Amplify Texas SLAR Segunda Edición, Grado 5

Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS and concepts taught in the course.

The materials include a scope and sequence outlining the Texas Essential Knowledge and Skills (TEKS) and concepts taught in the course. The “Mapa curricular de Grado 5” document includes instructional pacing and the learning objectives for each unit. This document summarizes the unit lessons and pausing points. For example, in unit 1, students learn concepts related to personal narratives, including identifying genre elements, developing writing skills such as dialogue and descriptive language, giving and receiving peer feedback, and building confidence as writers through frequent reading and writing practice.

The “Mapa curricular de Grado 5” also 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 5.6A, 5.6D, and 5.6E, which focus on analyzing literary elements and poetic structures, including figurative language, sound devices, tone, and author’s craft, as well as 5.9D, which addresses comparing and contrasting themes, structures, and literary elements across texts using graphic organizers and text evidence.

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).

The materials include the document Guía de clases Grado 5, which provides a pacing guide with a graphic representation of each unit’s length, assessments, and Pausing Points. For example, the guide includes a 37-week pacing calendar suggesting the number of days needed to complete each lesson/unit to support effective instruction. This supports the effective implementation of various calendars, including suggested instructional pacing.

The materials include suggested pacing guidance to support implementation across varying instructional calendars, as demonstrated in the K–5 Guía del usuario section “Planificación para calendarios alternos.” While the program is designed for a 180-day instructional year, the K–5 Guía del usuario provides explicit recommendations for both condensed-year and extended-year calendars. These supports enable educators to adjust pacing while maintaining alignment with the course’s scope and sequence. For districts with extended calendars, the materials also provide guidance for a 210-day school year by increasing Pausing Point days to five per unit and expanding assessment opportunities to nine throughout the year.

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.

The K–5 Guía del programa includes a clear explanation of how units in grade 5 are purposefully sequenced to build on students’ knowledge of both the TEKS and the content. The introduction to each unit explains how it connects to past and future units, so the materials include an explanation of the unit order and how concepts to be learned connect throughout the course. For example, the guide progresses from “Don Quixote: A Hopeful Knight’s Tale,” “Poetry: Collage of Words,” “Introduction to Shakespeare: A Midsummer Night’s Dream,” to “Native Americans and the United States.” The K–5 Guía del programa states that units connect to “past and future units.” The sequence progresses by increasing content complexity, shifting across literary and informational genres, and deepening cognitive demand as students move from narrative and poetry-based interpretation to drama analysis and finally to synthesis of historical and informational texts aligned to the TEKS expectations.

The K–5 Guía del programa explains the concepts and skills students develop throughout the units. For example, the subsection “Making Connections Year by Year” lists the units for each grade level and explains the rationale for the instructional sequence as students progress through the elementary grades. The unit introductions also explain connections to previously taught content and upcoming units to support continuity of learning. In grade 5, the unit introduction explains that students apply advanced comprehension and analysis skills across a range of genres, including synthesizing information from multiple texts, evaluating arguments, and producing evidence-based written responses. The introduction describes how these skills support readiness for middle school-level reading demands and more complex disciplinary literacy tasks.

Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.

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 provides materials that support instructional planning and preparation. The document includes a structured planning template that guides educators in identifying unit goals, priority standards, lesson objectives, assessment opportunities, and instructional resources needed for implementation. Additionally, the planning tool prompts educators to preview unit components, analyze instructional goals and assessments, anticipate potential student challenges, and identify opportunities for differentiation and extension, supporting thorough lesson internalization and effective instructional delivery.

Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.

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
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.

The materials provide a Guía del maestro for each unit that includes comprehensive unit overviews, background knowledge, and academic vocabulary necessary to support instruction. For example, the Guía del maestro for unit 5 “Poesía: collage de palabras” provides background knowledge that supports effective reading instruction. The overview introduces concepts such as poetry analysis, figurative language, interpretation, and close reading while connecting instruction to previously developed reading skills. The materials explain how students analyze poetic elements and apply comprehension strategies to increasingly complex texts, supporting deeper literary understanding throughout the unit.

The materials also provide unit overviews that incorporate academic vocabulary through the Guía de complejidad de los textos y vocabulario. This resource identifies tier-one, tier-two, and tier-three vocabulary and supports educators in planning vocabulary instruction. The guide organizes vocabulary into categories such as “Palabras académicas generales” and “Palabras específicas del tema” to support comprehension and language development. For example, unit 5 “Poesía: collage de palabras” incorporates vocabulary instruction through concepts such as tono, metáfora, anáfora, and personificación during reading and discussion activities. Together, these resources develop academic language and support comprehension through meaningful engagement with unit content.

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.

The materials include family support in both English and Spanish for each unit through the “Carta de apoyo para las familias.” These resources inform families about unit content and provide suggestions for supporting student learning and progress at home.The letters provide Spanish-language strategies and activities to help families support student learning in each unit. For example, the “Carta de apoyo para las familias” for unit 2 “El Renacimiento: arte y cultura” explains the unit content in simple language, describes what the student will be learning, and provides conversation prompts families can use at home. Likewise, unit 7 “Los nativos americanos y los Estados Unidos” explains the unit focus, describes what students will learn, and suggests ways families can support learning through conversations at home.

The materials also include family supports in both English and Spanish through the “Carta de apoyo para las familias” in the Cuaderno de actividades. These resources provide families with suggested activities that reinforce classroom learning. The printed Cuaderno de actividades includes English versions, while the Spanish versions are available digitally in each unit folder on the platform. For example, the “Carta de apoyo para las familias” for unit 2 “El Renacimiento: arte y cultura” provides families with an overview of the concepts covered and talking points for conversations. These resources support ongoing communication between home and school and provide families with opportunities to support student progress.

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).

The materials include comprehensive, structured, and detailed daily lesson plans, as demonstrated in unit 1 “Narrativas personales: déjame contarte una historia,” which includes six components. The document identifies daily objectives aligned with the TEKS standards for each lesson focus, including reading, language, and oral language. The materials include questions that check for understanding through “Verificar la comprensión” sections that ask students to make predictions, explain meanings, and revise sentences using specific verbs and adjectives. The lesson promotes language development by providing sentence stems, structured discussion prompts, and differentiated supports for speaking and listening for emergent, intermediate, and advanced learners. In addition, the materials include tasks that support mastery of lesson objectives, such as partner reading, inference activities, verb and adjective practice, and peer feedback discussions. The “Vistazo a la lección” section lists the materials required for each activity, while the “Evaluación formativa” section explains how educators will assess mastery through activity pages, written responses, and conversation checklists aligned to the TEKS objectives.

Guía del maestro unit 10 “Análisis literario: El chico de la flecha” includes daily objectives aligned with the TEKS standards for each lesson focus, including reading, language, and oral language. The materials include questions that check for understanding through “Verificar la comprensión” sections that ask students how their reactions or connections to the events of the novel can help them relate to the story and enjoy the reading experience more. For example, lesson 1 of the unit includes a comprehension check that prompts students to reflect on their personal connections to the events in the novel and explain how those connections support their understanding and engagement with the text. The lesson also includes instructional supports and challenge activities that assist educators in helping students access the content while extending and enriching their understanding through additional questioning, discussion, and critical thinking opportunities.

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.

The materials include a lesson overview that identifies educator and student materials and provides suggested timing for each lesson component. The lesson overview lists the resources required for instruction, including activity pages, student materials, templates, and digital resources, and explains when and how educators use those materials to support student learning. Materials vary according to the instructional activities included in the lesson. For example, unit 1, lesson 1 identifies the “Página de actividades,” “Proyección” resource, and the Libro de lectura as materials needed to support lesson implementation.

The materials also provide recommended time allocations for lesson components, including direct instruction, guided practice, collaborative activities, and independent work. For example, unit 8, lesson 2 identifies the “Página de actividades,” “Proyección” resource, and the Libro de lectura as materials for instruction. The lesson overview also allocates 90 instructional minutes across lesson components, including 20 minutes for reading, 25 minutes for writing, 30 minutes for language, and 15 minutes for shared reading. These features support educator planning and provide a clear structure for lesson implementation.

Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).

The materials offer strategies for adapting extended practice, such as assigning homework, providing extended practice, and offering enrichment during Pausing Points. For example, the materials include “Pausa para la enseñanza diferenciada” for educators to plan differentiation, and “Refuerzo” for use as an extension or student homework. Students receive clear expectations and opportunities to practice and reinforce skills learned in class, promoting retention and mastery.

The materials provide guidance on the effective use of lesson materials for extended practice, including enrichment activities and homework assignments. Each unit’s Guía del maestro includes resources that help educators extend student learning and deepen understanding beyond core instruction. For example, the “Enriquecimiento” sections provide educator guidance and direct educators to the corresponding “Páginas de enriquecimiento,” which offer opportunities for extension and enrichment.

The materials also support learning beyond the classroom through structured take-home activities. The Guía del maestro identifies lesson materials that educators can assign for additional practice and provides guidance on their use. For example, in unit 7, lesson 2, the “Materiales para llevar a casa” resource directs educators to specific student activity pages for at-home practice. These resources reinforce lesson objectives and provide students with additional opportunities to apply and strengthen newly learned skills.

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.

The materials include a variety of instructional assessments at the unit and lesson levels, including diagnostic, formative, and summative measures. For example, in unit 1 “Narrativas personales: déjame contarte una historia,” the beginning-of-year assessment measures student readiness through reading comprehension, grammar, morphology, fluency, and writing assessments. The materials also include unit assessments, such as the unit 3 assessment, which incorporate reading comprehension, vocabulary, grammar, morphology, and writing tasks using selected-response, short constructed-response, and extended constructed-response formats.

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. For example, in unit 3, lesson 15’s “Evaluación de la unidad” includes a spelling assessment, a unit assessment, and an optional fluency assessment. The “Evaluación de la unidad 3: vistazo a la lección” identifies assessment activities, student grouping structures, required materials, and time allocations for each assessment component. These varied assessment types provide students with multiple ways to demonstrate learning and help educators monitor student progress.

Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.

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 15 provides the “Evaluación de principio de año” for educators to administer at the beginning of the year. The assessment determines students’ readiness for grade 5 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 use assessment data to inform instructional decisions, as demonstrated in the “Evaluación” section of the K–5 Guía del usuario. This resource describes how educators interpret results, identify student needs, and adjust instruction based on assessment outcomes. The supports clarify the purpose of each assessment type and connect the use of assessments to responsive instruction. For example, the K–5 Guía del usuario organizes daily assessments under “Verificación diaria de la comprensión.” Included are formative daily assessments called “Evaluación formativa diaria” and unit assessments, including midunit 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
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.

The materials include educator guidance to support the consistent and accurate administration of instructional assessments through the Guía de evaluaciones. Grade-level planning documents provide preparation steps, administration procedures, and scripted directions for assessment administration. For example, the Guía de evaluaciones provides 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 7, the “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
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.

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, in grade 5, “Análisis de la evaluación” sections accompany each unit assessment and identify 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 include lesson-level formative assessments that support lesson objectives and unit goals. For example, in unit 3 “Las primeras civilizaciones americanas: mitos, pirámides y reyes,” lesson 1’s “Evaluación formativa” assesses the skills and concepts taught in the lesson and provides opportunities for educators to monitor student understanding during instruction. Students identify early American civilizations on a timeline, locate the Maya, Aztec, and Inca civilizations on a map of the Americas, and identify geographic characteristics of the regions where these civilizations developed. These assessments support ongoing progress monitoring and help educators determine whether students are meeting intended learning outcomes.

Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.

The materials include multiple assessment types that measure student understanding and application of skills and knowledge. For example, grade 5 includes daily checks for understanding and daily formative assessments embedded throughout lessons. These assessments use observations, anecdotal records, exit tickets, and activity pages to monitor student progress. The materials also include spelling, writing, and mid-unit assessments, as well as beginning-of-year, middle-of-year, and end-of-year assessments. Together, these assessment types provide opportunities for students to demonstrate understanding through a range of tasks and levels of cognitive demand.

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 8 “Sustancias químicas: detectives, dinosaurios y descubrimiento,” the unit assessment includes literal, inferential, and evaluative questions that require students to cite textual evidence, compare informational and literary texts, analyze figurative language, make inferences, and synthesize information across multiple sources. The questions align to the TEKS related to reading comprehension, inference, author’s purpose, text structure, genre characteristics, and integrating information from texts, including the TEKS 5.3.B, 5.6.F, 5.6.G, 5.6.H, 5.7.C, 5.9.D.i, and 5.12.B. These varied assessment formats provide opportunities for students to demonstrate learning across multiple skills and levels of complexity.

Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.

The Guía del maestro includes assessment analysis resources with clear guidance to support educators in interpreting student performance. Assessment materials provide analysis information that helps educators understand student responses and make instructional decisions. For example, unit 3’s subsection “Análisis de la evaluación de la unidad” includes guidance for reviewing assessment results and identifying areas of strength and need. The assessment resources provide scoring information and performance benchmarks that support data analysis and instructional planning. Additionally, the end-of-year assessment includes answer keys aligned to the TEKS; fluency scoring procedures with national palabras correctas por minuto (P.C.P.M.) benchmarks; performance categories that identify levels of readiness for grade 6; and guidance for using assessment results to determine intervention needs and next instructional steps.

The materials also include instructional assessments and scoring information that support interpretation of student performance. For example, the “Evaluación de comprensión de la lectura” includes TEKS-aligned questions with corresponding answer keys and explanatory notes for literal, inferential, and evaluative responses. The “Análisis de la evaluación de comprensión de la lectura” provides performance bands with clearly defined criteria based on the number of correct responses. These resources help educators interpret assessment results, determine student proficiency levels, and plan future instruction based on demonstrated performance.

Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.

The materials include guidance for activities that target specific skills based on student results. “Pausa para la enseñanza diferenciada” sections provide opportunities for reteaching, intervention, and extension based on student performance. Designated “Pausa” days and activities throughout the units help educators respond to formative and summative assessment results. For example, unit 3 includes differentiated activities and a reading comprehension analysis table that educators can use to identify performance trends and determine next instructional steps. The table links specific comprehension skills to instructional recommendations, helping educators select targeted support based on areas of need.

The materials also provide guidance for addressing trends identified through student results. For example, in unit 7, the “Análisis de la evaluación de la unidad,” along with accompanying answer keys and rubrics, helps educators identify strengths and areas for improvement. The materials include writing rubrics, grammar and morphology answer keys, and optional fluency assessments that inform instructional decisions. These resources help educators target specific skills and provide appropriate support based on student needs.

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.

The materials also include tools for educators to track student progress and growth. For example, in Guía del maestro unit 1, the “Hoja para calificar la evaluación de morfología” provides a clear, structured chart that allows educators to record student performance across specific skills, including prefixes, roots, and suffixes. Educators or students can track students’ responses by question and skill, monitor progress over time, and adjust instruction to meet student needs.

The materials include tools that support monitoring student progress and growth over time. Students use the “My Weekly Reflection” sheet and the “Mi reflexión semanal” resource to reflect on current learning goals and evaluate their learning. Available in English and Spanish, these resources provide opportunities for students to track their growth and engage in ongoing reflection and goal-setting.

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.

The materials provide scaffolded lessons that help students develop proficiency in grade-level reading and writing skills through differentiated supports. For example, in Guía del maestro unit 1 “Narrativas personales: déjame contarte una historia,” the “Escritura” subsections provide differentiated support for students at the “Nivel emergente,” “A nivel,” and “Nivel avanzado” proficiency levels as they write a personal narrative about a first experience. The lesson includes structured support for developing a topic sentence, adding memorable details, and composing a conclusion. To scaffold instruction, educators guide students at the “Nivel emergente” level in planning their narratives with a graphic organizer, while students at the “A nivel” level use the organizer independently to plan their writing. These differentiated supports help students organize ideas and develop grade-level writing skills.

The materials also include educator guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet demonstrated proficiency in grade-level reading and writing skills. For example, in Guía del maestro unit 10 “Análisis literario: El chico de la flecha,” the materials explain that each lesson includes standards-based practice opportunities and activities designed for “implementación y diferenciación flexibles.” This guidance supports educators in adjusting instruction and providing targeted support based on student needs.

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)

The materials include pre-teaching and embedded supports for unfamiliar vocabulary and references in text. For example, the grade 5 “Documentos de planificación para las unidades de conocimiento” and the Guía de complejidad de los textos y vocabulario provide vocabulary supports for each unit by organizing words into categories such as everyday vocabulary, general academic vocabulary, unit-specific vocabulary, and expressions and phrases. In unit 5 “Poesía: collage de palabras,” students are introduced to academic vocabulary such as comparar, expresar, and imaginar, as well as literary terms such as metáfora, rima, and verso libre. The materials also pre-teach expressions and phrases, such as cultivar una rosa blanca, to support students’ understanding of figurative language and textual references. These embedded supports help students develop the academic language and content-specific vocabulary necessary to comprehend grade-level texts.

In Guía del maestro unit 9 “Más allá de Juneteenth: de 1865 al presente,” lesson 1 “Enmarcar la libertad,” the “Conexiones esenciales: presentar la lectura en voz alta” section includes embedded supports for unfamiliar historical references encountered in the text. Before reading, educators are directed to introduce General Granger, explain his role during the Civil War, discuss the significance of Juneteenth, and use a map of Texas to establish geographic and historical context. The materials also provide a “Vocabulario esencial” list that identifies key academic and content-specific vocabulary from the unit’s read-aloud, independent, and partner-reading texts, including words such as transformador, alguacil, and bibliografía. Educator guidance explains that repeated exposure to these terms across lessons supports students in developing understanding of unfamiliar vocabulary and gradually incorporating the words into their conversations. These explanations and contextual supports help students understand unfamiliar historical references and vocabulary before and during reading.

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.

The materials include educator guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills. For example, in Guía del maestro unit 3 “Las primeras civilizaciones americanas: mitos, pirámides y reyes,” lesson 1’s “Desafío” section provides an extension activity in which students use a map to locate the Maya, Aztec, and Inca civilizations. Another “Desafío” in the same lesson extends students’ vocabulary and word-analysis skills by asking them to identify additional words derived from the same Latin root as conquista. Students analyze the paragraph and determine that conquistadores and conquistó share the same root. These activities extend learning beyond the core lesson by requiring students to apply geographic knowledge and analyze relationships among related words.

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 7 “Los nativos americanos y los Estados Unidos,” lesson 3 directs advanced students to independently summarize “Cuentos de las grandes llanuras” using essential vocabulary, while other students complete the task with peer or educator support. The materials also provide extension activities that require students to generate additional evidence for an argument by synthesizing information from multiple sources. These activities extend learning by requiring students to apply reading, writing, and analytical skills beyond the core lesson expectations.

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.

The materials include explicit educator prompts and guidance that support modeling and explanation of concepts to be learned throughout the units. For example, in Guía del maestro unit 1, “Narrativas personales: déjame contarte una historia,” the “Apoyo a la enseñanza” section directs educators to create a word map for the term narrativa and guide students in developing a definition of a personal narrative. The materials provide a model definition: “Una narrativa personal es un relato verdadero, contado en primera persona, por una persona que la vivió.” Educators are then directed to break the definition into its key characteristics, including that it is a true story, written in first person, and based on the author’s own experiences. In addition, the “Apoyo a la enseñanza” section directs educators to model the “Reunirse” portion of the activity before students work with a partner. These prompts provide explicit guidance for modeling and explaining the characteristics of personal narratives.

The materials also include explicit educator prompts and guidance that support modeling and explanation of text structures and genre characteristics. For example, in Guía del maestro unit 8 “Sustancias químicas: detectives, dinosaurios y descubrimiento,” lesson 2 “Historias científicas” directs educators to explain how a text can combine features of both informational and literary texts. The “Apoyo a la enseñanza” section provides a sentence frame that educators model as students justify their analysis of the text’s characteristics. Educators are also directed to review the features of informational and literary texts and provide examples of settings and plots during instruction. These prompts provide explicit guidance for explaining and modeling how text features can be used to analyze genre.

Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.

The materials include educator guidance and recommendations for lesson delivery and facilitation using a variety of instructional approaches. For example, the Guía del maestro unit 6 “Introducción a Shakespeare: Sueño de una noche de verano” unit overview recommends analytical and creative writing tasks, collaborative discussions, theatrical games, rehearsals, and scene performances to support students’ understanding of Shakespeare’s language and themes. Educators are also provided with differentiation recommendations, such as having students work in pairs where one student reads the script while the other performs the actions. In lesson 1, the “Preparación previa” section further guides educators in facilitating read-alouds, close reading, questioning techniques, and character analysis to support discussions about characters’ motivations and actions. These recommendations support effective lesson delivery through varied instructional approaches and provide multiple pathways for students to engage with complex literary texts.

The Guía del maestro includes educator guidance and recommendations for lesson delivery and facilitation using a variety of instructional approaches. Educators use close reading, think-alouds, read-alouds, discussion, guided practice, and collaborative learning to facilitate instruction and engage students in learning activities. For example, in Guía del maestro unit 10 “Novela: El chico de la flecha,” the lesson 1 “Verificar la comprensión” section guides educators to introduce close reading using a double-entry journal, model how to record textual evidence and personal reactions, and conduct think-alouds while reading the text aloud. The materials also direct educators to use questioning, discussion, and partner practice as students analyze character development, historical references, and the author’s message. These approaches provide opportunities for educator modeling, discussion, guided practice, and collaborative learning during instruction.

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.

The materials support multiple types of practice and include guidance for educators and recommended instructional structures to support implementation. The materials include guided, collaborative, and independent practice opportunities for students to apply reading comprehension and inference skills. For example, in Guía del maestro unit 1, “Narrativas personales: déjame contarte una historia,” lesson 2’s “Preparación previa” section directs educators to prepare partner-reading activities and display instructional supports such as “Piensa mientras lees para entender mejor” and “Pautas para escuchar y comentar.” During the lesson, students first review the reading guidelines independently and then participate in “Lectura con un compañero,” where they alternate reading aloud, follow along as their partner reads, and support one another with difficult words and phrases. After completing the reading, students engage in whole-class discussions and respond to comprehension and evaluative questions using evidence from the text. These activities provide independent, partner, and whole-group practice opportunities within the lesson.

The materials also include recommended instructional structures, such as partner and small-group work, to support effective implementation. For example, in Guía del maestro unit 6, “Introducción a Shakespeare: Sueño de una noche de verano,” lesson 2 has students transition between whole-group, partner, and small-group instructional settings. During the lesson, students complete the “Organizador de personajes” with a partner before transitioning to small groups for “Preparación para la lectura a coro.” The materials provide guidance for the objectives and expectations associated with each instructional setting. These structures provide opportunities for collaborative practice through partner and small-group activities while supporting implementation across multiple lesson components.

Evaluation for 3.3a
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.

The materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs. The K–5 Guía del usuario provides information about bilingual program models and guidance for implementation within different instructional settings. For example, the materials describe early-exit, late-exit, dual language one-way, and dual language two-way program models and explain how language allocation may vary across grade levels. The guide also provides information about the use of Spanish language arts in the early grades and the integration of English language arts in later grades according to the program model. These supports help educators understand how the materials are designed to be used within approved bilingual and ESL program structures.

The materials also include implementation guidance that supports instruction within bilingual and ESL program settings. For example, the Libro de vocabulario: Cuaderno del estudiante and the K–5 Plantilla para la internalización de habilidades y destrezas y conocimientos provide instructional supports for students who are new to Spanish. The materials teach commonly used words and phrases through a four-stage instructional model that includes presentation, practice, production, and personalization. The materials incorporate structured vocabulary instruction, small-group interactions, paired activities, and scaffolded language-development routines. Educator guidance directs educators to provide repeated exposure to vocabulary, structured opportunities for speaking and listening, and connections between students’ home language and Spanish during instruction.

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.

The materials include embedded guidance that supports comprehension and background knowledge development for emergent bilingual students. For example, in Guía del maestro unit 1 “Narrativas personales: déjame contarte una historia,” the lesson 2 sections “Verbos y adjetivos específicos” and “Audición y expresión oral” provide opportunities for students to develop descriptive language through speaking and writing activities. Educators model and discuss specific verbs and adjectives and use “Proyección 2.3” to provide sentence stems that students use when commenting on their classmates’ narratives. The differentiated support table for “Nivel emergente,” “A nivel,” and “Nivel avanzado” provides guidance for supporting students at varying proficiency levels through vocabulary development, pronunciation practice, and oral and written responses.

In unit 2, lesson 1, “El Renacimiento,” the section “Presentar el enfoque principal, practicar palabras” guides teachers to explicitly introduce and model the academic vocabulary word inspirar, provide contextualized examples, and support students in constructing complete sentences. Students engage in partner conversations to connect the vocabulary to personal experiences, strengthening comprehension of the historical factors that inspired the Renaissance. In “Línea de tiempo del prerrenacimiento,” teachers activate students’ prior knowledge of ancient civilizations and guide discussions about historical chronology, helping students connect previously learned information to new concepts. Additionally, in “Rotular un mapa,” students analyze geographical information, discuss observations with partners, and explain relationships among historical regions. The accompanying “Verificar la comprensión” section guides teachers in identifying and addressing misunderstandings. Furthermore, the “Imágenes secretas” activity encourages students to exchange oral clues, make inferences, and compare their interpretations with visual evidence. Teachers provide sentence frames to scaffold students’ explanations, allowing them to clarify and revise their understanding. These instructional activities strengthen academic vocabulary, background knowledge, and comprehension through meaningful oral discourse and guided interactions.

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.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

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)

The materials include educator guidance in the Guía del maestro to support students in expressing an opinion and organizing presentations for specific purposes and audiences. For example, in Guía del maestro unit 4 “Don Quijote: la historia de un caballero optimista,” the lesson 13 sections “Demostrar cómo presentar ensayos persuasivos” and “Compartir ensayos persuasivos” have the educator guide students as they read persuasive essays aloud in small groups, provide an elogio (praise) and a pregunta (question) to the presenter, and respond respectfully to feedback. Students use “Página de actividades 13.3” to reflect on comments received and establish revision goals. The lesson provides explicit guidance on preparing, presenting, listening to, evaluating, and responding to persuasive presentations, with structured expectations for oral delivery, audience participation, feedback protocols, and reflection activities.

The materials similarly structure opportunities for students to organize their thinking and express opinions before sharing ideas publicly. In Guía del maestro unit 8 “Sustancias químicas: detectives, dinosaurios y descubrimiento,” lesson 5’s “Preparar argumentos para el debate” and “Sostener un debate” sections connect 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 to analyze evidence from multiple sources and develop arguments about whether the sheriff should investigate the disappearance of a fossil. The educator’s guidance helps students organize presentations by preparing opening statements, evaluating evidence, responding to opposing viewpoints, and following a structured debate format. During the debate, students use the Guía de evaluación in the Cuaderno de actividades to assess presentations based on clarity, eye contact, use of textual evidence, use of evidence from multiple sources, and other persuasive techniques. The “Verificar la comprensión” section further supports students by asking them to identify an effective argument presented during the debate and determine whether the supporting evidence came from the Libro de lectura, the two articles, or both sources.

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)

The Guía del maestro includes educator guidance in Spanish to support students in following, restating, and repeating oral instructions in accordance with the grade-level TEKS. For example, in Guía del maestro unit 1 “Narrativas personales: déjame contarte una historia,” lesson 1 directs students to read and follow the instructions for each phase of the activity before completing the Think-Pair Share task. The educator then asks students to explain, in their own words, the instructions for the three parts of the activity, providing opportunities to restate oral directions and demonstrate their understanding of the process. Students also engage in structured discussions with a partner and present their ideas to the class.

The materials include guidance and opportunities for students to follow, restate, and give oral instructions in the Guía del maestro. For example, in unit 8 “Sustancias químicas: detectives, dinosaurios y descubrimiento,” lesson 7’s “Crear reglas de Tess” and “Cómo identificar pasos” sections direct students to follow a series of instructions to analyze and create flowcharts that distinguish elements, compounds, and mixtures. The educator guides students in evaluating whether their diagrams meet established criteria and directs them to explain the process used to reach their conclusions.

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)

The materials include authentic opportunities for students to share information and ideas. For example, in Guía del maestro unit 8 “Sustancias químicas: detectives, dinosaurios y descubrimiento,” lesson 9 includes the “Cómo preparar una presentación” and “Cómo exponer una presentación” sections, in which students analyze evidence from multiple sources, prepare presentations, and share their findings with classmates. During the presentations, students listen actively and use a Guía de evaluación to record information and evidence presented by their peers. The “Verificar la comprensión” section requires students to discuss which suspect they would investigate further and explain which element of the presentation influenced their decision. The “Conversación con la clase” section engages students in a discussion about the validity of subjective and objective evidence when evaluating characters.

Similarly, the materials include authentic opportunities for students to listen actively, ask questions, and engage in discussion to understand information across lessons and units in grade 5. In Guía del maestro unit 10 “Análisis literario: El chico de la flecha,” lesson 2 has the educator guide students in conversations after they silently read chapter 4 and make an inference. Students discuss questions like: “¿Por qué crees que Aselo inventó la mentira de matar al ciervo en lugar de decir la verdad? ¿Por qué crees que el castigo sería peor para él que para Marco?” Students discuss with a partner why they think Aselo invented the lie instead of telling the truth and why the punishment would be worse for him than for Marco. Students then participate in a think-aloud and share with the class. This provides students with the opportunity to listen actively to understand information and engage in discussion to understand information.

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.

The Guía del maestro includes educator guidance in Spanish that supports 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 word types. For example, in Guía del maestro unit 3 “Las primeras civilizaciones americanas: mitos, pirámides y reyes,” lesson 6 “La creación de la Tierra y su gente” includes the “Ortografía: presentar las palabras agudas, graves y esdrújulas” section, which provides explicit instruction on syllable stress, accent marks, and word classification. The educator models pronunciation, identifies the stressed syllable, and distinguishes between acento prosódico and acento ortográfico. Students analyze and classify words such as población and tropical as agudas, imperio and árbol as graves, and indígena and península as esdrújulas. The lesson also guides students to apply accentuation rules by determining when words require a tilde and explaining the rationale.

Additionally, the materials provide ongoing opportunities for students to build and reinforce word analysis skills through explicit language instruction across the unit sequence. For example, in Guía del maestro unit 7 “Los nativos americanos y los Estados Unidos,” the lesson 11 “Ortografía: el acento en el futuro y el condicional” section provides students with explicit instruction on syllable division, syllable stress (sílaba tónica), accent marks, and word types. The educator models how to segment words into syllables, identify the stressed syllable, and determine whether a word is aguda or grave based on stress placement and accentuation rules. Students apply these skills while conjugating verbs, identifying whether each form requires an accent mark and explaining why. The lesson also introduces hiatos by explaining how adjacent vowels are pronounced in separate syllables and how accent marks can separate a diphthong.

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)

The Guía del maestro provides direct, explicit instruction in syllable division, vowel combinations, and accentuation rules across multiple units. For example, in Guía del maestro unit 2 “El Renacimiento: arte y cultura,” lesson 11 “Hacer inferencias: las mujeres en el Renacimiento” contains the “Lenguaje” and “Ortografía” sections, which include instructional routines focusing on regular preterite verb forms. The educator explains that past-tense forms such as amé, amó, temí, temió, partí, and partió carry written accents because they are palabras agudas ending in a vowel. The lesson also provides explicit guidance on diphthongs that remain unseparated, such as the ui combination in fui, reinforcing that it forms a single syllable during syllable division. Guided questioning and modeled examples support students in analyzing how vowel proximity and word classification determine correct Spanish spelling and decoding.

The materials build on these principles with the Guía del maestro unit 7 “Los nativos americanos y los Estados Unidos” lesson 11 section “Ortografía: el acento en el futuro y el condicional.” The educator explicitly models how to segment multisyllabic verbs into syllables, identify the sílaba tónica, and apply accentuation rules specific to verb conjugations. Students analyze target structures such as amaré, amaremos, and amaría to classify them as palabras agudas or graves and determine whether an orthographic accent (tilde) is required. The lesson also includes explicit instruction on hiatos acentuados, demonstrating how a written accent on a weak vowel breaks a diphthong to create two separate syllables (e.g., a-ma-rí-a).

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)

The materials include spelling lessons that provide structured opportunities for cumulative practice and reinforcement early in the year. In Guía del maestro unit 3 “Las primeras civilizaciones americanas: mitos, pirámides y reyes,” the accompanying Cuaderno de actividades lesson 14 includes the “Ortografía: separar en sílabas las palabras de ortografía” activity, which requires students to apply previously taught syllable division principles. Students work with complex compound words such as superinteligente, supermujer, geobiología, and geofísica to complete contextualized sentences and separate the words into their constituent syllables. These structured tasks require students to apply decoding and encoding skills through repeated, contextualized practice, supporting cumulative reinforcement of multisyllabic word analysis.

The materials continue to integrate opportunities for students to develop, practice, and reinforce skills to decode and encode multisyllabic words through cumulative practice across vocabulary tracks in Guía del maestro unit 9 “Más allá de Juneteenth: de 1865 al presente.” The materials implement a unit-wide academic vocabulary sequence in which students revisit complex multisyllabic words across multiple days through reading discussions, oral language routines, and written responses. This repeated exposure ensures students repeatedly engage with, analyze, and use academic vocabulary in different linguistic contexts, reinforcing word recognition, decoding, and encoding skills over time in alignment with cumulative instructional expectations. Additionally, the materials provide repeated vocabulary practice, reading activities, oral language opportunities, and writing tasks that require students to apply and revisit academic vocabulary throughout the unit. For example, students engage in “Practicar palabras: emancipación” in lesson 2 and “Practicar palabras: patente” in lesson 5, along with repeated vocabulary previews, structured reading discussions, and a unit-wide essential vocabulary sequence revisited across multiple lessons. These opportunities ensure students repeatedly encounter, analyze, read, and use increasingly complex multisyllabic words in meaningful contexts, reinforcing cumulative decoding and encoding development through sustained practice.

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)

The materials provide opportunities for students to practice decoding and encoding words in isolation and in connected text across different text types. For example, in Guía del maestro unit 2 “El Renacimiento: arte y cultura,” lesson 6 “Hacer inferencias: los logros artísticos de Miguel Ángel y Rafael,” the “Ortografía” section introduces spelling words that differ based on the use of the diacritical accent. The “Página de actividades: Palabras de ortografía” provides students with a word list in isolation and opportunities to practice spelling, pronouncing, and reviewing words prior to an assessment. Students then apply their knowledge through the “Practicar las palabras de ortografía,” where they complete sentences using the correct word based on context and meaning. The materials also provide definitions and example sentences that allow students to encounter the words in connected authentic Spanish text. These opportunities support students in applying syllable patterns and encoding strategies across isolated practice and contextualized usage.

Later in the instructional sequence, in Guía del maestro unit 10 “Análisis literario: El chico de la flecha,” the “Vocabulario esencial para análisis literario” sections provide decoding and encoding practice embedded directly within connected text. Rather than practicing solely in isolation, students decode complex multisyllabic vocabulary such as aglomeración, requesón, quisquillosos, anestesiados, alucinación, and volatilizado as they navigate the connected text of the historical novel. The materials provide targeted vocabulary lists and discussion guides that prompt students to read, debate, and apply these terms during reading routines, ensuring that students practice decoding and encoding words in connected text. These repeated encounters support students in applying decoding and encoding skills with increasingly complex multisyllabic words in meaningful reading contexts.

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.

In grade 5, Guía del maestro unit 3 “Las primeras civilizaciones americanas: mitos, pirámides y reyes,” the morphology blocks introduce and build on grade-level morphemes in a clear, systematic sequence and instructional progression. Specifically, lesson 2’s “Morfología: practicar el prefijo super-” sectionintroduces the prefix super-, which is subsequently reinforced in lesson 4. The sequence continues in lesson 6 with the introduction of the prefix inter-, followed by targeted reinforcement in lesson 9 that builds further understanding of the same prefix. Finally, lesson 11 introduces the Greek combining root geo-, which students extend in lesson 14 to complete the unit’s morphological progression. This structured sequence ensures students systematically build understanding of affixes and roots over time.

Later in the sequence, in Guía del maestro unit 8 “Sustancias químicas: detectives, dinosaurios y descubrimiento,” the materials embed morphological instruction across a structured sequence of lessons within the “Lenguaje” and “Morfología” blocks. In lesson 2, students are introduced to sufijos within the language block, where instruction supports understanding of how word endings modify meaning and grammatical function. In lesson 9, students focus explicitly on the Latin root terr- within the “Morfología” section, analyzing words such as tierras baldías, terreno, and territorio, connecting morphological study to the unit’s scientific and geological content.

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)

The materials provide explicit instruction in morphology, including text-based or context-based instruction, to teach the meanings of morphemes. In Guía del maestro unit 5 “Poesía: collage de palabras,” lesson 2 “Morfología: presentar el prefijo super-” section provides instruction on the meanings of prefixes. Educators explain that super- can denote situado por encima, superior, excelente, or demasiado. The educator models how it alters base terms, guiding the class through superponer, superinteligente, supermujer, superpoblación, supercomputadora, and superrápido, offering context-based instruction that shows students how to use morpheme meanings to understand complex vocabulary in text.

Similarly, in Guía del maestro unit 8 “Sustancias químicas: detectives, dinosaurios y descubrimiento,” lesson 2 “Historias científicas,” the section “Morfología: sufijos” provides explicit instruction on the suffix -miento. The educator explains that the suffix means acción o efecto when added to a base verb. The educator then models how adding this suffix alters the part of speech and meaning, transforming verbs into nouns through examples like razonamiento, descubrimiento, entrenamiento, and enamoramiento, supporting context-based instruction to decode unfamiliar words in science readings.

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)

The Cuaderno de actividades structures ongoing review to provide a variety of activities and resources in Spanish for students to develop, practice, and reinforce grade-level morphological skills. In Guía del maestro unit 4 “Don Quijote: la historia de un caballero optimista,” lesson 11 “Un gobernador exitoso,” the section “Morfología: repaso de prefijos y sufijos” provides structured opportunities for students to practice and cumulatively review multiple previously learned morphemes, including the prefixes super-, inter-, and geo-, the suffix -ismo, and the root crono-. Students practice and reinforce this knowledge across multiple targeted Cuaderno de actividades pages, including “Repaso de morfología,” “La raíz crono y el prefijo geo,” and “Los prefijos inter- y super-,” where they decode and encode words to complete contextualized sentences, identify morphemes in isolation, and write original sentences in context.

This cumulative review continues systematically later in the school year within Guía del maestro unit 7 “Los nativos americanos y los Estados Unidos,” lesson 14 “La Danza de los espíritus,” under the dedicated “Morfología” block. To reinforce and cumulatively review previously taught morphemes, the Guía del maestro directs students to complete multiple specialized Cuaderno de actividades pages, including “Los sufijos -ción y -sión,” “La raíz mem,” and “ante-: el prefijo que significa antes en el tiempo o en el espacio.” These resources provide a variety of word-study tasks that require students to isolate specific morphemes, determine complex word meanings, complete connected sentences, and analyze semantic relationships between base words and their morphemes, providing consistent opportunities to reinforce morphological skills over time.

