliteration, identify examples of repeated sounds and patterns in the poem, and discuss how these techniques affect the reader’s experience. Students then apply the author’s craft by creating their own alliterative word combinations and incorporating them into original sentences and poetic writing. Through this analysis and application, the mentor poem serves as a model for students to compose poetry using intentional language choices and grade-level literary techniques.
Evaluation for 7.B.1b
In Guía del maestro unit 1 “Narrativas personales: mi historia, mi voz,” lesson 13 includes the “Compartir tu trabajo,” “Lista de verificación para la revisión,” and “Entrevistas a los autores” sections, through which students compose, revise, and share personal narratives for authentic audiences while applying genre-specific characteristics and craft. Before publishing, students use the “Lista de verificación para la revisión” to evaluate narrative elements, including an engaging introduction, logical event sequence, dialogue, specific language, similes, metaphors, and a meaningful conclusion. Educators guide students in refining their narratives before they read their work to a partner, participate in “Entrevistas a los autores,” and share their writing with the class. These opportunities provide multiple purposes for writing—including communicating personal experiences, reflecting on writing, and responding to questions from readers—while allowing students to present polished narratives to both peer and whole-class audiences.
In Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios,” lesson 11 asks students to “Escribir una narrativa desde una perspectiva diferente.” Students compose original narratives that extend and reinterpret events from the novel by writing from a different character’s point of view. Educators guide students through planning, drafting, revising, and sharing their narratives while emphasizing narrative elements such as point of view, dialogue, characterization, descriptive language, and sequence of events. Students analyze the mentor text before rewriting a scene from another character’s perspective, incorporate narrative techniques modeled by the author, revise their writing using educator and peer feedback, and share their completed narratives with classmates. Together, these writing experiences provide recurring opportunities throughout the year for students to compose literary texts for authentic purposes and audiences while applying genre-specific characteristics and author’s craft.
Evaluation for 7.B.1c
In Guía del maestro unit 2 “¡Eureka! El arte de la invención,” lesson 6 directs students to compose informational texts that explain and document an invention for authentic audiences. Educators guide students in creating a labeled diagram and writing logically sequenced directions that explain how an invention was constructed and how it can be built and used by others. Students organize information using headings, labels, precise vocabulary, and sequence words such as primero, después, and por último so judges, manufacturers, other inventors, and unfamiliar users can clearly understand the invention. By communicating factual information through organized explanations and procedural directions, students apply genre-specific characteristics of informational writing for multiple purposes and audiences.
In Guía del maestro unit 6 “Poesía: palabras maravillosas,” lesson 8’s “Introducción a la escritura informativa” and “Conectores, detalles, conclusiones” sections have students compose an informational essay that explains the structure and characteristics of poetry using organized paragraphs, supporting details, precise academic vocabulary, transitions, and a concluding statement. Educators model how informational texts introduce a topic, organize related ideas, and develop explanations with relevant details before students complete “Partes de un poema.” Students write to inform readers about poetic elements and literary devices while explaining how those features contribute to understanding poetry. The completed essays are designed to help classmates and other readers learn about poetry and prepare to compose their own poems, providing authentic opportunities to apply informational text structures, organization, and explanatory craft throughout the writing process.
Evaluation for 7.B.1d
In Guía del maestro unit 1 “Narrativas personales: mi historia, mi voz,” the lesson 2 “Características de los personajes” and “Párrafo sobre un buen amigo” sections ask students to compose an opinion/argumentative paragraph that communicates and supports a claim for an intended audience. Educators guide students to select the quality they believe is most important in a good friend, state their opinion in a clear topic sentence, support their position with relevant examples and explanations, and conclude by explaining why that quality is the most important. Students organize their ideas using the structure of an argumentative paragraph while writing to persuade readers of their viewpoint. These opportunities allow students to apply genre-specific characteristics, including a clear claim, supporting reasons, and a concluding statement, within an authentic writing task.
In Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios,” the lesson 12 section “Defender una interpretación del texto” directs students to compose argumentative responses that defend an interpretation of the novel using textual evidence. Educators guide students in developing a claim, organizing supporting reasons, selecting evidence from multiple chapters, and explaining how that evidence supports their position. Students evaluate whether a character’s decisions were justified, revise their arguments based on educator feedback, and present their completed writing to classmates. Through these opportunities, students write for the purpose of defending and communicating interpretations while applying genre-specific characteristics of argumentative writing, including logical organization, evidence-based reasoning, and conclusions appropriate for authentic audiences.