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)

The Guía del maestro and Cuaderno de actividades provide a variety of activities and resources authentic to Spanish for students to decode and encode words with morphemes in isolation and within connected text. In Guía del maestro unit 3 “Las primeras civilizaciones americanas: mitos, pirámides y reyes,” lesson 11 “Entender recursos literarios,” students work systematically with the prefixes super- and inter- and the root geo-. The Cuaderno de actividades page “Lista de palabras de ortografía” requires students to practice decoding and encoding in isolation using a targeted list that includes superpoblación, interacción, internacional, geobiología, geología, and geocéntrico through focused copying and spelling tasks. Students then immediately apply this structural knowledge within connected text through the activity pages “Practicar el prefijo geo” and “Practicar las palabras de ortografía,” where they analyze and manipulate morphologically complex words within sentence-based contexts that build directly on previous instruction.

The materials provide a variety of activities and resources later in the curriculum within Guía del maestro unit 7 “Los nativos americanos y los Estados Unidos,” lesson 14 “La Danza de los espíritus,” through dedicated “Palabras de ortografía” blocks focused on the suffixes -ción and -sión and the root mem-. Students practice decoding and encoding in isolation using a word list containing terms such as multiplicación, división, demostración, narración, revisión, conversación, desmemoriado, conmemorar, memorizar, and inmemorial by reading definitions, spelling words aloud, and copying words. Immediately following this isolated practice, students apply their skills in connected authentic Spanish text by composing original, contextually accurate sentences that integrate the targeted morphology-based vocabulary.

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)

The grade 5 Guía del maestro provides explicit educator guidance in Spanish to deliver direct, explicit instruction on the purpose, selection, and use of both print and digital reference resources. For example, in unit 2 “El Renacimiento: arte y cultura,” lesson 1 “Presentar el libro de lectura,” educators direct students to examine the unit’s Libro de lectura selection, El Renacimiento: mecenas, artistas y eruditos, and identify vocabulary words printed in bold. The lesson explains that the glossary contains definitions for all vocabulary words in the reading book and that vocabulary words appear in bold the first time they are introduced in a chapter. Educators model how to locate the word expresión in the glossary at the back of the book and guide students in reading and analyzing its definition. The lesson further explains how glossary entries provide additional information, including type of word and page references indicating where the vocabulary word first appears in the text. Students then use the Cuaderno de actividades activity “Vocabulario de ‘El renacer italiano’” to examine glossary entries and vocabulary definitions for words such as expresión, cultural, revolucionario, inspirar, filosofía, economía, valor, intelecto, and mecenas.

The materials maintain this explicit instructional support later in the school year within Guía del maestro unit 8 “Sustancias químicas: detectives, dinosaurios y descubrimiento,” lesson 1, “Llegada a las tierras baldías.” During the section “Presentar el capítulo: ¡Bienvenidos al Campamento Paleontológico!” the Guía del maestro directs educators to instruct students to identify bold vocabulary words and explains that these terms are defined in the back-of-book glossary. Educators directly model how to locate the word murmurar in the glossary and guide students in reading and analyzing its definition. The lesson guidance scripts explain how glossary entries provide additional information, including the part of speech and the page number where the word first appears in the text. Students then use the activity page in the Cuaderno de actividades to examine glossary entries and a vocabulary reference list that provides definitions for academic and domain-specific words, including murmurar, resplandecer, estéril, aprisionado, experto, descubrimiento, tambalear, gesto, paleontología, química, materia, masa, and codear. The vocabulary resource “Tabla de vocabulario para el capítulo 1: ¡Bienvenidos al Campamento Paleontológico!” also organizes words by category, such as domain-specific vocabulary and general academic vocabulary, helping students access and interpret word meanings. In addition, during “Practicar palabras: Términos científicos,” educators explain the meaning and origins of academic terms such as paleontología and Tyrannosaurus rex, reinforcing students’ use of reference information to understand unfamiliar vocabulary.

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)

The grade 5 Guía del maestro and Cuaderno de actividades include print and digital resources in Spanish to support students in determining the meaning and part of speech of vocabulary. For example, in unit 7 “Los nativos americanos y los Estados Unidos,” lesson 1 “Nativos americanos: un paisaje cambiante,” educators direct students to use the glossary to determine the meanings of unfamiliar vocabulary encountered in the text. The “Página de actividades 1.4,” titled “Glosario de Nativos americanos: un paisaje cambiante,” provides an extensive vocabulary reference resource that includes definitions and identifies the part of speech for each entry. Students use glossary entries for words such as ágil, aislamiento, asimilación, conflicto, costumbre, inmunidad, patrimonio cultural, resistencia, transición, and venganza to build understanding of academic and domain-specific vocabulary. The glossary explicitly identifies parts of speech, including nouns (s.), verbs (v.), adjectives (adj.), and noun phrases (loc. s.), helping students determine how words function in context, as demonstrated by the entries conflicto, s., curtir, v., distintivo, adj., and patrimonio cultural, loc. s.

The materials also include print and digital resources to support students in determining the meaning, pronunciation, and part of speech of vocabulary words. For example, in Guía del maestro unit 2 “El Renacimiento: arte y cultura,” lesson 2’s “Presentar el capítulo” section states that after engaging with the lesson content focus, students will read the text aloud. The educator then guides students to circle the words arte and arquitectura and asks for their definitions. With a partner, students discuss the phrase citarán información específica and share with the class what they discussed, either paraphrasing or reporting word-for-word. Students then preview the chapter’s vocabulary words, with the first word being rivalidad. Students are instructed to find the word’s definition in the glossary and identify its part of speech and synonyms. Students continue to review the list of vocabulary words, including cúpula, gremio, and sorteo. These activities support students in developing their vocabulary knowledge.

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)

The Guía del maestro provides systematic instructional support and guided practice for students to use context clues to determine the meaning of unfamiliar words in Spanish. In Guía del maestro unit 1 “Narrativas personales: déjame contarte una historia,” the lesson 12 section “Descripciones sensoriales y claves del contexto” includes the “Hacer inferencias y definir palabras a partir del contexto” routine, during which students use targeted context clues to infer the meaning of unfamiliar vocabulary encountered during reading blocks. The lesson guidance directs students to analyze surrounding descriptive details, morphological word parts, and textual information to determine word meanings before using external reference tools. For instance, students analyze the compound word limpiaplumas, examine its component base words (limpia and pluma), and evaluate the accompanying description of a colorful, doll-shaped object to infer its meaning and function. These structured routines provide direct, ongoing opportunities for students to use context to determine the meaning of unfamiliar Spanish vocabulary.

The materials continue to support contextual analysis in Guía del maestro unit 6 “Introducción a Shakespeare: Sueño de una noche de verano,” lesson 3 “Entender el lenguaje de Shakespeare,” under the section “El lenguaje de Shakespeare.” Educators remind students that they can determine the meaning of unfamiliar words by analyzing the surrounding words and sentences. Students examine the text in small sections to monitor comprehension before progressing. They then complete the corresponding “Página de actividades: Entender el lenguaje de Shakespeare,” where they analyze direct excerpts and answer a series of contextual questions. For example, students evaluate the excerpt, “Vengo lleno de pesadumbre, a presentar una queja, contra mi niña, mi hija Hermia.” The questions “¿Qué palabras o frases no entiendes? ¿Puedes definirlas en el contexto?” require students to isolate unfamiliar language and infer meanings using surrounding context. Following this analysis, students explain the passage in their own words. The lesson guidance further directs educators to have students underline unfamiliar words, discuss their findings, infer meanings using context, and describe how they determined the meanings.

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)

The Grados 4-5 Paquete de fluidez includes a variety of authentic and transadapted Spanish texts that support grade 5 students in reading fluently. The fluency packet provides students with diverse genres, including poetry, literary, and informational texts. For example, students read poems such as “El arquero” and “La tortuga y la hormiga” and informational texts such as “La Gran Muralla de China” and “Confucio.” The introduction explains that students strengthen reading fluency through educator modeling, choral reading, partner reading, repeated reading, and independent reading. The packet includes a structured five-day fluency routine that develops expression, phrasing, intonation, pacing, and accuracy before students demonstrate fluency when reading independently. The “Carta de apoyo para las familias” extends fluency practice beyond the classroom by sending one short text home each week for repeated oral reading with the support of a family member. The letter explains that repeated reading develops automatic word recognition and enables students to read with greater confidence, expression, precision, and appropriate rate. As students become more fluent readers, they strengthen their comprehension and demonstrate understanding by answering literal and inferential comprehension questions. For example, after repeatedly reading the poem “El arquero,” students respond orally to literal and inferential questions that assess their understanding of the poem. The packet also includes a “Rúbrica de evaluación de fluidez” that measures expression and volume, phrasing, and pauses while reading, providing criteria for evaluating fluent reading.

In Guía del maestro unit 5 “Poesía: collage de palabras,” lesson 9, “Romance del conde Olinos,” the materials use the authentic Spanish poem “Romance del conde Olinos” to support students in developing reading fluency. In the section “Lectura en voz alta con toda la clase,” educators introduce the poem as an anonymous romance, a traditional poetic form from Spanish literature and oral tradition. Educators read the poem aloud at least twice before students read it independently, providing repeated exposure to the text before students reread it. Students reread the poem silently to support their understanding of the text. During the section “El romance,” students reread individual stanzas aloud, identify rhyming words, and analyze the poem’s structure and meaning. Educators also ask students to read the second stanza aloud and identify the words that rhyme while discussing the poem’s rhyme pattern, providing another purposeful opportunity to reread the poem. The “Página de actividades: Romance del conde Olinos” provides more fluency practice by requiring students to return to the poem, read each stanza to answer comprehension questions, paraphrase the first two stanzas, determine the meaning of the word furias using the fourth stanza, identify the speakers in the fifth and sixth stanzas, and explain Count Olinos’ feelings using evidence from the poem. These repeated opportunities to listen to, reread, and analyze the same authentic Spanish poem support students’ reading fluency and comprehension.

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)

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” resource, and Libros 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 Guía del maestro unit 3 “Las primeras civilizaciones americanas: mitos, pirámides y reyes,” lesson 2 “Adaptaciones de los mayas” includes practice activities to develop word-reading fluency in educator-facilitated small groups, partner settings, and independent settings. In the section “Armar grupos pequeños,” educators divide students into small groups based on their reading needs. Group 1 receives educator-guided reading support and completes the activity page “La era dorada de los mayas” with assistance while reading. Group 2 reads the chapter “La era dorada de los mayas” in a small group, with a partner, or independently before completing the activity page. Educators monitor students’ work, provide feedback, review responses individually or with groups, and meet with students as needed. The lesson provides repeated opportunities for students to practice reading in multiple instructional settings while receiving educator guidance and feedback.

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)

In grade 5, the materials provide Spanish-language resources and tools to support educators in fostering students’ sustained reading through high-quality, grade-level, authentic, and transadapted Spanish texts. For example, in Guía del maestro unit 7 “Los nativos americanos y los Estados Unidos,” lesson 2 “Armar grupos pequeños” has the educator guide students in reading chapter 2 “En montañas y praderas.” Students are then instructed to complete the “Recurso RE.1” map in the Cuaderno de actividades while reading. Students review the vocabulary and are divided into small groups. Group 1 works with the educator to receive additional guided support while reading and completing “Página de actividades 2.2” from the Cuaderno de actividades. Students in Group 2 read independently or with a partner to complete the activity.

The materials include resources and tools for educators in Spanish, with strategies to support students through sustained reading with high-quality, grade-level, authentic or transadapted Spanish texts in Guía del maestro unit 10,“Análisis literario: El chico de la flecha,” lesson 4 “El chico de la flecha.” The unit centers on a Spanish-language historical novel by Espido Freire and provides instructional guidance for engaging students with a complex, authentic text that explores Roman Hispania, citizenship, family relationships, and personal responsibility. For example, the educator supports students’ ongoing interaction with the novel through reading journals and independent reading structures. The use of a full-length authentic Spanish novel supports extended independent reading and provides educators with opportunities to facilitate self-sustained engagement with grade-level literary texts.

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.

The materials include various authentic or transadapted texts at different levels of complexity to build accuracy, fluency, prosody, and comprehension, as demonstrated in the Guía de complejidad de los textos y vocabulario. The resource provides detailed information on the literary and informational texts throughout the program, including quantitative and qualitative measures and reading-comprehension demands. For example, the guide identifies text types, Lexile measures, qualitative complexity ratings, and comprehension expectations for texts across grade levels while documenting an intentional progression of complexity. These supports help educators select and implement texts that build students’ accuracy, fluency, prosody, and comprehension through exposure to increasingly complex reading materials. The guide explains that students engage with a wide variety of literary and informational texts and provides information about text complexity, including quantitative and qualitative measures.

In Guía del maestro unit 5 “Poesía: collage de palabras,” lesson 2 “Oda al tomate,” the materials use the authentic Spanish poem “Oda al tomate” by Pablo Neruda to develop reading accuracy, fluency, prosody, and comprehension. In the section “Introducción al tono,” educators introduce the concept of tone by explaining that it communicates the speaker’s attitude and emotions and guide students to distinguish between sincere and insincere speech by considering voice, facial expressions, and body language. Students then practice reading the same dialogue in different ways to demonstrate how tone changes meaning. In the section “Lectura en voz alta: ‘Oda al tomate,’” educators read the poem aloud at least twice before students reread it silently and then continue reading sections of the poem aloud together. As students revisit the poem, they answer literal, inferential, and evaluative questions requiring them to identify details, explain personification, determine how the tone changes throughout the poem, and support their responses with evidence from the text. Students then complete the “Diario del poeta” activity by answering comprehension questions such as “¿Qué te hizo pensar el poema? ¿Qué te hizo sentir?” “¿Cuál es el tono general del poema? Justifica tu respuesta con palabras o frases del texto,” and “¿Por qué crees que el autor decidió escribir una oda a algo tan común como un tomate?” Students participate in repeated readings, oral reading opportunities, analysis of tone, and text-dependent comprehension activities.

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)

The materials include resources in Spanish to support the teaching of handwriting skills appropriate for grade 5, as demonstrated in Guía del maestro unit 1 “Narrativas personales: déjame contarte una historia.” The “Escritura cursiva” resource provides educator guidance for implementing a 14-lesson cursive handwriting program that includes instruction in lowercase and uppercase letter formation, handwriting fluency, and continued practice opportunities. For example, educators are directed to teach the cursive lessons sequentially, provide practice through the accompanying Cuaderno de actividades, and have students apply cursive through periodic writing assignments and individual letter-practice pages. These resources support educators in developing students’ handwriting skills through explicit instruction, structured practice, and application of cursive writing within authentic Spanish literacy activities.

In Guía del maestro unit 1 “Narrativas personales: déjame contarte una historia,” the “Introducción” sections “Escritura” and “Escritura cursiva” include resources in Spanish to support the teaching of grade-level handwriting skills. The writing overview explains that students write frequently throughout the unit, composing paragraphs and personal narratives while practicing skills such as writing dialogue, using specific verbs and descriptive language, and sharing their writing with classmates for feedback. To support this ongoing writing development, the educator guidance includes a cursive handwriting program consisting of 14 instructional lessons that teach and review uppercase and lowercase cursive letters, accompanied by a companion activity book. For example, educators are directed to introduce letters and letter groups at an appropriate pace, provide periodic handwriting practice, and have students apply cursive writing by completing selected writing assignments after mastering the letters. The Cuaderno de actividades also includes individual letter-practice pages, and the educator guidance refers educators to additional implementation resources addressing handwriting posture, pencil grip, and differentiated instruction for left-handed students.

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)

The materials include frequent Spanish-language opportunities and resources to help students develop handwriting skills through ongoing cursive practice. The Letra Cursiva Guía del maestro implementation guide section in the Cuaderno de actividades recommends daily handwriting instruction and provides reproducible “Páginas de actividades” for use in class or at home. For example, students trace and copy uppercase cursive letters, complete sentence-copying exercises, and practice writing names and geographic locations in cursive. In lesson 10, students practice the uppercase letters M, N, and Ñ by tracing model letters and copying complete sentences, providing repeated opportunities to strengthen handwriting fluency and accuracy.

In Guía del maestro unit 9 “Más allá de Juneteenth: de 1865 al presente,” lesson 5 “Los grandes innovadores” provides frequent opportunities, resources, activities, and authentic writing tasks that allow students to practice and develop grade-level handwriting skills while composing meaningful written work. During the section “Escribir un borrador del capítulo 1: Párrafo de introducción,” students begin drafting the introduction to an informational essay for their “Más allá de Juneteenth” books. Before writing, students use the activity page “Tabla de contenido Más allá de Juneteenth” to organize the research questions for each chapter of their book and the activity page “Página de la bibliografía, Capítulos 1–4” to record and organize information gathered from multiple sources for their bibliography. Students then complete a graphic organizer to plan the introductory paragraph by identifying the research question, “¿Quién/Qué?” “¿Cuándo?” and “¿Por qué?” Educators model the structure of an informational paragraph and provide a paragraph template that demonstrates how to introduce the topic, explain who or what it is, identify when the events occurred, and explain why it is important. Students then independently draft their introductory paragraphs, write their own topic sentences and supporting details, share their ideas with classmates, and receive educator feedback as they revise their work. Differentiated supports provide graphic organizers and partner discussions for emerging writers, while advanced students synthesize their ideas into a complete introductory paragraph.

Evaluation for 5.A.1a
Units are designed to build knowledge based in the fields of science, history, literature, and the arts.

The K–5 Resumen de conexiones transversales document demonstrates that the units are designed to build knowledge across science, history, literature, and the arts. For example, unit 2 “El Renacimiento: arte y cultura” develops historical and artistic knowledge by examining the Renaissance as a cultural movement. Unit 3 “Las primeras civilizaciones americanas: mitos, pirámides y reyes” builds historical and geographical knowledge through the study of early civilizations. Unit 5 “Poesía: collage de palabras” and unit 6 “Introducción a Shakespeare: Sueño de una noche de verano” build students’ knowledge of literature and culture through the study of poetry and dramatic works. Unit 8 “Sustancias químicas: detectives, dinosaurios y descubrimiento” develops scientific knowledge by integrating concepts of matter and energy with scientific investigation and reasoning, while unit 9 “Más allá de Juneteenth: de 1865 al presente” builds knowledge in history, culture, science, technology, and society through inquiry and research.

Units are designed to build knowledge across lessons in the fields of history and the arts. For example, in Guía del maestro unit 2 “El Renacimiento: arte y cultura,” lessons 2, 4, and 6 are intentionally sequenced to build students’ knowledge in the fields of history and the arts through interconnected informational texts, reading, discussion, note-taking, and writing. In lesson 2 “Buscar detalles en textos informativos: El Renacimiento en sus inicios,” students study the historical origins of the Renaissance while reading about Filippo Brunelleschi, Donatello, and Botticelli, and cite textual evidence to describe Renaissance artistic and architectural techniques and characteristics. Students reread the chapter to determine the central idea, answer text-dependent questions, take notes, paraphrase information, and complete a chart describing Renaissance techniques and characteristics. The unit continues to deepen students’ knowledge in lesson 4 “Las ideas y los logros de Leonardo da Vinci” students reread the text to infer how Leonardo’s achievements reflected the spirit of the Renaissance. They then gather evidence from the text, organize information in a paragraph planner, and write an informational paragraph explaining Leonardo’s contributions to art, science, engineering, and innovation. In lesson 6 “Los logros artísticos de Miguel Ángel y Rafael” students extend their understanding by analyzing the works of Miguel Ángel and Rafael, taking notes on the activity pages, discussing Renaissance characteristics such as realism, perspective, classical influence, and patronage, and using evidence from the text to explain how each artist represented Renaissance ideals.

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.

In grade 5, the materials provide resources to demonstrate the approach to knowledge-building within and across grade levels as demonstrated in the SLAR Program Guide. For example, the SLAR Program Guide, “Making connections year by year” demonstrates the literary and history connections students are exposed to from grades K–5. The chart shows that in grade 3, students read “Cuentos clásicos: El viento en los sauces/Classic Tales,” specifically The Wind in the Willows, and are connected to “Ficción contemporánea/Contemporary Fiction” in grade 4, and “Poesía: collage de palabras/Poetry: Collage of Words” in grade 5. Building background knowledge within and across grade levels strengthens reading comprehension and helps students make connections, enhancing their ability to think, speak, and write about a wide range of topics.