Evaluation for 7.B.1e
In Guía del maestro unit 2 “¡Eureka! El arte de la invención,” students complete “Página de actividades 1.4: Carta a Jacques,” in which they write an authentic friendly letter explaining how they applied one of the collaboration rules during the engineering challenge. Before writing, educators review the prompt, model the task, and provide structured supports and sentence frames. Students explain why they selected a collaboration rule, describe how they applied it, provide an example of a classmate demonstrating the rule, and explain the consequences of not following it. The activity reinforces the defining characteristics of correspondence by requiring a greeting (“Querido Jacques”), a logically organized body with supporting details, and a closing (“Atentamente”) while emphasizing audience, purpose, and clear communication. Students conclude the lesson by sharing portions of their letters with classmates, providing an authentic audience for their writing.
The materials provide additional opportunities to compose correspondence in Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios” through the “Pausa” and “Investigación y carta” sections. After researching an important scientific discovery, students write a letter to the scientist responsible for the discovery as if they were the novel’s protagonist, Javier. Students ask meaningful questions, explain what interested them most about the discovery, and connect the information to Javier’s experience with the dinosaur tooth from the novel. Educators reinforce the conventions of effective correspondence by guiding students to use an appropriate tone, organize ideas clearly, and include the required parts of a letter, including a greeting and closing. Students then revise, share, and publish their letters, providing additional opportunities to compose correspondence for an authentic purpose while applying genre-specific characteristics and craft.
Evaluation for 7.B.2a
The materials support students’ coherent use of the writing process through an age-appropriate progression in Spanish writing conventions. In Guía del maestro unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia,” lessons 10–14 guide students to compose a multi-paragraph cause-and-effect essay while progressing through planning, drafting, revising, editing, conferring, and publishing. Students begin by organizing ideas with planning pages, graphic organizers, vocabulary banks, writing prompts, and an evaluation rubric. Educators model how to organize paragraphs, incorporate transition words and academic vocabulary, and apply Spanish writing conventions. Students draft body paragraphs across multiple lessons before composing a conclusion. Throughout the writing process, they revise organization, strengthen supporting details, improve transitions and vocabulary, and edit for conventions using the rubric, educator feedback, and peer conferences. In the final lesson, students participate in structured writing groups to share their essays, provide and receive peer feedback, reflect on revisions, and publish improved final drafts.
The materials continue this progression in Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios,” with lesson 4’s “Introducción a la escritura de un texto narrativo.” Educators introduce a unit-long narrative writing project and explicitly explain each stage of the writing process. Students begin by brainstorming ideas and planning a narrative by identifying the purpose, audience, narrator, point of view, and plot using graphic organizers, a writing folder, a project checklist, and a narrative rubric. The writing sequence continues through lessons 5–6 with planning, lessons 7–11 with drafting, lessons 12–13 with revising, lesson 14 with editing for Spanish spelling, grammar, and punctuation, and lesson 15 with publishing and sharing completed narratives. Throughout the project, educators provide ongoing conferencing, peer feedback, and opportunities for self-assessment using the rubric, supporting students as they develop, refine, and publish complete narratives through the recursive writing process.
Evaluation for 7.B.2b
The materials provide explicit educator guidance for modeling each stage of the writing process while supporting students through conferencing, revising, editing, and publishing. In Guía del maestro unit 3 “Ficción contemporánea: mi calle, tu calle,” lesson 8 “Analizar la perspectiva,” educators explicitly distinguish between revising and editing, model a completed narrative as an exemplar, and demonstrate how authors improve organization, word choice, and Spanish language conventions before publication. Through think-alouds and guided practice, educators model how to develop an effective title and subtitle, use a revision checklist to evaluate writing, and apply feedback to strengthen ideas before editing for conventions. Educators confer individually with students throughout the writing process, provide targeted feedback using editing checklists, ask guiding questions to prompt revision, and monitor students’ progress as they refine their drafts. These instructional routines provide explicit modeling and scaffolded support that gradually release responsibility to students as they strengthen their writing.
The materials continue this guidance in Guía del maestro unit 5 “La isla del tesoro: la X marca el lugar,” lessons 17–18. Educators model how to strengthen organization, dialogue, descriptive language, and conclusions before students revise and edit their narratives. Throughout the lessons, educators circulate to conduct individual conferences, facilitate structured peer review, prompt students to explain and justify revisions, and guide them in incorporating feedback before preparing final drafts. Students then edit for Spanish writing conventions and publish their narratives by sharing them with classmates. These structured instructional routines explicitly model each element of the writing process while reinforcing revision, conferencing, editing, and publishing as recursive components of effective Spanish writing.
Evaluation for 7.B.3a
The materials provide explicit educator guidance in Spanish for sentence-level writing through direct instruction in sentence structure, syntax, and vocabulary. The “Grado 4 Suplemento para la escritura: corrección de textos” planning document includes twelve sequenced editing lessons in which educators model, guide, and monitor sentence construction through demonstrations, guided practice, and independent application. The introduction explains that each lesson reinforces the editing stage of the writing process using educator modeling, visual scaffolds, sentence strips, graphic organizers, informal assessments, and differentiated supports. Throughout the lessons, educators model correct and incorrect sentence examples, explain how grammatical choices affect meaning and clarity, demonstrate how to revise sentences, and guide students in collaboratively correcting and improving their writing before independent practice. Instruction explicitly addresses sentence structure, subject–verb agreement, noun-adjective agreement, pronoun reference, verb conjugation, word order, prepositional phrases, conjunctions, capitalization, punctuation, spelling, and precise academic vocabulary, providing systematic support for developing accurate and coherent Spanish sentences.
The materials extend this guidance in Guía del maestro unit 5 “La isla del tesoro: la X marca el lugar.” Lesson 5’s “Interpretar el lenguaje figurado” section directs educators to explicitly model how newly acquired academic vocabulary strengthens sentence construction and written expression. Educators define the vocabulary word cautivar, model its use in complete sentences, explain how word choice contributes to meaning, and guide students in composing original sentences using the target word and related synonyms. Educators then provide individualized support through paragraph organizers as students incorporate the vocabulary into their own writing. These instructional routines explicitly connect sentence structure, Spanish syntax, and academic vocabulary to authentic writing tasks, supporting students as they develop increasingly precise and effective written communication.
Evaluation for 7.B.3b
Guía del maestro unit 1 “Narrativas personales: mi historia, mi voz” includes the “Tabla de contenidos” resource and “Escritura” sections in lessons 1–2 and 5–8, which demonstrate a structured sequence where students develop narrative writing skills by moving from generating individual ideas and sentences to composing complete personal narratives. In lesson 1, educators introduce the foundations of narrative writing by guiding students through brainstorming personal experiences, identifying the parts of a paragraph, and modeling how to develop a paragraph about a meaningful memory. In lesson 2, students apply these skills by composing a paragraph about a good friend while strengthening organization and descriptive details. As instruction progresses, educators explicitly model how to use transition words in lesson 5 to connect events chronologically, incorporate supporting details in lesson 6, develop effective introductions in lesson 7, and strengthen narrative organization through cause-and-effect relationships, precise verbs, and meaningful details in lesson 8. These instructional routines provide a coherent progression in which students apply sentence-level skills to develop organized paragraphs and complete narrative compositions.
In Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios,” lessons 4–6 and 9 include the sections “Motivaciones y temas,” “Trama,” “Diálogo y perspectiva,” “Tono,” and “Escritura,” which provide additional evidence of a systematic writing progression through a multi-lesson narrative project. In lesson 4, educators introduce the writing project and model how authors develop ideas by selecting a narrator, setting, conflict, and point of view. Students use graphic organizers, writing checklists, and a narrative rubric to plan their own compositions. In lesson 5, educators model how to develop characters and organize narrative introductions by using planning questions, character development tools, and sentence stems to support complete ideas. In lesson 6, educators guide students in expanding planned ideas into a complete plot by modeling how to organize events, develop conflict, sequence the plot, and establish a resolution while applying past-tense verbs, transition words, and sentence structures that strengthen cohesion. In lesson 9, educators transition students from planning to drafting by modeling how to expand plot ideas into narrative paragraphs using descriptive details, conjunctions, transition words, subordinate clauses, and varied sentence structures. Students then draft, share their writing, receive peer and educator feedback, and apply revision strategies to strengthen their compositions. These lessons demonstrate how students build from foundational sentence development to increasingly complex narrative writing through explicit instruction, guided practice, and application.