Furthermore, the materials provide resources to demonstrate knowledge building across grade levels. For example, in Guía del maestro unit 3 “Conocimientos previos” section, educators receive guidance on what background knowledge students should have from previous grade levels. In grade 5, unit 3 students will explore historical informational texts about the first civilizations in America. In grade 2, students read historical informational texts about ancient civilizations in Asia; in grade 3, they read historical informational texts about the ancient Roman Empire. This helps educators identify the background knowledge students should already have and focus on deepening understanding rather than reteaching foundational concepts.

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.

In Guía del maestro unit 3 “Las primeras civilizaciones americanas: mitos, pirámides y reyes,” the materials are designed for students to spend extended time building knowledge through connected Spanish texts and integrated literacy activities. The unit consists of 15 daily lessons and four “Pausa” days for differentiated instruction, providing students with sustained opportunities to develop their understanding of the topic over multiple weeks. Across the unit, students build an increasingly sophisticated understanding of early American civilizations through a coherent sequence of topics, including “Las civilizaciones maya, azteca e inca,” “Adaptaciones de los mayas,” “Organización de la civilización maya,” “Jeroglíficos antiguos,” “Mitos de los mayas,” “La creación de la Tierra y su gente,” “Tenochtitlán: Centro del Imperio azteca,” “El éxito de Tenochtitlán,” “La caída del Imperio azteca,” “El nacimiento del Imperio inca,” “Entender recursos literarios,” “El declive del Imperio inca,” “Mitos de los aztecas y los incas,” and “Comparar y contrastar mitos.” Throughout the unit, students engage with a coherent sequence of informational texts, myths, close reading lessons, vocabulary instruction, discussions, note-taking, grammar, and writing tasks, including paraphrasing informational texts, planning and writing paragraphs, taking notes, incorporating images into writing, revising paragraphs, and comparing myths. Concepts introduced in earlier lessons are revisited and expanded through subsequent readings and literacy activities, allowing students to deepen their understanding over time while continuously connecting new information to previously learned concepts.

Units are designed for students to spend extended time on connected knowledge-building topics and Spanish texts, as demonstrated through the “Mapa curricular de Grado 5.” For example, Guía del maestro unit 4 “Don Quijote: la historia de un caballero optimista” has 15 lessons. Students focus on literary elements such as characters, plot, and characterization while reading a complete adapted version of Don Quixote. As students read, they track the development of the plot, characters, and literary elements. They also identify differences between fact and fiction while appreciating the quixotic nature of the protagonist, Don Quixote, and his relationships with those around him. Students write a four-paragraph persuasive essay arguing whether or not Don Quixote’s good intentions justify his actions, which are, at times, rather calamitous. They support their arguments with reasons and textual evidence. Educators ensure students have multiple opportunities to make connections among a variety of texts on a specific topic of study, thereby deepening students’ comprehension.

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.

The K–5 Guía del programa demonstrates that lessons are connected through Spanish texts and text sets intentionally designed to build students’ background knowledge over time. The guide explains that the units in each grade are purposefully sequenced to build on students’ knowledge of both the TEKS and the unit content, and that each unit introduction describes how the learning connects to previous and future units. The cross-grade progression illustrates how students revisit related concepts through connected Spanish texts across grades 3–5. For example, students build literary knowledge by progressing from “Narrativas personales: mi historia, mi voz” in grade 4 to “Narrativas personales: déjame contarte una historia” in grade 5. They also deepen their understanding of poetry through “Poesía: palabras maravillosas” in grade 4 and “Poesía: collage de palabras” in grade 5, while historical knowledge expands from “La Revolución de los Estados Unidos de América: el camino a la independencia” in grade 4 to “Los nativos americanos y los Estados Unidos” and “Más allá de Juneteenth: de 1865 al presente” in grade 5. The lessons are designed to build on the progression outlined in the “Students grow from year to year” document, which demonstrates how scientific concepts intentionally build across grades by connecting “Plantas: ¿cómo crecen?” in grade K, “Los ciclos de la naturaleza: de las nubes a la lluvia” in grade 2, and “Geología: esta inmensa roca” in grade 4 through related concepts such as plants, nutrients, precipitation, decomposition, sediments, and sedimentary rocks.

In Guía del maestro unit 8 “Sustancias químicas: detectives, dinosaurios y descubrimiento,” the lessons are connected through the text “La detective de las tierras baldías,” which serves as the foundation for reading, discussion, writing, and scientific inquiry throughout the unit. The introduction explains that the reading text combines literary and informational features to gradually introduce concepts of matter, physical and chemical changes, elements, and compounds through the experiences of the protagonist, Amy, as she uses chemistry to solve a mystery. For example, students draw upon prior knowledge from earlier grades, including photosynthesis, the water cycle, and grade 4 geology, while integrating skills previously developed for analyzing literary and informational texts and explaining concepts using evidence. Throughout the 15-lesson unit, students revisit the text as they progress through “Llegada a las tierras baldías,” “Historias científicas,” “Científicos y detectives, Parte 1,” “Hallar evidencia,” “¿Avisamos al sheriff?” “Científicos y detectives, Parte 2,” “Soluciones,” “¿Dejan huellas?” “Reacciones,” “Atrapar al ladrón,” “Se conectan las pistas,” “Resultados,” and “Se cierra el círculo.” Each lesson extends students’ understanding by connecting new scientific concepts to previously learned ideas.

Evaluation for 5.A.1e
Spanish grammar, vocabulary, discussion, and writing activities are connected to the knowledge-building topic of the lesson.

Guía del maestro unit 2 “El Renacimiento: arte y cultura” includes opportunities to connect Spanish grammar, vocabulary, discussion, and writing activities to the knowledge-building topic of Renaissance art and architecture. For example, in lesson 2, students first develop content knowledge by reading the informational text and identifying specific details about Renaissance techniques and artistic characteristics, then paraphrasing the information and taking notes to describe those ideas in writing. Grammar instruction reinforces the lesson topic as students practice irregular verbs in the pretérito using sentences and examples connected to Renaissance figures and events, such as Brunelleschi, Ghiberti, los artistas, and el pintor. Vocabulary and morphology instruction remain connected to the lesson through the study of the prefix anti-, with students analyzing word meanings, discussing examples, completing the activity page, and using newly learned words in context. Throughout the lesson, students participate in partner and whole-class discussions to compare ideas, explain verb forms, determine word meanings, create original sentences, and paraphrase information while preserving the author’s meaning. Writing activities are directly tied to the lesson’s knowledge-building topic as students paraphrase evidence from the informational text, record notes describing Renaissance techniques and characteristics, and compose original sentences using newly acquired vocabulary and grammatical structures.


In Guía del maestro unit 7 “Los nativos americanos y los Estados Unidos,” lesson 6 “La conexión de los nativos americanos con la naturaleza,” Spanish grammar, vocabulary, discussion, and writing activities are connected to the lesson’s knowledge-building topic: how the Pacific Northwest habitat influenced the daily life and culture of Native American tribes. In the “Lectura” section, students read “Bosques tropicales, ríos y océano,” analyze key details from the text, discuss the chapter, complete note-taking on the activity page, and respond to the essential question using textual evidence. For example, vocabulary instruction is directly connected to the lesson through the introduction and practice of domain-specific and academic terms such as arpón, curtir, identidad, distintivo, and suplementar, which students define, discuss, and apply while reading and speaking about the text. The “Lenguaje” section guides students to complete the “Gramática” part, where they practice using the subordinating conjunction si in sentences; “Morfología,” where students study the root mem by analyzing and using words such as memoria, memorizar, conmemorar, and inmemorial in original sentences; and “Ortografía,” where they correctly spell and apply words containing the suffixes -ción and -sión together with words derived from the root mem. In the lesson, students participate in whole-class and partner discussions to explain vocabulary, compare ideas from the text, and support their responses with evidence. Students also apply their learning through writing by completing note-taking activities, composing original sentences using newly acquired vocabulary and morphological patterns, and responding to text-based questions.

Evaluation for 5.A.2a
Materials activate or supply background knowledge by making connections to previously learned content from prior grade levels.

The materials build grade 5 readiness by connecting current knowledge-building topics to content developed in earlier grade levels, as demonstrated in the K–5 Guía del programa subsections: “What’s our approach?” “Deep content knowledge,” and “Students grow from week to week and from year to year.” The guide explains that students build connections across domains and grades and that each unit introduction identifies connections to past and future units. For example, the year-to-year example shows students moving from grade K knowledge about plants to grade 2 knowledge about natural cycles to grade 4 knowledge of geology, including sedimentary rock and decomposition. The grade 5 section then shows a continued sequence of knowledge-building units including “El Renacimiento: arte y cultura,” “Las primeras civilizaciones americanas: mitos, pirámides y reyes,” “Los nativos americanos y los Estados Unidos,” and “Sustancias químicas: detectives, dinosaurios y descubrimiento.”

The materials activate background knowledge by making connections to previously learned content from prior grade levels. For example, the Guía del maestro unit 3 “Las primeras civilizaciones americanas: mitos, pirámides y reyes” includes the “Conocimientos previos” section, which guides educators to use previously learned skills and texts students have read, connecting them to what they will read in this unit. The guide shows that in grade 1, students read about ancient civilizations around the world and ancient civilizations in America. In grade 3, students read about ancient Roman civilizations and astronomy.

Evaluation for 5.A.2b
Materials activate or supply background knowledge in Spanish by making connections across units within a grade level.

In grade 5, Guía del maestro unit 2 “El Renacimiento: arte y cultura” activates and builds background knowledge by connecting current learning to previously taught concepts and historical content. The educator guides students to read the main focus, clarify the meaning of ideas and logros, review the inferences made in lesson 3, and reread chapter 3 to take additional notes for writing. Students revisit the question “¿Cómo se ve representado el espíritu del Renacimiento en las ideas y los logros de Leonardo da Vinci?” and connect previously learned ideas and textual evidence to new analysis and writing tasks. The materials also draw on students’ prior learning about ancient Greek and Roman civilizations, trade, the growth of cities, and the emergence of a merchant class to provide historical context for understanding Renaissance innovation and artistic achievement. By integrating prior knowledge with close reading, discussion, and note-taking, the materials support students in deepening their understanding of the Renaissance and Leonardo da Vinci’s contributions.

In Guía del maestro unit 9, “Más allá de Juneteenth: de 1865 al presente,” lesson 4 “Los centros urbanos de la gran migración,” the materials activate students’ background knowledge by intentionally connecting the lesson to previously taught content within the same grade level. In the section “Introducción a la lectura en voz alta,” the educator is directed to review essential vocabulary, revisit concepts from earlier lessons, and prompt students to recall what they learned about the “Proclamación de emancipación,” “Los estados aún en rebelión,” and “Las zonas rebeldes” before introducing the new text. Students then connect this prior learning to the current lesson by identifying the southern states on a map, discussing how those states relate to the Great Migration, updating their SQA charts with previously learned information, and using the unit timeline to place new historical events in context. As students read “Las migraciones de Lawrence: distintos rostros, similares causas,” they continue making connections between earlier historical events, including the “Proclamación de emancipación,” World War I, and World War II, to explain the causes of the Great Migration. These connections across lessons within the unit activate students’ background knowledge and help them connect previously learned historical concepts with new learning.

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)

In Guía del maestro unit 3 “Las primeras civilizaciones americanas: mitos, pirámides y reyes,” lesson 2 “Adaptaciones de los mayas” provides relevant and targeted background knowledge in Spanish to enhance students’ engagement with the text. During “Repaso” and “Presentar el capítulo,” the educator activates prior knowledge by reviewing the geographic characteristics of Mesoamerica and South America and introducing the historical context of the Maya civilization before students read the chapter “La era dorada de los mayas.” The lesson further prepares students by explaining the difference between primary and secondary sources, introducing the archaeologist Désiré Charnay as the author of the diary entry, and preteaching the academic vocabulary incesante, penetrar, templo, cultura, ciudad Estado, and comerciar. Students preview and discuss the vocabulary, use the words in oral sentences, and consult Cuaderno de actividades 2.1 while reviewing the vocabulary before reading. These activities provide students with targeted context and background knowledge that supports comprehension and increases engagement with the text.

Later in the year, the materials provide targeted historical context and background knowledge in Spanish to support student engagement with texts about emancipation and freedom, as demonstrated in Guía del maestro unit 9 “Más allá de Juneteenth: de 1865 al presente,” lesson 2 “La Proclamación de Emancipación.” Before reading, the lesson introduces the Proclamación de Emancipación, previews vocabulary, displays an image of the original document, and connects the topic to Juneteenth and the text Martí y sus versos por la libertad. Students define emancipación and proclamación, examine the purpose of Lincoln’s announcement, and consider how the topic connects to José Martí’s fight against slavery in Cuba. The lesson also incorporates a timeline, primary-source context, and questions about slavery in the United States and Latin America to build historical understanding and make the text more accessible. These activities provide students with relevant background knowledge in Spanish that prepares them to understand and engage with complex historical texts.

Evaluation for 5.A.3a
Questions and tasks are designed in Spanish and require students to engage with big ideas, topics, and themes. (S)

Guía del maestro unit 4 “Don Quijote: la historia de un caballero optimista” includes questions and tasks in Spanish that require students to engage with the unit’s central topics and themes. The “Resumen” section explains that students analyze characters, plot, characterization, and the differences between fact and fiction while reading an adapted version of Don Quijote. As students progress through the unit, they examine Don Quijote’s character and relationships before completing a four-paragraph persuasive essay in which they argue whether Don Quijote’s good intentions justify his actions, supporting their claims with reasons and textual evidence. The “Objetivos de aprendizaje” further require students to distinguish between facts and opinions, demonstrate understanding of key vocabulary, and create and share a persuasive essay. These questions and tasks require students to engage with the unit’s central themes by analyzing literary elements, evaluating a character’s actions, and supporting ideas with textual evidence.

Later in the year, in Guía del maestro unit 7 “Los nativos americanos y los Estados Unidos,” the lesson 1 section “Hacer inferencias” includes questions and tasks designed in Spanish that require students to engage with the unit’s big ideas and themes. The educator introduces the topic by explaining that students will read about Native American tribes that lived in North America and displays images for students to observe and discuss. The materials guide educators to present several images, discuss what students notice, and label each image according to its location. After reviewing the images, students participate in a Think-Pair Share activity to discuss the questions, “¿Cómo creen que se vieron afectados por el medio ambiente los nativos americanos que vivieron en cada una de estas regiones?” and “¿Qué palabras, frases u oraciones de las descripciones A–D sugieren de qué manera se vieron afectados los nativos americanos por la región en la que vivieron? Enciérrenlas en un círculo.” These questions and tasks require students to analyze how geography and environment influenced the experiences of Native American tribes and engage deeply with the unit’s central topics and themes.

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)

Guía del maestro unit 2 “El Renacimiento: arte y cultura” includes questions and tasks in Spanish that prompt students to synthesize knowledge and concepts across texts and sources throughout the unit. The Libro de lectura explains that students examine the Renaissance through multiple texts about artists, philosophers, writers, and historical developments while using maps and a gallery of portraits as reference materials throughout their reading. As part of the unit writing project, students gather information from two sources to write a biography of a famous Renaissance artist and later write, revise, publish, and present a diary entry during the unit’s writing lessons. The “Conexión cultural” section further extends synthesis by prompting students to analyze Spanish expressions and sayings, gather additional examples from authentic sources, and share their findings with classmates. These tasks require students to integrate information and ideas from multiple texts and sources across lessons and throughout the unit.

Additionally, in Guía del maestro unit 9 “Más allá de Juneteenth: de 1865 al presente,” the lesson 12 “Planificar y desarrollar: Lectura” section explicitly teaches students that synthesizing means combining information to create a new understanding. Students use their notes, SQA charts, timelines, and information gathered from sources across the unit to synthesize ideas about Juneteenth, the Great Migration, inventors and innovators, education, artists, scholars, writers, and changemakers. The educator model demonstrates how students move from an initial question about Juneteenth to a revised understanding that Juneteenth created broader opportunities for equality. These questions and tasks require students to synthesize knowledge from multiple texts and sources both within the lesson and across the unit’s interconnected texts and research activities.

Evaluation for 5.A.3c
Culminating tasks require students to demonstrate their knowledge of the unit topic by making connections across related texts. (S)

The Guía del maestro unit 2 “El Renacimiento: arte y cultura” culminating writing task requires students to demonstrate their understanding of the Renaissance by making connections across related texts studied throughout the unit. The Libro de lectura for this unit explains that students read about the Renaissance through informational texts featuring artists, philosophers, writers, and historical developments while using maps and a gallery of portraits as reference materials throughout the unit. As part of the culminating writing project, students gather information from two sources to write a biography of a famous Renaissance artist and then write, revise, publish, and present a diary entry during the unit’s dedicated writing lessons. These culminating tasks require students to synthesize information from multiple texts and sources to demonstrate their understanding of the unit topic.

Similarly, the Guía del maestro unit 10 “Análisis literario: El chico de la flecha” culminating task requires students to demonstrate their understanding of the unit topic by making connections across the related texts and activities completed throughout the unit. The “Objetivos del contenido esencial de la unidad” explain that students analyze character relationships, make inferences and predictions, identify themes, discuss the author’s purpose, summarize the plot, and synthesize information to create new understanding while reading El chico de la flecha. Throughout the unit, students use graphic organizers, double-entry journals, exit tickets, and other writing activities to record and analyze evidence from the novel. The “Escritura” section explains that students use the notes and writing activities completed throughout the unit as the basis for a final presentation that highlights the novel’s themes, significant events, and characters. These culminating tasks require students to make connections across the texts, evidence, and activities from the unit to demonstrate their knowledge of the novel and its central ideas.

Evaluation for 5.A.3d
Materials provide opportunities to apply new understanding based on the topic to contexts beyond the classroom. (S)

Guía del maestro unit 1 “Narrativas personales: déjame contarte una historia” provides opportunities for students to apply their understanding of personal narratives to contexts beyond the classroom. The “¿Por qué es importante esta unidad?” section explains that students analyze the characteristics of personal narratives and then use those characteristics to write original narratives based on reflection about their own experiences. The “Conexión cultural” section extends this learning by asking students to write a personal narrative about their relationship with a close family member, incorporating literary elements such as sensory language, dialogue, descriptive details, and point of view. Students then compare and discuss their narratives with a partner and share examples of the literary elements they used with the class. These activities require students to apply their understanding of narrative writing to authentic personal experiences and relationships beyond the classroom.

The materials also provide opportunities for students to apply new understanding to practical contexts beyond the classroom, as demonstrated in Guía del maestro unit 8 “Sustancias químicas: detectives, dinosaurios y descubrimiento.” For example, in lesson 9 “Crear reglas de Tess,” students use their understanding of physical and chemical changes to classify real-world situations. Students explain whether warming a substance in a test tube, water evaporating from a glass outside, or a purple substance dissolving in water represents a physical or a chemical change. Students then create their own version of “reglas de Tess” for identifying physical and chemical changes. These activities require students to apply scientific understanding to observable situations and develop usable rules for interpreting changes in matter beyond the lesson text and classroom setting.

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.