Evaluation for 7.B.3c
In Guía del maestro unit 1 “Narrativas personales: mi historia, mi voz,” the lessons 7–11 sections, “¡Acción!” “El uso de detalles en la escritura,” “Finales fuertes,” “Símiles y metáforas,” “La clave está en los detalles,” and “Escritura” demonstrate a progression in which students expand and refine sentences as they develop a complete personal narrative. In lesson 7, students compose an introduction by developing complete sentences that establish the setting, characters, and central situation using planning questions, sentence starters, and educator guidance. In lesson 8, students develop a body paragraph using cause-and-effect structure and revise their writing by replacing general verbs with more precise language to improve sentence clarity and effectiveness. Students compare word choices, rewrite sentences, and use peer and educator feedback to strengthen their drafts. In lesson 9, students expand their narratives by adding sensory details, dialogue, and physical actions, then reread and revise their drafts to improve sentence fluency and elaboration. In lesson 10, students incorporate similes and metaphors into their writing, revising sentences to include figurative language, varied sentence structures, and appropriate dialogue punctuation. In lesson 11, students compose conclusions that connect the events of their narratives and prepare their drafts for further revision and sharing. Throughout the sequence, educators guide students in rereading, revising, and editing their writing to strengthen word choice, sentence structure, organization, and Spanish writing conventions before producing a completed composition.
The materials provide structured opportunities for students to refine sentence-level writing through the creation, revision, and editing of original poetry, as demonstrated in Guía del maestro unit 6 “Poesía: palabras maravillosas.” During lesson 8’s “Escribir poemas” activity, students apply their understanding of poetic craft to compose original poems while receiving explicit guidance on improving word choice, imagery, and sentence fluency. For example, students review models from previously studied poems, identify effective language choices, and draft their own poetic lines using precise vocabulary and descriptive details. As students revise, they replace repetitive or general words with more specific language, strengthen imagery through sensory details, and adjust sentence structures to create a stronger poetic effect. Students also edit their poems by applying Spanish writing conventions, including spelling, capitalization, and punctuation, before preparing a final version to share with others. The lesson includes opportunities for students to reread their writing, reflect on the effectiveness of their language choices, incorporate feedback, and refine multiple drafts. Through this process, students move beyond generating individual sentences to intentionally crafting and revising language for a specific purpose and audience, strengthening their ability to produce increasingly complex Spanish writing.
Evaluation for 7.B.4a
The materials provide a progression of Spanish language instruction in which students develop, practice, and apply academic language conventions through targeted grammar activities and authentic writing tasks. In Guía del maestro unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia,” lessons 2, 4, 6, 9, 11, and 13, provide students with explicit instruction in Spanish grammar, morphology, orthography, and sentence construction before applying these skills within connected writing tasks. For example, in lesson 2, students practice punctuation rules related to commas in lists, introductory phrases, and geographic locations, apply the root port by creating original sentences, and analyze how conventions function within mentor texts. In lesson 4, students apply quotation marks and commas when writing dialogue and citing evidence, while incorporating transition words into a cause-and-effect paragraph. Across the unit, students continue developing sentence-level accuracy by practicing subject–verb agreement, irregular verbs, verb tense usage, prefixes, suffixes, spelling patterns, and academic vocabulary, then transferring these skills into original sentences and paragraphs. These repeated opportunities support students in moving from isolated language practice to meaningful written communication.
In the Guía del maestro unit 7 “Geología: esta inmensa roca” Cuaderno de actividades “Página de actividades 7.5,” students apply previously learned language conventions within an authentic informational writing task. Before revising their wiki entries, students analyze a model text and use the checklist to evaluate organization, sentence structure, capitalization, punctuation, spelling, and formatting. Students then revise their own writing by confirming that sentences include complete subjects and predicates, demonstrate subject–verb agreement, and correctly apply nouns, adjectives, verbs, adverbs, prepositions, pronouns, and coordinating conjunctions. The checklist also guides students in reviewing verb tense consistency, paragraph structure, punctuation marks, and spelling conventions before publishing their final drafts. By requiring students to independently evaluate and revise their writing using grade-level Spanish conventions, the materials provide meaningful opportunities to transfer grammar and usage skills from direct instruction into authentic compositions.
Evaluation for 7.B.4b
The materials provide recurring opportunities for students to develop control of Spanish language conventions through targeted practice activities and application within authentic writing tasks. In Guía del maestro unit 4 “La Revolución de los Estados Unidos de América: el camino a la independencia” lesson 15, students apply previously taught grammar, punctuation, and usage skills while revising and editing a completed cause-and-effect essay. Students use a structured revision checklist to evaluate their writing for grammar, sentence structure, word choice, organization, and clarity. During the editing process, students apply conventions in context by correcting the use of tilde diacrítica in words such as que/qué, como/cómo, and porque/porqué, reviewing punctuation and accent marks that affect meaning, and verifying noun and article agreement, gender and number agreement, and sentence accuracy within their own compositions. Students then exchange essays with a partner and use the same checklist to evaluate another student’s writing, providing additional practice identifying and applying Spanish conventions. Educator guidance supports this process through modeling, monitoring, and feedback using the writing rubric and correction checklist.
In Guía del maestro unit 7 “Geología: esta inmensa roca,” lesson 10 “Meteorización y erosión: Parte 1” directs students to transfer Spanish grammar, punctuation, and usage skills into an authentic informational writing task. Students revise and edit their wiki entries using the “Guía de evaluación para la entrada wiki” and the “Lista de verificación para la corrección,” which guide them in reviewing organization, sentence structure, word choice, and language conventions. Through this process, students apply conventions such as subject–verb agreement, complete simple and compound sentences, noun and adjective agreement, verb forms, comparative and superlative adjectives, prepositions, conjunctions, capitalization, punctuation, and spelling patterns. The correction checklist also provides opportunities for students to practice conventions independently by isolating and reviewing specific language features before applying revisions to their own writing. Students further reinforce their understanding by collaborating with peers to review and discuss writing decisions using the evaluation criteria. Through repeated practice, self-assessment, peer feedback, and authentic composition tasks, students develop the ability to apply Spanish grammar, punctuation, and usage accurately across different writing contexts.
7.A.1 Use of Text Evidence
7.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 7.A.1a
Evaluation for 7.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 9 “Novela: Diario de un desenterrador de dinosaurios,” lesson 4 “Motivaciones y temas,” students read chapter 7 and analyze characters’ motivations and emerging themes through text-based discussions and responses. Educators guide students to explain Javier’s motivations, identify details from the novel that support themes, and defend their interpretations during class discussions before planning their own narrative writing. Throughout the lesson, educators provide prompts that direct students to revisit specific information from the text when explaining their responses. These tasks support students in developing interpretations grounded in the text while strengthening their ability to communicate and justify their ideas.
7.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 7.A.1b
Evaluation for 7.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 9 “Novela: Diario de un desenterrador de dinosaurios,” the lesson 7 “Lenguaje descriptivo” section has students analyze the author’s language choices and descriptive techniques to develop interpretations of the novel’s characters, setting, and events. Educators guide students to examine how descriptive details, figurative language, and word choices contribute to the meaning and tone of the text. Students identify examples from the novel, explain how the author’s use of language influences their understanding of the story, and support their inferences with evidence from the text during structured discussions. The lesson prompts students to consider why the author selected specific descriptions and how those choices shape the reader’s experience. These tasks require students to evaluate elements of the author’s craft and language while connecting specific textual details to their interpretations.
7.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 7.A.1c
Evaluation for 7.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 8 “Energía,” lesson 3’s “Visualización guiada” asks students to apply their understanding of the read-aloud “El pozo de Spindletop” by creating a visual representation of information from the text. After reading, educators guide students in developing a mental image of the setting and events described in the text and recording their interpretation through a drawing. Students then identify specific details from the text that influenced their visualization and add written explanations using evidence from the read-aloud. This task requires students to transfer their understanding of descriptive language and key details from the text into a new format while explaining how textual information shaped their interpretation. Through this application activity, students demonstrate comprehension by using evidence to communicate their understanding in a different context.
7.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 7.A.1d
Evaluation for 7.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 8 “Energía,” lesson 6’s “Relacionar ideas en textos informativos” section has students analyze relationships among ideas presented across informational sources, such as the “La electricidad-energía invisible” selection. The lesson begins with comprehension tasks that require students to identify important information from texts and supporting visuals. Students then compare information from diagrams and informational passages, analyze how details from multiple sources contribute to their understanding of electrical energy, and synthesize their learning in an evidence-based written response. Through this sequence, students move from locating and recalling information to making connections, explaining relationships among ideas, and communicating conclusions supported by evidence. These tasks provide structured opportunities for students to engage in analysis of complex Spanish texts at multiple levels of cognitive demand.