The materials include a grade 5 yearlong scope and sequence for both tier-two and tier-three Spanish academic vocabulary in intentional knowledge-building, as demonstrated in the Guía de complejidad de los textos y vocabulario’s “Unidades de grado 5” section. The guide organizes grade 5 vocabulary by unit and separates palabras académicas generales from palabras específicas del tema. For example, unit 2 “El Renacimiento: arte y cultura” lists general academic words such as crear, inventar, mejorar, and observar, as well as topic-specific words such as humanismo, mecenas, and Renacimiento. Later, unit 8 “Sustancias químicas: detectives, dinosaurios y descubrimiento” lists general academic words such as comparar, identificar, and investigar, as well as topic-specific words such as compuesto, elemento, and reacción química. This meets both components as the resource provides a yearlong grade 5 vocabulary sequence organized by knowledge-building units and vocabulary types.

Subsequently, in Guía del maestro unit 4 “Don Quijote: la historia de un caballero optimista,” lesson 1 provides a systematic approach to developing Spanish academic vocabulary within the context of the unit’s study of Don Quijote. Before reading, students preview the chapter vocabulary in the Cuaderno de actividades and identify each word in the text and glossary. The “Tabla de vocabulario para el capítulo ‘Don Quijote de la Mancha’” intentionally distinguishes “Palabras de dominio específico,” such as hidalgo, libro de caballería, and armadura, from “Palabras académicas generales,” such as rocín and apasionante. During the lesson, students continue to develop vocabulary by analyzing words in context, including discussing the multiple meanings of fantásticas and interpreting the meaning of rocín in the text. This structured sequence builds both tier-two and tier-three Spanish academic vocabulary while supporting students’ understanding of the historical and literary concepts explored in the unit.

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)

Guía del maestro unit 3 “Las primeras civilizaciones americanas: mitos, pirámides y reyes” provides differentiated content and language scaffolds that support Spanish vocabulary development for all students. For example, lesson 1 “Las civilizaciones maya, azteca e inca” includes the “Conexiones esenciales” section where, before reading, students are introduced to “Vocabulario académico,” including terms such as categoría, contexto, diferenciar, fuente, relación, and relacionar, as well as Spanish-English cognates that support academic language development. The educator builds background knowledge through explicit instruction using timelines, maps, civilization cards, and Think-Pair Share discussions, and then students apply the vocabulary to describe and compare ancient civilizations. The lesson also includes differentiated language supports through “Leer para buscar información,” where “Nivel emergente” students answer simple questions about a civilization card, “A nivel” students write summaries using essential information, and “Nivel avanzado” students compare and contrast civilizations. These structured content and language scaffolds provide differentiated opportunities for students to practice and apply Spanish academic vocabulary while building historical knowledge.

Additionally, in Guía del maestro unit 7 “Los nativos americanos y los Estados Unidos,” lesson 9’s “Lenguaje” section provides differentiated content and language scaffolds that support Spanish vocabulary development for all learners. During “Practicar la raíz mem,” for example, students analyze the meanings of words that share the Latin root mem through educator modeling and guided practice, then complete Cuaderno de actividades 9.2 individually or with a partner. Students determine the correct word to complete contextualized sentences using pairs such as conmemorar and memoria, memorable and rememorar, and desmemoriado and inmemorial while discussing the meanings of each word and composing their own sentences. The lesson also includes differentiated language supports through “Interactuar de forma significativa,” which provides separate scaffolds for students at “Nivel emergente,” “A nivel,” and “Nivel avanzado.” Emergent students respond orally with educator modeling, on-level students discuss definitions with a partner before writing original sentences, and advanced students review one another’s work and provide constructive feedback.

Evaluation for 5.A.4c
Materials include tasks designed to engage students in purposeful use of key Spanish academic vocabulary. (S)

Guía del maestro unit 2 “El Renacimiento: arte y cultura” includes tasks that engage students in the purposeful use of key Spanish academic vocabulary. For example, in lesson 9 “Analizar detalles del texto para hacer inferencias,” during “Preparación previa,” students review academic vocabulary, including moral, reputación, pesimista, ingenioso, and costumbre, before reading the chapter. As students reread the text, they apply this vocabulary to make inferences, explain complex sentences, and interpret Machiavelli’s ideas using textual evidence. Throughout the lesson, students use academic vocabulary to discuss the meanings of words and phrases in context, justify their responses, and explain how specific language contributes to the author’s message. The lesson also provides “Apoyo a la enseñanza” prompts that guide educators in helping students determine word meanings from context and use textual evidence to support their explanations. These tasks engage students in the purposeful use of key Spanish academic vocabulary while strengthening reading comprehension and literary analysis.

Furthermore, in Guía del maestro unit 6 “Introducción a Shakespeare: Sueño de una noche de verano,” lesson 7 “Monólogo, diálogo y soliloquio” includes tasks that engage students in the purposeful use of key Spanish academic vocabulary. Before reading “Acto 2, Escena 1,” the educator introduces and defines the literary terms diálogo, monólogo, and soliloquio, records the definitions on the board, and has students copy them into the vocabulary page of their Cuaderno de actividades. As students read, they identify and mark examples of each literary element in the text, then explain the differences among the three terms during “Verificar la comprensión.” The lesson also includes “Apoyo a la enseñanza” prompts that guide educators to ask questions such as “¿Cuál supone una conversación?” and “¿Cuál supone un discurso?” to reinforce students’ understanding and accurate use of the vocabulary. These tasks require students to apply key Spanish academic vocabulary while analyzing a literary text.

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)

The materials include nonverbal teaching techniques to support students in the acquisition of key Spanish academic vocabulary, as demonstrated through lessons in the Guía del maestro.
For example, in unit 3 “Las primeras civilizaciones americanas: mitos, pirámides y reyes,” lesson 1, “Las civilizaciones maya, azteca e inca,” the materials include nonverbal teaching techniques that support students in acquiring key Spanish academic vocabulary through maps, timelines, graphic organizers, and visual representations. Before instruction begins, educators prepare and display a horizontal timeline, civilization cards, a world map, a map of the Americas, and visual area-of-study cards to introduce historical concepts and academic vocabulary, including categoría, contexto, diferenciar, relación, and relacionar. Students use these visual supports to classify civilizations, place civilization cards on the timeline, locate regions on maps, organize information in a graphic organizer, and explain relationships among civilizations. The lesson also includes differentiated supports through “Leer para buscar información,” in which emergent, on-level, and advanced learners use visual materials to answer questions, summarize information, and compare civilizations. Students continue applying the vocabulary while interpreting a vertical timeline to distinguish historical periods such as “Antigüedad” and “Modernidad.”


The nonverbal-technique component is supported in Guía del maestro unit 8 “Sustancias químicas: detectives, dinosaurios y descubrimiento,” lesson 3 “Científicos y detectives, Parte 1.” Through the “Integrar información” section the lesson uses diagrams to help students understand vocabulary and concepts related to changes of state. For example, students examine two visual sources: a water-cycle diagram and a “libro de química” diagram showing solids, liquids, and gases. Students then use the diagrams to explain evaporación, condensación, precipitación, and derretimiento while the educator models how to connect each state of water to the visual representation. This meets the indicator because students use diagrams and visual comparison to acquire and apply key science vocabulary in Spanish.

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)

In Guía del maestro unit 3 “Las primeras civilizaciones americanas: mitos, pirámides y reyes,” lesson 5 “Mitos de los mayas,” within the “Escritura: Tomar notas” section, the materials provide students with structured opportunities to engage in critical inquiry as part of the research process. The lesson explicitly teaches students to identify and paraphrase key information related to a selected cultural aspect for the “Proyecto Códice,” connecting notetaking to the planning stage of the writing process through the “Diagrama del proceso de escritura” activity. Students review chapter 2 to identify relevant information related to their chosen research topic, record source page numbers for future reference, and organize their findings using “Página de actividades 5.3.” After identifying four to six relevant details, students paraphrase important information, collaborate in small groups organized by research topics to refine and evaluate the information they selected, and finally share their notes and paraphrases with peers from other groups. These scaffolded activities guide students through identifying, gathering, organizing, and synthesizing relevant information from texts to support an extended, research-based writing project.

Later in the year, in Guía del maestro unit 9 “Más allá de Juneteenth: de 1865 al presente,” lesson 3, “La libertad: Posibilidades y desafíos” provides opportunities for students to engage in critical inquiry throughout the research process. During “Indagación e investigación,” students generate research questions related to Juneteenth by using the questions recorded in their SQA charts, discussing their ideas with a partner, and selecting questions they want to investigate. During “Elaborar un plan de investigación,” students develop a research plan using the “Tabla de contenido: Más allá de Juneteenth,” where they formulate research questions for each chapter of their informational books and organize their investigation before gathering information. The lesson also introduces “Proyección 1.2: El proceso de investigación,” a visual organizer that guides students through selecting a topic, writing a research question, searching for answers and facts, and writing about the topic. Students refine their questions to ensure they are open-ended and use the research process to guide the collection, organization, and synthesis of information as they develop their informational texts. These activities provide explicit opportunities for students to generate questions, develop a plan, gather relevant information, and synthesize information as part of the research process.

Evaluation for 5.B.1b
Materials include guidance and opportunities for students in Spanish to differentiate between primary and secondary sources. (S)

In Guía del maestro unit 3 “Las primeras civilizaciones americanas: mitos, pirámides y reyes,” lesson 2 “Adaptaciones de los mayas” provides guidance and opportunities for students to differentiate between primary and secondary sources. For example, during “Presentar el capítulo,” educators explicitly explain that the diary entry written by French archaeologist Désiré Charnay is a primary source because it was written by someone who experienced the events firsthand, while the informational text in the remainder of the chapter is a secondary source because it explains historical events from the perspective of authors who were not present. Educators further explain that using both primary and secondary sources provides a more complete understanding of historical events. During “Armar grupos pequeños” and “Leer: La era dorada de los mayas,” students read and analyze both source types, complete comprehension activities using evidence from the texts, compare the firsthand diary account with the historical explanation, and discuss what information can be learned from the primary source that is not provided by the secondary source alone. During “Resumen de la lección,” students continue using evidence from the chapter to answer questions and discuss the content, reinforcing their understanding of the different purposes and uses of primary and secondary sources.

Similarly, in Guía del maestro unit 9 “Más allá de Juneteenth: de 1865 al presente,” lesson 7 “Indagar, investigar y redactar” provides explicit guidance and opportunities for students to differentiate between primary and secondary sources. During “Investigación: La patente como fuente primaria,” educators introduce the concepts of primary and secondary sources, review their characteristics, and use “Proyección 7.1: Tabla de T de fuentes primarias y secundarias” to compare examples such as diaries, interviews, photographs, patents, autobiographies, books, articles, biographies, and websites. For example, students analyze historical documents, classify examples as primary or secondary sources, discuss why a patent is considered a primary source, and answer questions that require them to justify their classifications. Students then apply this understanding by using the internet to locate patent images, identify reliable sources, gather information from patents as primary sources, document the websites they use, and record their findings for later research. During “Verificar la comprensión” and the differentiated “Lectura: Fuentes primarias y secundarias” activity, students explain the differences between primary and secondary sources, provide examples from their own investigations, and discuss their reasoning with classmates.

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)

This guidance is not applicable to grades 4–5 because it only applies to grades 6–8.

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.

The materials include authentic grade-level informational texts that support disciplinary learning, as demonstrated in Guía del maestro unit 2 “El Renacimiento: arte y cultura.” The unit introduction “¿Por qué es importante la unidad sobre El Renacimiento?” explains that students read a collection of informational texts about Renaissance artists, scientists, and historical figures while developing historical knowledge and literacy skills. For example, students analyze biographies, historical accounts, and informational texts to understand how the Renaissance influenced art, science, and culture, then conduct research and write an evidence-based biography. The texts increase students’ historical knowledge while supporting grade-level reading comprehension and analysis. This supports the indicator because the materials use authentic grade-level informational texts as the foundation for instruction.

The materials include an authentic grade-level dramatic text for core instruction, as demonstrated in Guía del maestro unit 6 “Introducción a Shakespeare: Sueño de una noche de verano” and the section “¿Por qué es importante la unidad sobre Sueño de una noche de verano?” The unit introduction explains that students study an age-appropriate Spanish transadaptation of William Shakespeare’s comedy while learning the characteristics of drama and dramatic structure. For example, students analyze dialogue, stage directions, character relationships, conflict, and theme as they read the play throughout the unit. The text serves as the foundation for reading, discussion, vocabulary, and writing instruction. The materials use an appropriate Spanish transadaptation of a classic dramatic work as the core instructional text.

Evaluation for 6.1b
Texts are authentic or appropriate Spanish transadaptations and are well-crafted and of publishable quality.

The materials include authentic informational texts of publishable quality that support historical inquiry, as demonstrated in Guía del maestro unit 2 “El Renacimiento: arte y cultura,” section “¿Por qué es importante la unidad sobre El Renacimiento?” The unit introduction explains that students build historical knowledge by reading a collection of informational texts and biographies about influential Renaissance artists, scientists, and innovators. For example, students examine multiple accounts that highlight the achievements of historical figures while analyzing how ideas from the Renaissance transformed art, science, and society. The texts are interconnected and historically accurate, and support sustained reading, discussion, research, and writing throughout the unit.

The materials provide an authentic Spanish novel by a named author and show that the text is treated as a crafted literary work appropriate for analysis. Unit 10 focuses on El chico de la flecha, a novel by Espido Freire set in first-century Emerita Augusta, now Mérida, Spain. The text centers on Marco, a twelve-year-old protagonist, and connects his personal growth, mistakes, and responsibilities to the historical context of Roman Hispania. The resource also states that students study author techniques used to create “grandes obras de literatura” and discuss characters, plot, setting, language, and recommendations.

Evaluation for 6.1c
Materials include traditional, contemporary, classical, and diverse authentic or transadapted Spanish texts across multiple content areas.

The materials include diverse authentic informational texts that build historical knowledge across multiple disciplines, as demonstrated in Guía del maestro unit 9 “Más allá de Juneteenth: de 1865 al presente,” section “¿Por qué es importante la unidad sobre Más allá de Juneteenth?” The unit introduction explains that students read historical and informational texts examining Juneteenth, the Great Migration, Black innovators, and significant events in United States history. For example, students analyze biographies, historical accounts, speeches, photographs, and informational texts while conducting research and composing an informational book based on evidence gathered throughout the unit. These historical texts complement the program’s literary, dramatic, and scientific units by providing diverse perspectives and genres.

The materials include classical literary texts presented through appropriate Spanish transadaptations, as demonstrated in Guía del maestro unit 6 “Introducción a Shakespeare: Sueño de una noche de verano,” section “¿Por qué es importante la unidad sobre Sueño de una noche de verano?” The unit introduction explains that students read an age-appropriate Spanish transadaptation of William Shakespeare’s comedy while studying dramatic structure, dialogue, characterization, conflict, and theme. For example, students engage in sustained reading and analysis of the play while participating in discussions and writing activities that deepen their understanding of dramatic literature. This classical work complements the program’s contemporary narratives, informational texts, and historical units. The materials include a classical Spanish transadaptation, contributing to a diverse collection of texts across genres and content areas.

Evaluation for 6.1d
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences. (S)

The materials include contemporary texts that encourage students to connect their own experiences with those of the authors and characters, as demonstrated in Guía del maestro unit 1 “Narrativas personales: déjame contarte una historia,” section “¿Por qué es importante la unidad sobre Narrativas personales?” The unit introduction explains that students read personal narratives written by diverse authors who share meaningful life experiences, family traditions, and personal identities. For example, students analyze how authors use personal experiences, descriptive language, and reflection to communicate important moments while discussing similarities and differences between the texts and their own lives. Students also compose their own personal narratives inspired by the mentor texts. The materials include engaging contemporary texts that authentically reflect diverse experiences and invite students to make meaningful personal connections throughout the materials.

The materials include texts that authentically represent diverse historical experiences and perspectives, as demonstrated in Guía del maestro unit 9 “Más allá de Juneteenth: de 1865 al presente,” section “¿Por qué es importante la unidad sobre Más allá de Juneteenth?” The unit introduction explains that students read historical and informational texts highlighting the experiences, achievements, and contributions of Black Americans from the end of the Civil War through the present day. For example, students examine topics such as Juneteenth, the Great Migration, inventors and innovators, and significant historical events through biographies, historical accounts, photographs, and primary and secondary sources. These texts broaden students’ understanding of diverse cultural perspectives while encouraging meaningful discussions about history and society.

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)

In Guía del maestro unit 5 “Poesía: collage de palabras,” lesson 7 “El bastón” provides 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. For example, during “Lectura en voz alta con toda la clase,” the educator reads María Cristina Ramos’s poem “El bastón” aloud at least twice before students reread the poem independently, providing opportunities to listen to and engage closely with an authentic grade-level Spanish text. In “Recurso poético: metáfora implícita,” students complete the “Diario del poeta 7.1,” responding to literal, inferential, and evaluative questions that require them to analyze the poem, interpret implicit metaphors, explain the author’s comparisons, infer character traits, and support their ideas with evidence from the text. Students then review and discuss their responses with the class, explain their reasoning during whole-class discussions, and participate in “Verificar la comprensión” activities that require them to justify their interpretations of the poem. During the writing portion of lesson 7, students revisit the metaphors they created in the previous lesson and complete “Diario del poeta 7.2,” where they analyze similarities between human experiences and actions in the animal world, explain their comparisons, and incorporate implicit metaphors into an original poem. Students first discuss and refine their ideas with a partner, then independently record their written responses and share their thinking with the class.

In Guía del maestro unit 10 “Análisis literario: El chico de la flecha,” lesson 7 “Parte 2, Capítulos 7 a 9” provides 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 the “Repaso” section, students review and summarize previous chapters using their notes and discuss important characters and events in small groups before returning to the text. In “Parte 2, Capítulos 7 a 9,” students establish a focused reading purpose by recording the lesson’s guiding question, “¿Qué citas o ideas ayudan a explicar las motivaciones y acciones de los personajes?” and maintain a double-entry journal in which they record quotations or ideas from the text and write their own connections and reactions. As students read independently, with partners, and through educator read-alouds, they respond to a series of literal, inferential, and evaluative discussion questions that require them to analyze characters’ motivations, make predictions, evaluate decisions, and support their responses with evidence from the novel. Students regularly share the quotations and ideas they recorded in their journals and explain their thinking during whole-class discussions. The lesson concludes with a “Boleto de salida” in which students write one or two questions they would ask the Pampilio sisters and, using textual evidence, explain how they believe the characters would respond. Differentiated supports in the “Lectura: Haciendo inferencias” section further guide students at multiple proficiency levels to discuss characters, analyze reactions, locate supporting quotations, and engage in evidence-based academic conversations.

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)

In Guía del maestro unit 3 “Las primeras civilizaciones americanas: mitos, pirámides y reyes,” lesson 3 “Organización de la civilización maya” demonstrates the opportunities included in each lesson for students to discuss specific aspects of grade-level Spanish texts, including the author’s purpose, language, vocabulary, and use of literary devices. During the lesson, the educator reads the paragraph that follows the quotation aloud and facilitates an “Evaluativa” discussion about the author’s use of imagery as a literary device. Students analyze how the author uses descriptive language to help readers visualize events, highlight important details, evoke emotions, clarify ideas, and make the text more engaging. They then examine the second paragraph to identify the repeated use of the word imaginen and discuss why the author invites readers to visualize the scene, supporting their responses with specific details from the text. The “Desafío” activity extends this analysis by asking students to identify another sentence or phrase that contains vivid imagery and to explain which senses or emotions the author intended to evoke.