7.A.2 Teacher Guidance for the Use of Text Evidence
7.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 7.A.2a
Evaluation for 7.A.2a
Materials include guidance for teachers in Spanish on the effective modeling of the use of text evidence to generate evidence-based claims and construct text-based responses. (T)
2 out of 2 points
In Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios,” lesson 8 provides educators with guidance for modeling how to gather evidence and use it to analyze character development. Before reading, educators review significant events from previous chapters, use a class timeline to demonstrate how events influence characters, and explain how comparing characters helps readers understand their perspectives and relationships. During the guided read-aloud, educators model how to identify details that reveal similarities and differences between Javier and Karino Marías and prompt students to support their observations with evidence from the novel. The lesson includes structured supports, such as a Venn diagram and sentence stems including “Javier/Karino es. . .” “A Javier/Karino le interesa. . .” and “Ambos (Javier y Karino). . .” which help students organize evidence before developing comparative statements using academic connectors such as pero, y, porque, and entonces. After reading, educators continue modeling how to connect character experiences to broader themes by guiding students to explain how Javier changes and support their conclusions with specific details from the text. The “Preguntas de comprensión” and “Verificar la comprensión” activities further reinforce the process by requiring students to complete and justify statements such as “Javier cambió su opinión acerca de Karino. . .” using evidence from the novel.
7.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 7.A.2b
Evaluation for 7.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 9 “Novela: Diario de un desenterrador de dinosaurios,” lesson 8 provides educators with structured routines to facilitate evidence-based discussions using Spanish academic vocabulary and syntax. Throughout the lesson, educators guide partner, small-group, and whole-class discussions in which students analyze characters, compare perspectives, and support their ideas with evidence from the novel. At the beginning of the lesson, educators introduce and reinforce academic vocabulary, including rehabilitación, vagabundo, melancolía, honor, apacible, and madurando, and provide opportunities for students to explain word meanings and apply the terms in complete oral responses. During “Pensar-Reunirse-Compartir,” students discuss Javier’s changing perspective toward Karino Marías, compare the characters’ experiences and viewpoints, and justify their observations using details from the text. Educators model the use of a Venn diagram to organize evidence and provide academic sentence frames such as “Javier/Karino es. . .” “A Javier/Karino le interesa. . .” “Javier. . . pero Karino. . .” “Karino. . . y Javier. . .” “Javier. . . porque Karino. . .” and “Javier/Karino. . . entonces. . .” to support students in constructing comparative statements using appropriate Spanish syntax. During “Preguntas de comprensión,” students answer literal and evaluative questions and explain how Javier’s perspective changes using details from the text. The lesson concludes with a Think-Pair-Share routine where students expand the model sentence “Javier cambió su opinión acerca de Karino. . .” by adding “porque” and supporting details from the novel before sharing their responses. Through these structured opportunities, students develop the ability to communicate ideas, justify interpretations, and participate in academic discussions using precise Spanish vocabulary, syntax, and evidence from texts.
7.B.1 Genre Characteristics and Craft to Compose Multiple Texts
7.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 language arts 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 language arts TEKS.
1 out of 1 points
Evaluation for 7.B.1a
Evaluation for 7.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 language arts TEKS.
1 out of 1 points
In Guía del maestro unit 6 “Poesía: palabras maravillosas,” lesson 2 “El desierto es mi madre,” directs students to study a Spanish mentor poem to analyze how an author’s language choices contribute to meaning and style. Students examine Pat Mora’s use of repetition and alliteration, identify examples of repeated sounds and patterns in the poem, and discuss how these techniques affect the reader’s experience. Students then apply the author’s craft by creating their own alliterative word combinations and incorporating them into original sentences and poetic writing. Through this analysis and application, the mentor poem serves as a model for students to compose poetry using intentional language choices and grade-level literary techniques.
7.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 7.B.1b
Evaluation for 7.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
In Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios,” lesson 11 asks students to “Escribir una narrativa desde una perspectiva diferente.” Students compose original narratives that extend and reinterpret events from the novel by writing from a different character’s point of view. Educators guide students through planning, drafting, revising, and sharing their narratives while emphasizing narrative elements such as point of view, dialogue, characterization, descriptive language, and sequence of events. Students analyze the mentor text before rewriting a scene from another character’s perspective, incorporate narrative techniques modeled by the author, revise their writing using educator and peer feedback, and share their completed narratives with classmates. Together, these writing experiences provide recurring opportunities throughout the year for students to compose literary texts for authentic purposes and audiences while applying genre-specific characteristics and author’s craft.
7.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 7.B.1c
Evaluation for 7.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 6 “Poesía: palabras maravillosas,” lesson 8’s “Introducción a la escritura informativa” and “Conectores, detalles, conclusiones” sections have students compose an informational essay that explains the structure and characteristics of poetry using organized paragraphs, supporting details, precise academic vocabulary, transitions, and a concluding statement. Educators model how informational texts introduce a topic, organize related ideas, and develop explanations with relevant details before students complete “Partes de un poema.” Students write to inform readers about poetic elements and literary devices while explaining how those features contribute to understanding poetry. The completed essays are designed to help classmates and other readers learn about poetry and prepare to compose their own poems, providing authentic opportunities to apply informational text structures, organization, and explanatory craft throughout the writing process.
7.B.1d
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)
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 7.B.1d
Evaluation for 7.B.1d
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
In Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios,” the lesson 12 section “Defender una interpretación del texto” directs students to compose argumentative responses that defend an interpretation of the novel using textual evidence. Educators guide students in developing a claim, organizing supporting reasons, selecting evidence from multiple chapters, and explaining how that evidence supports their position. Students evaluate whether a character’s decisions were justified, revise their arguments based on educator feedback, and present their completed writing to classmates. Through these opportunities, students write for the purpose of defending and communicating interpretations while applying genre-specific characteristics of argumentative writing, including logical organization, evidence-based reasoning, and conclusions appropriate for authentic audiences.
7.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 7.B.1e
Evaluation for 7.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
The materials provide additional opportunities to compose correspondence in Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios” through the “Pausa” and “Investigación y carta” sections. After researching an important scientific discovery, students write a letter to the scientist responsible for the discovery as if they were the novel’s protagonist, Javier. Students ask meaningful questions, explain what interested them most about the discovery, and connect the information to Javier’s experience with the dinosaur tooth from the novel. Educators reinforce the conventions of effective correspondence by guiding students to use an appropriate tone, organize ideas clearly, and include the required parts of a letter, including a greeting and closing. Students then revise, share, and publish their letters, providing additional opportunities to compose correspondence for an authentic purpose while applying genre-specific characteristics and craft.
7.B.2 Writing Process
7.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 of 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 of writing. (S)
5 out of 5 points
Evaluation for 7.B.2a
Evaluation for 7.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 of writing. (S)
5 out of 5 points
The materials continue this progression in Guía del maestro unit 9 “Novela: Diario de un desenterrador de dinosaurios,” with lesson 4’s “Introducción a la escritura de un texto narrativo.” Educators introduce a unit-long narrative writing project and explicitly explain each stage of the writing process. Students begin by brainstorming ideas and planning a narrative by identifying the purpose, audience, narrator, point of view, and plot using graphic organizers, a writing folder, a project checklist, and a narrative rubric. The writing sequence continues through lessons 5–6 with planning, lessons 7–11 with drafting, lessons 12–13 with revising, lesson 14 with editing for Spanish spelling, grammar, and punctuation, and lesson 15 with publishing and sharing completed narratives. Throughout the project, educators provide ongoing conferencing, peer feedback, and opportunities for self-assessment using the rubric, supporting students as they develop, refine, and publish complete narratives through the recursive writing process.
7.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 7.B.2b
Evaluation for 7.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
The materials continue this guidance in Guía del maestro unit 5 “La isla del tesoro: la X marca el lugar,” lessons 17–18. Educators model how to strengthen organization, dialogue, descriptive language, and conclusions before students revise and edit their narratives. Throughout the lessons, educators circulate to conduct individual conferences, facilitate structured peer review, prompt students to explain and justify revisions, and guide them in incorporating feedback before preparing final drafts. Students then edit for Spanish writing conventions and publish their narratives by sharing them with classmates. These structured instructional routines explicitly model each element of the writing process while reinforcing revision, conferencing, editing, and publishing as recursive components of effective Spanish writing.
7.B.3 Explicit (Direct) and Systematic Writing Instruction
7.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 7.B.3a
Evaluation for 7.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
The materials extend this guidance in Guía del maestro unit 5 “La isla del tesoro: la X marca el lugar.” Lesson 5’s “Interpretar el lenguaje figurado” section directs educators to explicitly model how newly acquired academic vocabulary strengthens sentence construction and written expression. Educators define the vocabulary word cautivar, model its use in complete sentences, explain how word choice contributes to meaning, and guide students in composing original sentences using the target word and related synonyms. Educators then provide individualized support through paragraph organizers as students incorporate the vocabulary into their own writing. These instructional routines explicitly connect sentence structure, Spanish syntax, and academic vocabulary to authentic writing tasks, supporting students as they develop increasingly precise and effective written communication.