Similarly, in Guía del maestro unit 6 “Introducción a Shakespeare: Sueño de una noche de verano,” lesson 7 “Monólogo, diálogo y soliloquio,” the Libro de lectura, and “Acto 2, Escena 1” all provide opportunities for students to discuss specific aspects of grade-level Spanish texts, including text structure, literary language, vocabulary, and the author’s use of dramatic elements. For example, during “Lectura del fragmento: Acto 2, Escena 1 (a),” students discuss whether the text is written in verse or prose, explain their reasoning, and learn the literary vocabulary terms diálogo, monólogo, and soliloquio before identifying examples of each as they read the scene. Throughout the lesson, “Preguntas para conversar,” the educator guides students in analyzing dramatic structure by determining whether a passage is a dialogue, monologue, or soliloquy and explaining how they know based on textual evidence. During “El lenguaje de Shakespeare,” students closely analyze selected passages from the play by identifying the central idea, determining which descriptive details can be removed without changing the meaning, defining unfamiliar words and phrases using context or a dictionary, and discussing how similes, metaphors, adjectives, and descriptive language contribute to the author’s meaning. Students complete the “Entender el lenguaje de Shakespeare” activity, in which they explain passages in their own words after analyzing the text’s language and structure. The lesson concludes with “Escritura: Querido liberador de la senda del amor,” in which students write a response to Titania’s letter using one or two details from the play to support their advice and then discuss with a partner which details from the text informed their responses. Together, these instructional activities provide repeated opportunities for students to discuss the structure, language, vocabulary, and literary features of a grade-level Spanish dramatic text while deepening their understanding of the author’s craft and meaning.

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)

The inferencing, analyzing, evaluating, comparing, and synthesizing reading-skill components are supported in Guía del maestro unit 5 “Poesía: collage de palabras,” lesson 4 “Una historia.” For example, the unit includes daily reading lessons focused on close reading, comprehension, poem analysis, interpretation, and comparison. The unit introduction explains that students receive tools and strategies for reading and interpreting poems in both formal and free verse. In lesson 4, students infer meaning from figurative language, analyze metaphor and personification, answer comprehension questions about the poem, and compare “Una historia” with “Oda al tomate” using a graphic organizer. Students use multiple reading skills with grade-level Spanish poetry, including inference, analysis, interpretation, comparison, and synthesis.

Guía del maestro unit 8 “Sustancias químicas: detectives, dinosaurios y descubrimiento,” lesson 8 “¿Dejan huellas?” demonstrates the opportunities in each lesson for students to engage in a variety of reading skills using grade-level Spanish text. During “Inferencias de detective,” for example, students work with a partner to complete “Página de actividades 8.1” from Inspector Ellis’s perspective, which requires them to draw inferences from the events and evidence presented in the Libro de lectura. In “Crear mapas de personaje,” students reread chapters 4–6 of the Libro de lectura to gather, analyze, and synthesize new information about the characters Julián, Kristal, Félix, Daría, the squirrels, and the all-terrain vehicle. Students add relevant details to their character maps, identify additional suspects, and support their conclusions with evidence from the text. As students compare their character maps in small groups, they discuss similarities and differences in their interpretations, ask questions about one another’s evidence, and revise their maps by incorporating new information. The lesson also encourages students to evaluate whether characters display stereotypical behaviors and justify their reasoning with textual evidence.

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)

Guía del maestro unit 5 “Poesía: collage de palabras” demonstrates the included educator guidance and embedded supports that ensure all students can access grade-level authentic Spanish text while maintaining rigor. In lesson 10’s “Preparación previa” section for example, the guide provides explicit instructional guidance by recommending that students read the poem in small groups, suggesting that educators read Alma Flor Ada’s biography before introducing the poem, and reviewing the procedures for activities before instruction begins. The lesson also includes guidance for adapting instructional materials, such as using “verdadero/falso” cards when interactive whiteboards are unavailable, ensuring all students can participate in comprehension activities. During “Vocabulario,” educators are directed to review the essential vocabulary word bilingüe which appears in the glossary at the end of the “Diario del poeta,” as well as the literary vocabulary term paralelismo, defined as a literary device that repeats the same structure across a series of verses or stanzas to indicate connections between ideas or descriptions. These vocabulary supports prepare students to understand and discuss the poem with precise academic and literary language while preserving the text’s complexity. To support comprehension and academic discussion, the lesson provides sentence frames for Think-Pair Share, including prompts such as “Creo que el poema trata sobre. . .” “La idea general del poema es. . . porque los detalles. . .” and “Los detalles contrastantes. . . indican que. . .” enabling students to discuss the poem’s central idea and supporting details using academic language. Additional supports direct students to complete “Diario del poeta 10.1” with the educator or a partner to compare and contrast verses and stanzas, providing guided practice while maintaining engagement with the authentic poem.

In Guía del maestro unit 10 “Análisis literario: El chico de la flecha,” lesson 7 “Parte 2, Capítulos 7 a 9” also demonstrates provides the included educator guidance and embedded supports to ensure all students can access grade-level authentic Spanish text while maintaining rigor. The “Preparación previa” section, for example, provides explicit guidance for educators by recommending that students work in small groups to review important events from the novel, discuss their previous exit tickets, organize their double-entry journals, and prepare to read portions of the text with assigned partners. Educators are also directed to write a focus question like “¿Qué citas o ideas ayudan a explicar las motivaciones y acciones de los personajes?” to guide students’ close reading throughout the lesson. Before reading, educators review the essential vocabulary agobiante, anestesiados, Apolo, arrieros, corrompía, cursus honorum, persona non grata, and yacimientos, and organize the words into a vocabulary table to support comprehension while preserving the complexity of the text. During “Repaso,” students use “Página de actividades 1.1” to summarize previous chapters and discuss characters and important events in small groups while the educator provides additional guidance to students who need support in understanding how the setting contributes to the plot. Throughout “Parte 2, Capítulos 7 a 9” students use sticky notes and a double-entry journal to record quotations, ideas, and personal reactions connected to the lesson’s focus question as they read independently, with partners, and through educator read-alouds. The educator pauses throughout the reading to ask literal, inferential, and evaluative questions, directs students to use maps to identify locations mentioned in the novel, and facilitates discussions that help students connect textual evidence to characters’ motivations and actions. Additional embedded supports include differentiated “Lectura: Haciendo inferencias” activities that provide questions of increasing complexity for emergent, on-level, and advanced learners, structured partner reading, academic conversations, and an exit ticket requiring students to generate questions and support their responses with textual evidence.

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.

The materials provide opportunities for students demonstrating proficiency to deepen their analysis of dramatic literature, as demonstrated in Guía del maestro unit 6 “Introducción a Shakespeare: Sueño de una noche de verano,” lesson 12 “Comedia o tragedia.” The educator guides students in analyzing how Shakespeare develops conflict, characterization, and dramatic structure, and in supporting their interpretations with evidence from the play. For example, students debate whether specific scenes reflect characteristics of comedy or tragedy, defend their conclusions with textual evidence, and compose a written response from a character’s perspective that demonstrates a deeper understanding of the dramatic text. The educator encourages students to consider multiple interpretations before justifying their thinking. This supports the indicator because the materials provide opportunities for proficient students to extend their analysis of a grade-level Spanish transadaptation.

In Guía del maestro unit 10 “Análisis literario: El chico de la flecha,” the lesson 6 sections “El escenario” and “Escritura” and lesson 7 “Parte 2, Capítulos 7 a 9” provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level authentic Spanish texts. In lesson 6’s “El escenario,” students analyze how the historical and cultural setting influences the plot by using textual evidence, illustrations, and scenes from the novel to explain how the setting shapes characters’ actions and conflicts. After the educator models the analysis through a “Piense en voz alta,” students complete “Página de actividades 6.2” and summarize how the historical setting affects a selected scene. The “Nivel avanzado” extension asks proficient students to locate quotations that support their responses, explain the textual evidence to a classmate, and incorporate the evidence into their written responses, requiring deeper analysis of the text. The accompanying “Desafío” further extends analysis by asking students to explain how the story would change if it were set in a different historical period or setting. In lesson 7 “Parte 2, Capítulos 7 a 9,” students continue analyzing characters and events using textual evidence from the novel. The “Desafío” activity asks students to examine photographs of the Pampilio sisters and compare the images with the novel’s descriptions, while the “Nivel avanzado” support in “Lectura: Haciendo inferencias” requires students to sustain an academic conversation with a partner while locating and discussing textual evidence. A second “Desafío” extends analysis by having students research a typical Roman food referenced in the novel and explain how it would have been prepared during antiquity, connecting the historical fiction to authentic historical research. The “Escritura: Haciendo preguntas” section includes “Nivel avanzado” tasks that require students to elaborate responses using textual details, and the accompanying “Desafío” asks students to develop interview questions for a character, further extending analysis of the text.

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.

The “Mapa curricular de Grado 5” 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, and provides a Lexile measure for the core text when applicable. It also outlines the instructional sequence, including unit duration, number of lessons, formative and summative assessments, and TEKS alignment. Each unit includes a “Resumen” that describes the educational purpose of the selected text and explains how it develops students’ literacy knowledge and skills, while the “Objetivos de aprendizaje” identifies the specific competencies students are expected to master. For example, the Guía del maestro for unit 2 “El Renacimiento: arte y cultura” identifies the unit text as informational with a Lexile measure of 980L and explains that students explore Renaissance art, literature, and history while developing reading comprehension, research, note-taking, and informational writing skills through the creation of a biography using multiple sources. Likewise, the Guía del maestro for unit 10 “Análisis literario: El chico de la flecha” identifies the historical novel as a literary text with a Lexile measure of 1000L and explains that students analyze the author’s language, character development, setting, and plot while using graphic organizers to support note-taking, analysis, synthesis, and narrative writing. Across all units, the curriculum maps provide clearly defined learning objectives, TEKS alignment, assessment expectations, and instructional sequencing that establish both the educational purpose of each core text and the rationale for its placement within the grade curriculum.

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. In the Guía de complejidad de los textos y vocabulario, the resource 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 “Las primeras civilizaciones americanas: mitos, pirámides y reyes” students will explore the geography, climate, flora, and fauna of the Americas. They will also study the general history of the Maya, Aztec, and Inca peoples, as well as a timeline detailing the rise and fall of those civilizations. The text has a quantitative complexity of MCn 860L, a qualitative complexity of MCI 3, and a reading demand of ELC 2 to support 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
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.

The “Mapa curricular de Grado 5” provides evidence that the Spanish core texts have an appropriate level of complexity for the grade based on both quantitative and qualitative analyses and their relationship to student tasks. For each instructional unit, the curriculum map identifies the text type, provides a Lexile measure when applicable, and outlines the unit’s instructional sequence, learning objectives, TEKS alignment, and assessment expectations, demonstrating that text complexity is intentionally matched to grade-level student tasks. For example, unit 2 “El Renacimiento: arte y cultura” identifies the core text as informational with a Lexile measure of 980L and explains that students develop comprehension by analyzing explanations, details, and inferences while completing increasingly complex tasks, including researching multiple sources and writing a biography of a Renaissance artist. Likewise, unit 10 “Análisis literario: El chico de la flecha” identifies the historical novel as a literary text with a Lexile measure of 1000L and explains that students analyze the author’s word choice, language, character development, setting, and plot while using graphic organizers to support note-taking, analysis, synthesis, and the creation of a narrative presentation based on the novel. The curriculum map also demonstrates that the complexity of other units is intentionally aligned to student performance tasks. For example, unit 3 “Las primeras civilizaciones americanas: mitos, pirámides y reyes” combines informational and literary texts to support students in comparing and contrasting the Maya, Aztec, and Inca civilizations through an explanatory writing project using textual evidence, while unit 8 “Sustancias químicas: detectives, dinosaurios y descubrimiento” integrates a literary mystery with scientific informational content, requiring students to compare genres, categorize evidence, prepare arguments, and compose an original detective story that applies newly acquired scientific knowledge.

The materials demonstrate that informational texts are appropriately complex for the grade through quantitative and qualitative analyses that align with increasingly rigorous student tasks, as demonstrated in the Guía de complejidad de los textos y vocabulario for unit 9 “Más allá de Juneteenth: de 1865 al presente.” The guide includes quantitative and qualitative measures, along with reading-demand information, for the unit’s historical texts. For example, students analyze multiple historical sources, compare perspectives, evaluate evidence, conduct research, and synthesize information into an informational product while reading texts whose quantitative and qualitative measures align with grade-level expectations. The relationship between the published text complexity analyses and the unit’s research and analytical tasks demonstrates that the texts are appropriately complex for the grade level.

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)

In Guía del maestro unit 1 “Narrativas personales: déjame contarte una historia,” lesson 5 “El tema de ‘Nos va a salir la cosa’ y ‘Un día de estos,’” provides evidence that the materials include explicit educator guidance in Spanish on how to monitor students’ comprehension during structured independent reading activities. During the “Lectura individual” section, for example, the guide directs educators to project the book’s epilogue, review the instructions for “Página de actividades 5.2,” and explain the expectations for independent reading by reminding students to concentrate on the text without speaking to classmates and to apply their own comprehension strategies. Students are instructed to read the epilogue “Un día de estos” independently while completing the “Piensa mientras lees” prompts, which ask them to monitor their thinking by forming mental images, making predictions, identifying favorite and confusing passages, recognizing recurring ideas or themes, using context clues to determine the meaning of unfamiliar words and phrases, and generating questions while reading. The Guía del maestro also encourages educators to have students to annotate the text by underlining important information and recording notes in the margins. After students finish reading, educators are directed to lead a discussion using a sequence of literal, inferential, and evaluative questions, provide expected responses to guide instructional decisions, and ask students to support their ideas with evidence from the text. The lesson concludes with a “Verificar la comprensión” checkpoint in which students explain how Esmeralda’s life changed, providing educators with an additional opportunity to assess students’ understanding before transitioning to the writing lesson. Differentiated “Lectura: Intercambiar información e ideas” supports for emergent, on-level, and advanced learners further help educators monitor comprehension by using questions of increasing complexity focused on identifying the central idea and analyzing changes in the main character.

Similarly, in Guía del maestro unit 10 “Análisis literario: El chico de la flecha,” lesson 7 “Parte 2, Capítulos 7 a 9” provides evidence that the materials include explicit educator guidance in Spanish for monitoring students’ comprehension through structured activities during independent reading. At the beginning of the lesson, educators guide students in reviewing previous chapters by having them consult their notes and “Página de actividades 1.1” to summarize important events, discuss characters in small groups, and revisit key information using previously completed exit tickets. Before students begin independent reading, the guide directs educators to establish a focused purpose for reading by having students record a guiding question in a double-entry journal and collect textual evidence and personal reactions as they read chapters 7–9. Students then read chapter 7 independently, recording quotations and ideas that help answer the lesson’s focus question. After the independent reading, the Guía del maestro provides a sequence of literal, inferential, and evaluative discussion questions, along with expected responses, enabling educators to assess students’ understanding of character motivations, plot developments, predictions, and historical context. As students continue reading chapters 8 and 9, educators are instructed to pause at strategic points, ask additional comprehension questions, review students’ journal entries, and invite volunteers to share the textual evidence they recorded. The lesson also incorporates opportunities for students to discuss health and wellness connections, make text-to-self and historical connections, and justify their thinking using evidence from the novel. A “Boleto de salida” asks students to write one or two questions they would ask the Pampilio sisters and explain, using textual evidence, how they believe the characters would respond, providing educators with an additional formative measure of comprehension. Finally, differentiated “Lectura: Haciendo inferencias” supports guide educators in monitoring comprehension through questions of increasing complexity for emergent, on-level, and advanced learners, culminating in academic conversations supported by textual evidence.

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)

The grados 4–5 Paquete de fluidez provides evidence that the texts designated for independent reading are authentic or transadapted Spanish texts and represent a range of complexity levels that allow students to practice reading independently. The introduction explains that the fluency package supplements the grades 4–5 program by providing modeled, assisted, and independent reading using authentic and engaging Spanish texts across multiple genres. For example, the collection intentionally includes poetry, literary fiction, traditional tales, adapted classics, and informational texts, allowing students to develop fluency as they read increasingly varied and complex selections. The guide recommends that educators select passages strategically so they are appropriately challenging for individual readers and vary the genres to provide a comprehensive independent reading experience. The selections are organized by text length, progressing from shorter passages to longer and more demanding texts as students develop greater confidence and reading accuracy. The collection includes authentic Spanish poems such as “El arquero” and “Dentro de ti está el secreto,” literary narratives including “La abeja perezosa” and “Me pregunto qué es,” transadapted classics such as “Lo que sucedió a un rey que quería probar a sus tres hijos” and “El traje nuevo del emperador,” and informational texts including “La Gran Muralla de China,” “La historia de la escritura en China,” “La importancia de la seda,” and “Confucio.” By providing authentic and transadapted Spanish texts across multiple genres and organizing the selections in a progression of increasing complexity, the fluency package ensures that students have access to a broad range of grade-appropriate texts for meaningful independent reading practice while strengthening fluency, comprehension, and confidence as readers.

In Guía del maestro unit 7 “Los nativos americanos y los Estados Unidos,” lesson 6 provides evidence that the materials designate authentic Spanish texts for independent reading and offer an appropriate level of complexity for students to practice reading independently. In this lesson, for example, students read the informational text “Bosques tropicales, ríos y océano,” which explores the geography, natural resources, traditions, and cultural practices of the Native American tribes of the Pacific Northwest. Before reading, the guide introduces essential academic and domain-specific vocabulary, reviews the chapter’s essential question, and prepares students to read increasingly complex informational passages by previewing key concepts and vocabulary. The lesson differentiates instruction by assigning students to groups based on their level of independence, with group 2 reading and comprehending the chapter independently while completing “Página de actividades 6.2” as a formative assessment of understanding. Throughout the lesson, students independently read progressively longer sections of the chapter, including pages demonstrating sustained independent reading across an extended informational text. As students read, they analyze increasingly sophisticated content on regional geography, natural resources, cultural traditions, social organization, and ceremonial practices, using academic vocabulary and textual evidence to answer literal, inferential, and evaluative questions. Students also record information in “Página de actividades 6.2,” summarize important ideas, compare cultural practices, and synthesize information across multiple sections of the text.

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)

In step 1 of the Guía de lectura independiente, educators are told to “Crear un horario y lugar designados, y una rutina para la lectura independiente” and receive guidance on creating a designated time and place, as well as a routine for independent reading. Educator guidance includes incorporating independent reading at least twice per week for 30 minutes and strongly considers the space where students will be reading. The material suggests that educators think about “¿Ese espacio se presta para leer con tranquilidad y reflexión?” The material also suggests that before their first independent reading session, educators review the resources where students can find books. A structured individual reading approach ensures educators have access to texts and tasks aligned to learning objectives.

The materials include multiple accountability structures that support students in achieving independent reading goals, as demonstrated in Guía de lectura independiente “Paso 6: Ayudar a los estudiantes a establecer metas alcanzables y monitorear los resultados,” together with the accompanying reading records and Specific, Measurable, Achievable, Relevant, and Time-bound (SMART) goal templates. The resource directs educators to establish weekly reading goals, monitor students’ reading records, adjust goals based on student progress, and encourage independent readers to take responsibility for setting their own goals. For example, students maintain reading logs, participate in regular conferences, complete SMART goal-planning forms, and document their reading progress using the provided templates. These resources ensure that students plan, monitor, and remain accountable for achieving independent reading goals while reading self-selected authentic Spanish texts.

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)

Guía del maestro unit 1 “Narrativas personales: déjame contarte una historia,” lesson 5 “El tema de ‘Nos va a salir la cosa’ y ‘Un día de estos’” provides structured opportunities for students to analyze literary texts and develop evidence-based interpretations. The lesson guides students to identify a shared theme across two passages and support their conclusions by returning to specific details and quotations from the texts. For example, the educator models how Esmeralda’s experiences, choices, and actions reveal the theme of perseverance and pursuing personal goals, demonstrating how textual evidence can be used to support an interpretation. During the Think-Pair Share activity, students reread an assigned passage from “Nos va a salir la cosa,” select two quotations that reveal Esmeralda’s identity and determination, and record explanations of how each quotation supports the identified theme in “Página de actividades 5.1.” Students then discuss and defend their interpretations with partners and the class, using evidence from the text to explain their reasoning. By requiring students to locate relevant details, connect evidence to a central idea, and articulate how the text supports their conclusions, the lesson develops students’ ability to construct text-based responses grounded in literary analysis.