7.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 7.B.3b
Evaluation for 7.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 9 “Novela: Diario de un desenterrador de dinosaurios,” lessons 4–6 and 9 include the sections “Motivaciones y temas,” “Trama,” “Diálogo y perspectiva,” “Tono,” and “Escritura,” which provide additional evidence of a systematic writing progression through a multi-lesson narrative project. In lesson 4, educators introduce the writing project and model how authors develop ideas by selecting a narrator, setting, conflict, and point of view. Students use graphic organizers, writing checklists, and a narrative rubric to plan their own compositions. In lesson 5, educators model how to develop characters and organize narrative introductions by using planning questions, character development tools, and sentence stems to support complete ideas. In lesson 6, educators guide students in expanding planned ideas into a complete plot by modeling how to organize events, develop conflict, sequence the plot, and establish a resolution while applying past-tense verbs, transition words, and sentence structures that strengthen cohesion. In lesson 9, educators transition students from planning to drafting by modeling how to expand plot ideas into narrative paragraphs using descriptive details, conjunctions, transition words, subordinate clauses, and varied sentence structures. Students then draft, share their writing, receive peer and educator feedback, and apply revision strategies to strengthen their compositions. These lessons demonstrate how students build from foundational sentence development to increasingly complex narrative writing through explicit instruction, guided practice, and application.
7.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 7.B.3c
Evaluation for 7.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
The materials provide structured opportunities for students to refine sentence-level writing through the creation, revision, and editing of original poetry, as demonstrated in Guía del maestro unit 6 “Poesía: palabras maravillosas.” During lesson 8’s “Escribir poemas” activity, students apply their understanding of poetic craft to compose original poems while receiving explicit guidance on improving word choice, imagery, and sentence fluency. For example, students review models from previously studied poems, identify effective language choices, and draft their own poetic lines using precise vocabulary and descriptive details. As students revise, they replace repetitive or general words with more specific language, strengthen imagery through sensory details, and adjust sentence structures to create a stronger poetic effect. Students also edit their poems by applying Spanish writing conventions, including spelling, capitalization, and punctuation, before preparing a final version to share with others. The lesson includes opportunities for students to reread their writing, reflect on the effectiveness of their language choices, incorporate feedback, and refine multiple drafts. Through this process, students move beyond generating individual sentences to intentionally crafting and revising language for a specific purpose and audience, strengthening their ability to produce increasingly complex Spanish writing.
7.B.4 Grade-Level Standard Spanish Conventions
7.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 7.B.4a
Evaluation for 7.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 the Guía del maestro unit 7 “Geología: esta inmensa roca” Cuaderno de actividades “Página de actividades 7.5,” students apply previously learned language conventions within an authentic informational writing task. Before revising their wiki entries, students analyze a model text and use the checklist to evaluate organization, sentence structure, capitalization, punctuation, spelling, and formatting. Students then revise their own writing by confirming that sentences include complete subjects and predicates, demonstrate subject–verb agreement, and correctly apply nouns, adjectives, verbs, adverbs, prepositions, pronouns, and coordinating conjunctions. The checklist also guides students in reviewing verb tense consistency, paragraph structure, punctuation marks, and spelling conventions before publishing their final drafts. By requiring students to independently evaluate and revise their writing using grade-level Spanish conventions, the materials provide meaningful opportunities to transfer grammar and usage skills from direct instruction into authentic compositions.
7.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 7.B.4b
Evaluation for 7.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 7 “Geología: esta inmensa roca,” lesson 10 “Meteorización y erosión: Parte 1” directs students to transfer Spanish grammar, punctuation, and usage skills into an authentic informational writing task. Students revise and edit their wiki entries using the “Guía de evaluación para la entrada wiki” and the “Lista de verificación para la corrección,” which guide them in reviewing organization, sentence structure, word choice, and language conventions. Through this process, students apply conventions such as subject–verb agreement, complete simple and compound sentences, noun and adjective agreement, verb forms, comparative and superlative adjectives, prepositions, conjunctions, capitalization, punctuation, and spelling patterns. The correction checklist also provides opportunities for students to practice conventions independently by isolating and reviewing specific language features before applying revisions to their own writing. Students further reinforce their understanding by collaborating with peers to review and discuss writing decisions using the evaluation criteria. Through repeated practice, self-assessment, peer feedback, and authentic composition tasks, students develop the ability to apply Spanish grammar, punctuation, and usage accurately across different writing contexts.