In Guía del maestro unit 7 “Los nativos americanos y los Estados Unidos,” the lesson 3 section “Lectura con un compañero: Capítulo 3” provides opportunities for students to synthesize information from multiple texts and support their understanding of cultural ideas with evidence from their reading. During the lesson, students read the traditional narratives “Azul Veloz” and “Mujer Bisonte Blanco” and use “Página de actividades 3.2” to record important details, compare elements of each narrative, and analyze what the stories reveal about the cultures of the Comanche and Lakota peoples. The educator guides students to annotate and discuss key details related to ceremonies, traditions, relationships with nature, and cultural practices while modeling how evidence from the texts supports broader conclusions. During the “Resumen de la lección,” students revisit their notes and explain how specific details from both narratives contribute to their understanding of Native American cultures and ways of life. The lesson culminates with the evaluative question, “Teniendo en cuenta lo que leyeron en un capítulo anterior y en los cuentos que leyeron en este capítulo, ¿qué revelan estos cuentos sobre la cultura de los nativos americanos y el modo de vida de las tribus de las Grandes Llanuras?” Students combine information from multiple sources, justify their responses with textual evidence, and communicate their conclusions using academic vocabulary. The accompanying “Interactuar de forma significativa” writing activity further reinforces this expectation by requiring students to summarize the texts while incorporating essential vocabulary and information gathered from their reading.

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)

In Guía del maestro unit 1 “Narrativas personales: déjame contarte una historia,” lesson 15’s “Mostrar para crear imágenes mentales sólidas” section provides opportunities for students to examine how authors use language and writing techniques to develop meaning in personal narratives. During the lesson, students revisit mentor texts from the unit and select a passage that best demonstrates an author’s writing strategy. Students complete “Página de actividades 15.2” by copying the selected passage, identifying the strategy used by the author, and explaining the mental image created through the author’s specific language choices. Through this analysis, students evaluate how descriptive details, word choice, and craft techniques influence the reader’s understanding rather than simply identifying information from the text. The differentiated “Lenguaje: Analizar opciones del idioma” resource supports educators in guiding students to explain how the selected strategy functions within the passage, while the “Verificar la comprensión” activity requires students to describe and provide examples of previously studied writing techniques. These tasks require students to support their analysis with evidence from the text and explain how an author’s choices contribute to the effectiveness of the narrative.

Guía del maestro unit 5 “Poesía: collage de palabras,” lesson 6 “Interior” provides opportunities for students to analyze how a poet’s language, structure, and literary techniques contribute to meaning. Throughout the lesson, students closely examine Xavier Villaurrutia’s poem “Interior” by analyzing its organization, figurative language, imagery, tone, and central ideas while supporting their interpretations with specific words and phrases from the poem. Students begin by examining the poem’s structure, including the number of stanzas and verses, and discuss how the arrangement contributes to the poem’s meaning. During “Interpretar el poema,” students respond to literal, inferential, and evaluative questions that require them to analyze the author’s craft, including identifying examples of personification, interpreting metaphors, explaining the significance of recurring images, and evaluating how the interjection ay influences the speaker’s tone and emotions. Students continue analyzing the poem in “Diario del poeta 6.1” by identifying metaphors, examining the setting, determining tone, and selecting textual evidence to support their interpretations. Educators review student responses and guide discussions that connect specific language choices, figurative expressions, and structural elements to the poem’s overall meaning, reinforcing the expectation that students use evidence from high-quality texts to explain the author’s craft and literary impact.

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)

Guía del maestro unit 2 “El Renacimiento: arte y cultura,” lesson 4 “Escribir textos informativos: Las ideas y los logros de Leonardo da Vinci” provides opportunities for students to transfer their understanding of historical concepts into an evidence-based informational writing task. Throughout the lesson, students revisit chapter 3 to gather and organize information for an informational paragraph explaining how Leonardo da Vinci’s ideas and accomplishments reflected Renaissance values. Using the “Plan del párrafo informativo,” students identify relevant details, organize evidence, and connect information from the text to develop a central claim. As students reread the chapter, they respond to inferential and evaluative questions that require them to interpret academic and figurative language, analyze Leonardo’s artistic and scientific contributions, and explain how specific achievements demonstrate characteristics of the Renaissance. The “Verificar la comprensión” activities require students to connect textual evidence about Leonardo’s curiosity, artistic techniques, and scientific observations to broader conclusions about Renaissance thinking. During the “Resumen de la lección,” students discuss their explanations with classmates and use their notes to justify their interpretations, while differentiated supports in “Leer para buscar información” guide students in synthesizing information about Leonardo’s accomplishments and the significance of the Renaissance. These tasks require students to apply their understanding of historical concepts beyond recall by analyzing evidence, explaining relationships among ideas, and communicating conclusions through writing and discussion.

In Guía del maestro unit 8 “Sustancias químicas: detectives, dinosaurios y descubrimiento,” lesson 3 “Científicos y detectives, Parte 1” and lesson 5 “¿Avisamos al sheriff?” provide opportunities for students to apply scientific concepts and evidence-analysis skills to new informational contexts. In lesson 3, students integrate information from multiple sources to explain states of matter by revisiting previous readings, analyzing scientific vocabulary, and collecting evidence from text and visual resources in “Página de actividades 3.1.” Students annotate information, compare details from diagrams and passages, and use sentence frames to explain how evidence from different sources contributes to their understanding of scientific concepts. These strategies prepare students to apply their knowledge in lesson 5, where they evaluate new informational articles and use evidence to make a decision during a classroom debate. During “Revisar recursos adicionales,” students analyze two articles related to whether the sheriff should investigate the disappearance of a fossil, identify each author’s position, compare supporting evidence, and explain how the authors develop different arguments. The “Verificar la comprensión” activity requires students to evaluate how each source supports its claim, and students then use evidence gathered from both texts to prepare an opening statement for the debate. By requiring students to synthesize information, evaluate sources, and apply conceptual knowledge to a new problem situation, these tasks extend comprehension into analysis, reasoning, and evidence-based communication.

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)

In Guía del maestro unit 1 “Narrativas personales: déjame contarte una historia,” lesson 2 “Verbos y adjetivos específicos” provides opportunities for students to engage in increasingly complex analysis of a literary text by moving from comprehension to interpretation and evaluation. During “Lectura con un compañero,” students begin by identifying key details from the narrative, including the advice Missis Johnson gives Esmeralda, and then respond to evaluative questions that require them to explain why the advice is significant using evidence from the text. The “Verificar la comprensión” activity extends students’ thinking as they interpret Mister Barone’s statement, “Creo que nos va a salir la cosa,” evaluate whether his prediction is supported by the events of the narrative, and justify their responses with textual evidence. During “Lectura atenta,” the educator models analytical thinking through a think-aloud while students examine how specific verbs, adjectives, and transitional words contribute to meaning. Students make inferences about Esmeralda’s emotions, explain how word choice creates mental images, and analyze how language reveals changes in the character’s perspective. As students continue reading, they reread complex sections, ask questions, make predictions, and use context clues to clarify meaning. These tasks require students to move beyond recalling events by interpreting the author’s choices, explaining relationships among ideas, and supporting their conclusions with evidence from the text.

In Guía del maestro unit 5 “Poesía: collage de palabras,” lesson 7 “El bastón” provides opportunities for students to analyze poetic elements and develop interpretations by examining how an author’s craft contributes to meaning. During “Recurso poético: metáfora implícita,” students begin with comprehension-based questions in “Diario del poeta 7.1” that require them to identify the poem’s subject, describe the crab’s actions, and recall important details from each stanza. Students then progress to higher-level analysis by interpreting changes in the crab over time, explaining the significance of the rocks hiding their sharp edges, and determining the symbolic meaning of the walking stick. Students examine the poet’s use of figurative language by identifying the implicit metaphor comparing the crab’s shell to an eggshell and explaining how this comparison develops meaning. Additional tasks require students to analyze personification, interpret how figurative language shapes the reader’s understanding, and explain how the poem’s structure communicates the passage of time. The “Verificar la comprensión” activity reinforces students’ understanding of implicit metaphors, while the differentiated “Lenguaje: Analizar opciones del idioma” extension requires advanced students to transform the implicit metaphor into a simple metaphor and a simile, applying their understanding of poetic techniques in a new context. Through these tasks, students compare ideas, interpret language, explain key details, and justify their thinking using evidence from the poem.

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)

In Guía del maestro unit 2 “El Renacimiento: arte y cultura,” lesson 4 “Escribir textos informativos: Las ideas y los logros de Leonardo da Vinci” provides explicit educator modeling that guides students in moving from evidence collection to developing and supporting an informational claim. At the beginning of the lesson, educators connect students’ previous note-taking to the writing process by directing them to revisit their “Plan del párrafo informativo” and use the “Gran Pregunta: ¿Cómo se ve representado el espíritu del Renacimiento en las ideas y los logros de Leonardo da Vinci?” as the foundation for their written response. During the guided rereading, educators model how to locate relevant evidence, clarify academic vocabulary and figurative language, and analyze how specific details contribute to broader conclusions about Leonardo’s achievements and Renaissance ideals. The Guía del maestro repeatedly prompts educators to return students to specific passages before recording information in the graphic organizer, demonstrating how evidence should be selected and connected to a claim. During the “Verificar la comprensión” checkpoints, educators model how students can explain that Leonardo’s interests in painting, science, and observation provide evidence that his work reflects the spirit of the Renaissance. The lesson concludes with “Resumen de la lección,” where students review their evidence, explain how selected details support their central claim, and share their reasoning before drafting their informational paragraphs. Differentiated supports further guide educators in helping students at varying proficiency levels develop responses supported by relevant textual evidence.

In Guía del maestro unit 9 “Más allá de Juneteenth: de 1865 al presente,” lesson 4 “Los centros urbanos de la Gran Migración” provides structured educator modeling that demonstrates how students can analyze multiple sources and develop evidence-based interpretations of historical texts. Before reading, educators model the difference between a central idea and a theme and explain how readers identify broader ideas by examining repeated concepts, events, and details throughout a text. During the interactive read-aloud, scripted questions guide educators in demonstrating how historical information from the article and visual evidence from Jacob Lawrence’s Migration Series can be combined to develop conclusions about the Great Migration. Students record recurring ideas and questions in their SQA charts while educators model how to connect repeated details to larger themes. As students analyze the artwork, educators pause to prompt students to identify patterns, explain the significance of the author’s or artist’s choices, and support interpretations with evidence from the text and annotations. The lesson culminates with an explicit think-aloud in which the educator models synthesizing multiple pieces of evidence into a claim by explaining, “Noté que. . . Creo que el tema podría ser ‘trasladarse para tener una vida mejor’. . . El tema también podría ser ‘trasladarse para alejarse de las dificultades.’” The educator then explains how different interpretations can be supported when they are grounded in evidence and guides students to examine recurring words, phrases, ideas, and events before independently reflecting on their SQA charts. These instructional routines provide students with a clear model for selecting evidence, forming claims, and constructing text-based responses.

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)

In Guía del maestro unit 1 “Narrativas personales: déjame contarte una historia,” lesson 4 provides educator guidance for facilitating structured discussions in which students use textual evidence, academic vocabulary, and complete oral responses to explain their thinking. During “Página de actividades 4.4” students work with partners to respond to prompts such as “Busca una línea de diálogo que muestre cómo es la relación entre Esmeralda y su mentora. Cita la línea y explica cómo describe la relación.” Students locate relevant evidence from the narrative, cite dialogue from the text, and explain how the evidence supports their understanding of the characters’ relationship. The activity reinforces the use of academic vocabulary, including the term mentora, and provides sentence-level support for students to communicate their ideas clearly during evidence-based conversations.

In Guía del maestro unit 7 “Los nativos americanos y los Estados Unidos,” lesson 3 “Relatos de los nativos americanos” provides structured opportunities for students to discuss literary texts using academic vocabulary, syntax, and evidence from multiple sources. Throughout the lesson, educators are guided to facilitate partner, small-group, and whole-class discussions centered on the traditional narratives “Azul Veloz” and “Mujer Bisonte Blanco.” Before reading, educators introduce and reinforce academic vocabulary, including resto, explorador, bando, consejo, and wakan, by discussing each word’s meaning, grammatical category, and use in context. During “Lectura con un compañero,” students record important details, compare similarities between the two narratives, and use their notes to discuss what the stories reveal about the cultures of the Comanche and Lakota peoples. The Guía del maestro provides discussion prompts that require students to explain their ideas using evidence from both texts and academic language. During “Resumen de la lección,” students participate in whole-class discussions to compare responses, identify cultural details, and answer evaluative questions supported by textual evidence. The “Interactuar de forma significativa” activity further reinforces evidence-based communication by requiring students to summarize the text while incorporating essential vocabulary, with differentiated supports allowing students to collaborate with partners. In “Práctica de palabras: Resto” educators extend academic language development by guiding students to identify synonyms, use the vocabulary term in complete sentences, and explain their reasoning during oral discussions.

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.

In Guía del maestro unit 2 “El Renacimiento: arte y cultura,” the lesson 10 section “Leer y escribir textos informativos: Hacer inferencias” provides authentic informational texts that function as mentor texts for students as they develop their own informational writing. During the lesson, students analyze texts about Renaissance artists to identify how authors organize information, introduce topics, develop supporting details, and incorporate domain-specific vocabulary. Educators model how to examine the author’s use of evidence and informational structures before students apply these techniques to their own writing. Using planning organizers, students identify relevant information and organize ideas for informational biographies, connecting the language, structure, and craft of the mentor texts to their own compositions. These activities provide students with grade-level Spanish informational models that support the development of effective expository writing.

In Guía del maestro unit 5 “Poesía: collage de palabras,” lesson 8 “Viajar” provides an authentic Spanish mentor text that models poetic craft and supports students in composing original poetry. The lesson uses the poem “Viajar” by Gabriel Gamar as a mentor text for students to analyze how poets use organization, figurative language, vocabulary, and literary techniques to develop meaning. During “Lectura,” educators guide students through close reading by having students examine each stanza, identify the use of alusión, summarize key ideas, and analyze how the poet’s lists of experiences, emotions, and actions communicate ideas about travel. In “Diario del poeta 8.1” students paraphrase or summarize each stanza to demonstrate their understanding of the author’s craft before applying those techniques to their own writing. During “Escritura,” educators explicitly connect the mentor text to students’ compositions by modeling how writers can use sensory details, emotions, and experiences as inspiration for original poems. Students brainstorm ideas, organize details, draft, revise for clarity and word choice, and share their completed poems with peers. Differentiated supports provide additional scaffolds while maintaining the expectation that students apply the poetic structures and techniques demonstrated in the mentor text. These activities demonstrate how authentic Spanish literature serves as a model for students to compose original literary texts using grade-level genre characteristics and author’s craft.

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)

In Guía del maestro unit 1 “Narrativas personales: déjame contarte una historia,” lesson 3 “Comprender las imágenes sensoriales y describir momentos” provides opportunities for students to compose personal narratives that apply genre-specific characteristics, author’s craft, and audience awareness. During the “Componer una narrativa sobre un momento” activity, educators guide students to understand that mostrar, no contar is an essential feature of personal narrative writing that helps authors create vivid experiences for readers. Students select a meaningful moment from a previous narrative or personal experience, organize ideas using a graphic organizer, and draft a narrative that develops the event through specific actions, sensory details, and descriptive language. Educators support students in strengthening their writing by revising descriptions and adding sensory imagery that enhances the reader’s understanding of the experience. Students then share their completed narratives with classmates, who respond using sentence stems such as “Cuando escribiste. . . me dio la sensación de que veía el momento en cámara lenta,” providing an authentic audience and encouraging reflection on the effectiveness of narrative craft.

In Guía del maestro unit 5 “Poesía: collage de palabras,” lesson 7 “El bastón” includes the “Escritura” section, which provides opportunities for students to compose original poetry using genre-specific characteristics and poetic techniques modeled through literary study. Building on the analysis of the mentor poem, students revise previously created metaphors and apply figurative language to develop their own poems. Educators guide students through brainstorming activities that help them transform everyday experiences and actions into implicit metaphors that communicate deeper meanings. Using “Diario del poeta 7.2” students analyze the relationship between the metaphor, the human experience it represents, and the intended message before drafting their poems. During the “Escribir poemas” routine students compose original poetry that incorporates titles, implicit metaphors, descriptive language, and figurative meaning while using the mentor text as a model for poetic craft. Educators guide students through revision by encouraging them to refine word choice, strengthen descriptions, and maintain the effectiveness of the implied metaphor. Students collaborate with peers to discuss ideas, provide feedback, and revise their writing before sharing their completed poems aloud with classmates. These activities provide authentic purposes and audiences while supporting students’ development of literary writing skills in Spanish.

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)

In Guía del maestro unit 2 “El Renacimiento: arte y cultura,” lesson 13 “Leer y escribir textos informativos” contains the “Relacionar afirmaciones y razones” section, which provides opportunities for students to compose informational texts by applying the organizational structures, evidence use, and language features of the genre. During the lesson, students develop an informational composition about Renaissance achievements using evidence gathered from multiple texts. Educators guide students in organizing their ideas into logical sections, connecting claims with supporting details, incorporating academic vocabulary, and revising their writing for clarity and precision. Educator modeling demonstrates how informational authors introduce topics, explain ideas, and use evidence to develop explanations for readers. Through this process, students apply genre-specific characteristics of informational writing, including organization, elaboration, and precise language, while composing texts for an academic purpose and audience.

In Guía del maestro unit 9 “Más allá de Juneteenth: de 1865 al presente,” the lesson 1 “Preparación para la investigación” section provides opportunities for students to compose extended informational texts for authentic purposes and audiences using genre-specific characteristics and craft. Students begin developing an informational book that includes a table of contents, bibliography, and multiple chapters explaining Juneteenth and three additional student-selected historical topics. Educators guide students through the research and writing process by supporting them in generating research questions, gathering information from books, articles, and reliable websites, recording sources, and organizing information into structured chapters. Students apply informational writing techniques by developing introductions, selecting relevant facts and details, using transitions to connect ideas, and writing conclusions that synthesize their learning. This extended writing project requires students to research, evaluate, organize, and communicate historical information for readers, providing an authentic opportunity to apply the characteristics and craft of informational writing in Spanish.

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)

In Guía del maestro unit 4 “Don Quijote: la historia de un caballero optimista,” lesson 13 “La última aventura” provides opportunities for students to compose argumentative texts by applying the organizational structures, evidence use, and craft of persuasive writing for an authentic audience in the “Escritura” section. During “Demostrar cómo presentar ensayos persuasivos,” students combine previously developed introductory paragraphs, body paragraphs, and conclusions to create complete persuasive essays. Educators model the characteristics of effective argumentative writing and guide students in presenting claims, supporting reasons, and evidence in an organized manner. During structured writing groups, students read their essays aloud, provide feedback through compliments and questions, and reflect on suggestions using “Página de actividades 13.3” to identify revision goals. In “Compartir ensayos persuasivos” students use the “Guía de evaluación para el ensayo persuasivo” and the “Póster de la estructura de un ensayo persuasivo” to evaluate the organization of arguments, effectiveness of claims, and use of supporting evidence. Students apply peer and educator feedback to revise and strengthen their essays before sharing or publishing their final compositions. These activities provide opportunities for students to write for an audience while applying genre-specific characteristics of argumentative writing, including claims, supporting evidence, organization, and persuasive language.

In Guía del maestro unit 8 “Sustancias químicas: detectives, dinosaurios y descubrimiento,” lesson 8 “Texto de opinión sobre el punto de vista de Amy” provides opportunities for students to compose argumentative texts that communicate a position supported by evidence for a specific purpose and audience. Students write an opinion paragraph explaining how Amy’s point of view influences the interpretation of evidence about a character and prepare to present their analysis to the sheriff. Educators guide students in distinguishing between factual information and subjective opinions, selecting relevant details from the text, and explaining how a character’s assumptions affect the evidence presented. Students organize their writing around an opinion, supporting reasons, and explanations based on textual evidence. This task provides an authentic context in which students apply argumentative writing craft by developing a position, supporting their ideas with evidence, and communicating their reasoning to a specific audience.

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)

In Guía del maestro unit 3 “Las primeras civilizaciones americanas: mitos, pirámides y reyes,” lesson 9 “Escribir una carta histórica” provides opportunities for students to compose correspondence using the organizational features, voice, and conventions of historical letter writing. After studying the Inca civilization and analyzing Hernán Cortés’s correspondence as a mentor text, students write a letter from the perspective of Francisco Pizarro to the King of Spain. Educators guide students in considering the purpose, audience, and historical perspective of their writing while incorporating relevant information from their study of the civilization. Students describe the city of Cuzco using historical evidence and apply correspondence conventions, including an appropriate greeting, organized body paragraphs, formal tone, and closing. This activity requires students to communicate information through an authentic writing situation while applying genre-specific characteristics and craft of correspondence.

In Guía del maestro unit 6 “Introducción a Shakespeare: Sueño de una noche de verano,” lesson 7 “Monólogo, diálogo y soliloquio” provides opportunities for students to compose correspondence for a specific audience and purpose while applying the conventions and craft of letter writing in the “Escritura” section. During “Escritura: Querido liberador de la senda del amor,” students respond to a letter from “Titania” by composing a one- to two-paragraph letter using “Página de actividades 7.3.” Educators guide students to address Titania’s concerns, incorporate details from Sueño de una noche de verano to support their advice, and maintain an appropriate tone for the intended recipient. Students apply correspondence features by including a greeting such as “Querida Titania,” developing an organized response, and concluding with an appropriate closing. Differentiated supports allow emergent students to receive individual assistance, on-level students to collaborate with partners, and advanced students to independently develop and compare responses. After writing, students share their letters with classmates and discuss how evidence from the play informed their advice, providing an authentic audience and opportunities to receive feedback on their use of genre-specific characteristics and written communication skills.

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)

Guía del maestro unit 1 “Narrativas personales: déjame contarte una historia” includes the “Escritura” section, which supports students’ coherent use of the elements of the writing process to compose personal narratives in Spanish through an age-appropriate progression of planning, drafting, revising, conferring, editing, and sharing/publishing. Throughout the unit, students move through each stage of the writing process as they develop a personal narrative using genre-specific characteristics, including sequencing events, developing characters, incorporating sensory details, using dialogue, and strengthening word choice. For example, in the planning stages, students brainstorm meaningful experiences, identify a significant moment, organize events using graphic organizers, and develop ideas for introductions, body paragraphs, and conclusions. During drafting, educators model how to transform planned ideas into complete narrative paragraphs by using specific verbs, descriptive details, dialogue, and figurative language. As students revise, educators provide explicit instruction on strengthening the author’s craft, including adding sensory details, replacing general language with precise vocabulary, improving sentence fluency, and ensuring the narrative effectively shows rather than tells. In lesson 13 “Punto de vista, Parte 2,” during “Revisar la narrativa sobre una sorpresa,” students apply revision strategies by reviewing educator feedback, using revision checklists, and making targeted changes to improve clarity, organization, and effectiveness. Students also edit their drafts by checking sentence structure, pronoun usage, spelling, punctuation, and other Spanish language conventions. Throughout the process, educators provide individual conferences and small-group support to address student needs, guide revisions, and monitor progress. The sequence culminates with students sharing their completed narratives with authentic audiences, receiving peer feedback, and reflecting on their writing growth. These structured opportunities demonstrate a coherent progression through all stages of the writing process while supporting students in producing increasingly developed Spanish compositions.

In Guía del maestro unit 4 “Don Quijote: la historia de un caballero optimista,” lessons 7–8, 10, and 12 provide a structured progression through the stages of the writing process as students develop a persuasive essay in Spanish. Throughout the sequence, students plan, draft, revise, confer, edit, and share their writing while applying age-appropriate writing conventions and argumentative craft. In lesson 7, educators model how to plan and draft an effective introductory paragraph by identifying the purpose of a hook, background information, and thesis statement. Students use graphic organizers, mentor texts, and the persuasive writing evaluation guide to organize their ideas before drafting and sharing their introductions with peers. In lesson 8, students plan body paragraphs by identifying reasons, selecting textual evidence, and explaining how evidence supports their claims. Educators model how writers connect evidence to arguments and provide planning supports before students discuss their ideas with partners. In lesson 10, students transform their plans into complete body paragraphs by incorporating transitions, textual evidence, and explanations. Educators use think-alouds to model drafting strategies, provide individual and small-group conferences, and support students in strengthening organization, cohesion, and clarity. In lesson 12, students draft persuasive conclusions by revisiting their thesis, synthesizing their arguments, and applying persuasive techniques. Educators model effective conclusions, guide students through revision and editing, and provide feedback through conferences as students refine their writing. Students then share portions of their work with peers, allowing them to reflect on feedback before completing later stages of publication. This sequence demonstrates a coherent writing process in which students progressively develop a complete argumentative composition through modeling, guided practice, feedback, and independent application.

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)

In Guía del maestro unit 2 “El Renacimiento: arte y cultura,” lessons 3–5, include explicit educator guidance in Spanish for modeling the writing process and supporting students through planning, drafting, revising, editing, sharing, and conferencing. Throughout the sequence, educators use think-alouds, mentor texts, graphic organizers, evaluation criteria, and targeted feedback to demonstrate how writers develop and refine informational texts. In lesson 3, educators model the planning stage by using the “Plan del párrafo informativo” to demonstrate how to identify a topic, develop a central claim, select relevant textual evidence, organize supporting details, and choose precise academic vocabulary. Educators complete the organizer with students, explain their decision-making process, and use guiding questions to show how evidence connects to ideas before students begin their own plans. In lesson 4, educators model the drafting process by transforming the completed organizer into an informational paragraph, explicitly demonstrating how to write a focused topic sentence, incorporate evidence, explain connections between details, use transitions, and develop a concluding statement. During drafting, educators confer with students individually and in small groups, provide feedback on organization and clarity, and guide students in strengthening their writing. In lesson 5, educators model revision and editing strategies by analyzing mentor examples and demonstrating how authors improve word choice, sentence structure, organization, and language conventions. Students revise their paragraphs using educator feedback and evaluation criteria, edit for Spanish writing conventions, and share their writing with peers to receive additional feedback. These lessons provide explicit educator modeling of each stage of the writing process while supporting students through ongoing conferencing, revision, and publication of informational compositions.

In Guía del maestro unit 7 “Los nativos americanos y los Estados Unidos,” lesson 13 “La separación de las tribus de nativos americanos” includes educator guidance in Spanish in the “Escritura” section to model the writing process of planning, drafting, revising, editing, and sharing/publishing while supporting students through conferencing and revision. For example, during “Revisar un ensayo argumentativo” educators instruct students to review and revise their argumentative essays using the “Guía de evaluación para el ensayo argumentativo” and “Página de actividades RE.2,” modeling how to analyze drafts against the criteria for strong and exemplary writing. Educators direct students to revise organization, sentence structure, word choice, and supporting evidence while incorporating both educator and peer feedback into their revisions. As students work, educators circulate throughout the classroom to confer with individuals, monitor revision decisions, verify that students are applying previous feedback appropriately, and provide additional guidance as needed. After revision, educators model the editing process by introducing the “Lista de verificación para la corrección del ensayo argumentativo” and “Página de actividades RE.3,” demonstrating how to edit for Spanish language conventions, including subject–verb agreement, punctuation, capitalization, grammar, pronoun usage, orthographic patterns, and the correct use of italics and underlining in titles. Educators also model strategies for checking prepositional phrases and verifying subject–verb agreement to strengthen language accuracy. Students then produce a clean, corrected version of their essays, publish their final work, and present their argumentative essays to the class while educators facilitate discussion by comparing similar and differing claims and evaluating the evidence presented. The lesson concludes with educators collecting the published essays and evaluating them using the argumentative essay rubric and editing checklist, while differentiated supports provide additional opportunities for conferencing and revision for students at varying proficiency levels.

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)

In Guía del maestro unit 1 “Narrativas personales: déjame contarte una historia,” lesson 2 and 3 include explicit educator guidance in Spanish to provide direct instruction on sentence-level writing, focusing on sentence structure, syntax, and Spanish vocabulary. In lesson 2, educators model how precise language choices strengthen sentence construction by demonstrating how specific verbs and adjectives improve meaning and create clearer images for readers. Educators use side-by-side sentence comparisons, think-alouds, dramatizations, T-charts, and guided discussions to help students analyze how verbs such as devoró, engulló, masticó, and observó communicate more precise actions than general verbs. Educators also model the use of descriptive adjectives, including comparative and superlative forms, and guide students in replacing general vocabulary with more precise words. Through guided practice, students revise sentences by selecting stronger verbs and adjectives, reinforcing accurate sentence structure while expanding Spanish vocabulary for narrative writing. In lesson 3, educators extend this instruction by explicitly connecting sentence construction to the writing strategy mostrar, no contar. Educators model how to expand simple sentences by adding sensory details, descriptive actions, and precise vocabulary that help readers visualize events. Using mentor examples, projected texts, think-alouds, and guided questioning, educators demonstrate how sentence length, word choice, and descriptive details influence clarity and effectiveness. Students analyze modeled sentences, identify sensory language, revise simple sentences by adding details, and apply these strategies in their own narratives. These instructional supports provide direct modeling and practice with sentence structure, syntax, and vocabulary within authentic Spanish writing contexts.

In Guía del maestro unit 3 “Las primeras civilizaciones americanas: mitos, pirámides y reyes,” lessons 9–11 and 14 feature “Lenguaje” sections that focus on gramática, morfología, and ortografía. Each section includes explicit educator guidance in Spanish to develop students’ sentence-level writing by modeling how grammar, syntax, morphology, and vocabulary choices contribute to clear and effective sentences. Throughout this sequence, educators provide direct instruction through modeled examples, think-alouds, guided practice, and application activities that require students to construct, analyze, and revise sentences using grade-level Spanish conventions. In lesson 9, educators model how to construct complete comparison-and-contrast sentences using sentence frames, transition words, and academic vocabulary. Educators demonstrate how to expand simple ideas into complete sentences by organizing related information and selecting precise language. Students apply these structures by composing original sentences using newly learned vocabulary and the prefix inter- to develop word meaning. In lesson 10, educators reinforce sentence accuracy through explicit orthography instruction by modeling pronunciation, syllable stress, spelling patterns, and dictation activities. Students apply these conventions by writing complete sentences that demonstrate correct spelling and sentence formation. In lesson 11, educators extend sentence-level instruction by modeling how verb choice affects meaning and sentence structure through explicit instruction on action and copulative verbs. Educators guide students to identify subjects and predicates, select appropriate verb forms, and revise sentences for grammatical accuracy. Educators also model how the prefix geo- contributes to word meaning and support students in incorporating academic vocabulary into original sentences. In lesson 14, educators reinforce sentence construction by guiding students to identify and correct grammatical errors, apply accurate verb forms, determine word meanings through morphology, and revise sentences using appropriate Spanish conventions. Across the sequence, students practice constructing and refining sentences while applying grammar, syntax, morphology, orthography, and academic vocabulary in both isolated activities and authentic writing tasks. These supports demonstrate a systematic approach to developing sentence-level writing skills through explicit educator modeling and student application.

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)

In Guía del maestro unit 1 “Narrativas personales: déjame contarte una historia,” lesson 12 “Descripciones sensoriales y claves del contexto” includes guidance for educators to provide systematic and explicit instruction in writing that progresses from sentence-level development to paragraph composition according to the grade-level Spanish language arts TEKS. Throughout the lesson, educators scaffold students’ writing by first modeling how to generate and expand descriptive sentences before guiding students to organize those sentences into a coherent narrative paragraph. During “Excursión sensorial,” educators model how writers use observation and the five senses to create detailed descriptions, guiding students to develop precise noun-adjective combinations, sensory vocabulary, and complete sentences. Educators provide structured prompts, think-alouds, guided observation, and differentiated supports as students record what they see, hear, touch, smell, and taste using increasingly specific language. Students then apply these sentence-level skills during “Párrafo sobre la peor comida,” where educators explicitly model how individual sentences function together to create a well-organized paragraph. Educators review the components of a paragraph, including a topic sentence, supporting details, and a concluding sentence, and demonstrate how sensory descriptions can be selected and organized to support a central idea. Students use their previously developed sensory sentences to compose a complete narrative paragraph, revise for clarity and detail, identify the sensory language used, and share their writing with classmates. This sequence demonstrates a systematic progression from sentence construction to organized paragraph writing through explicit educator modeling and guided application.

Guía del maestro unit 4 “Don Quijote: la historia de un caballero optimista” includes explicit educator guidance that builds upon sentence- and paragraph-level writing skills to support students in composing extended argumentative compositions aligned to the grade-level Spanish language arts TEKS. Throughout the writing sequence, educators guide students from developing individual ideas and organized paragraphs to composing a complete four-paragraph persuasive essay supported by textual evidence. Educators explicitly model how effective compositions are developed by demonstrating how to write a clear thesis statement, organize reasons, incorporate evidence from the text, explain connections between evidence and claims, and create an effective conclusion. Students use planning organizers, mentor models, and evaluation criteria to expand their ideas into structured paragraphs before combining them into a complete essay. Educators provide direct instruction through think-alouds, guided practice, conferencing, and feedback as students draft, revise, edit, and strengthen their compositions. These supports demonstrate a progression from sentence-level writing and paragraph development to extended compositions that require organization, evidence, and grade-level Spanish writing conventions.

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)

The “Grado 5 Suplemento para la escritura: corrección de textos” planning document contains 12 sequenced lessons that provide systematic and explicit opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing in Spanish. Throughout the supplement, students participate in a sequenced progression of sentence-level instruction that increases in complexity while strengthening grammatical accuracy, syntax, and written communication. For example, each lesson begins with educator modeling of correct and incorrect sentence examples, allowing students to analyze errors, discuss how language conventions affect meaning, and apply revision strategies before independently editing their own writing. Students revise and edit sentences by strengthening pronoun reference, applying correct verb forms and tenses, maintaining noun–adjective agreement, expanding sentences with adverbs and prepositional phrases, combining ideas using coordinating conjunctions, and applying grade-level capitalization, punctuation, and spelling conventions. The lessons provide repeated opportunities for students to improve sentence fluency by correcting incomplete or unclear sentences, selecting more precise vocabulary, varying sentence structures, and applying increasingly complex grammatical structures within authentic writing tasks. Each lesson concludes with a “Corrige tu escritura” activity in which students reread their own compositions, identify areas requiring revision, apply the targeted language convention, and produce revised sentences that demonstrate improved accuracy and clarity.

In Guía del maestro unit 8 “Sustancias químicas: detectives, dinosaurios y descubrimiento,” lessons 2–5 provide systematic and explicit opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing in Spanish. Throughout the sequence, students move from composing individual sentences that explain scientific concepts to developing, revising, and editing a complete informational composition while applying grade-level language conventions. For example, in lesson 2, students compose a scientific narrative based on factual information and strengthen sentence-level writing by expanding simple sentences with descriptive details, incorporating domain-specific vocabulary, and combining related ideas to create more precise and complex sentences. Educators model how authors select specific words, organize information clearly, and use sentence structures that support meaning. In lesson 3, students gather evidence from multiple sources and organize their ideas using graphic organizers before transforming notes into complete written responses. Educators guide students in converting fragmented notes into complete sentences, selecting precise academic vocabulary, and connecting ideas logically through transitions. In lesson 4, students summarize scientific events by transforming information from their organizers into coherent sentences and paragraphs, revising their summaries to add relevant details, improve sentence fluency, and clarify relationships among ideas. Educators provide feedback and model how revisions strengthen organization, word choice, and accuracy. In lesson 5, students apply these sentence-level skills as they draft a complete police report that synthesizes evidence from multiple sources. Students participate in peer review, use feedback to identify areas for improvement, revise sentence structure and organization, and edit their final reports for grammar, punctuation, spelling, and clarity. Throughout the sequence, educators provide explicit instruction, modeling, conferencing, and revision support as students refine increasingly complex sentences and apply Spanish language conventions within authentic writing tasks.

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)

In Guía del maestro unit 3 “Las primeras civilizaciones americanas: mitos, pirámides y reyes,” lesson 14 provides opportunities for students to practice and apply the conventions of Spanish academic language both in and out of context in sentences and short paragraphs using correct capitalization and punctuation according to the Spanish language arts TEKS. For example, students first practice language conventions out of context by analyzing model sentences to identify subjects, distinguish between action verbs and copulative verbs, and examine how verb choice affects meaning and sentence structure. Educators model how to identify grammatical components by locating subjects and predicates, underlining verbs, and explaining the function of each verb type before students complete guided and independent practice. Students then apply these conventions in context by revisiting their “Proyecto Códice” paragraphs, identifying examples of action and copulative verbs within their own writing, and revising sentences to improve grammatical accuracy and clarity. The lesson also provides opportunities for students to construct original sentences using targeted vocabulary and apply the prefix geo- to determine word meanings and create contextually appropriate sentences. Through these activities, students practice morphology, vocabulary development, sentence construction, and Spanish language conventions both in isolated practice and within authentic writing tasks.

Similarly, in Guía del maestro unit 8 “Sustancias químicas: detectives, dinosaurios y descubrimiento,” lessons 2–5 provide opportunities for students to practice and apply the conventions of Spanish academic language both in and out of context in sentences and short paragraphs using correct capitalization and punctuation according to the Spanish language arts TEKS. For example, students first practice language conventions through explicit grammar activities by analyzing and revising model sentences, expanding and combining sentences, and applying precise vocabulary, verb forms, and sentence structures. Students then transfer these skills to authentic writing tasks by composing scientific narratives, summaries, and a police report. Throughout the sequence, students apply subject–verb agreement, complete and compound sentence structures, appropriate nouns, adjectives, verbs, pronouns, adverbs, and conjunctions while revising for clarity, organization, capitalization, punctuation, and spelling. Educators model revisions, provide feedback through conferencing and peer review, and support students in applying Spanish language conventions within increasingly complex written compositions.

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)

The materials include systematic opportunities for students to practice and apply Spanish grammar, punctuation, and usage through informational writing, as demonstrated in Guía del maestro unit 2 “El Renacimiento: arte y cultura,” lesson 18 “Escribir textos informativos: corregir el uso de la lengua.” Students edit biographies using a structured correction checklist before preparing them for publication. For example, students revise complete simple and compound sentences, correct capitalization, punctuation, and spelling, and ensure that their writing follows the conventions of standard Spanish before presenting their finished biographies. These activities provide repeated opportunities to practice language conventions independently and apply them in authentic writing.

In Guía del maestro unit 9 “Más allá de Juneteenth: de 1865 al presente,” lesson 15 “Revisar, corregir y publicar” includes the “Corrección de los capítulos 3 y 4” section, which provides systematic opportunities for students to practice and apply Spanish grammar, punctuation, and usage both in and out of context. For example, students revise their informational books by applying language conventions practiced throughout the unit to authentic writing. Before editing, students strengthen organization and cohesion by adding transition words and reading their drafts aloud to evaluate clarity and flow. Students then use the “Lista de verificación para la corrección” to review orthography, capitalization, punctuation, and sentence structure, identifying and correcting errors while revising chapters 3 and 4 of their informational books. The checklist also provides opportunities for students to practice conventions in isolation before applying them within their own compositions. Educators monitor the correction process, provide individualized feedback, and support students as they prepare their final books for publication.