Program Information
- ISBN
- 9798902051480
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 528.62 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 201.29 KB)
Amplify Texas SLAR Segunda Edición, Kindergarten
SLAR Kindergarten
IMRA 2026
Publisher: Amplify Education, Inc.
Copyright: 2027
Series includes:
Rubric: SLAR K–3 | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Kindergarten | 100% | N/A |
Criteria for Quality
Rubric Section 1
Implementation Quality
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
100% (22 out of 22 points)
Evaluation for 1.1a
The materials include a scope and sequence that outlines the Texas Essential Knowledge and Skills (TEKS) instructional pacing and concepts taught throughout the course. The “Mapa curricular: Conocimientos de Kindergarten” identifies the learning objectives, instructional sequence, and pacing for each unit. The document summarizes unit lessons and pausing points and describes the knowledge and skills developed throughout the course. For example, in Conocimiento 5, students learn to describe animals, farm jobs, and farm tools. They then explain the process of moving food from the farm to the market. After that, students proceed to sequence events in informational and literary texts and practice writing and drawing information about animals, farm work, and the seasons.
“Mapa curricular de Grado K” outlines the course scope and sequence by unit. The document identifies the TEKS taught in each unit and includes learning objectives, unit overviews, and the number of instructional days required for instruction. For example, unit 4 includes the TEKS K.5.B, K.5.I, K.5.F, K.6.C, and K.6.F. These standards focus on asking questions before, during, and after reading, making inferences and using evidence to support understanding, monitoring comprehension, using textual evidence to support responses, and responding using newly acquired vocabulary. The materials provide educators with a clear overview of the progression of standards and content across the course.
Evaluation for 1.1b
The materials include the document K–5 Guía de clases, which provides a pacing guide with a graphic representation of each unit’s length, assessments, and pausing points. For example, the guide includes a 36-week pacing calendar suggesting the number of days needed to complete each lesson or unit to support effective instruction. This ensures the effective implementation of various calendars, including suggested instructional pacing.
The materials include suggested pacing guidance to support implementation across varying instructional calendars, as demonstrated in the K–5 Guía del usuario section, “Planificación para calendarios alternos.” While the program is designed for a 180-day instructional year, the K–5 Guía del usuario provides explicit recommendations for both condensed-year and extended-year calendars. These supports enable educators to adjust pacing while maintaining alignment 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
The K–5 Guía del programa includes a clear explanation of how units in grade K are purposefully sequenced to build students’ knowledge of both the TEKS and academic content over time. The introduction to each unit explains how it connects to previously taught concepts and future learning, providing a coherent instructional progression across the grade level. As a result, the materials clearly explain the rationale for the unit order and how concepts are developed throughout the course. For example, the grade K sequence progresses from “Plantas: ¿cómo crecen?” to “Granjas: desde las raíces.” The Guía del programa explicitly states that units connect to both “past and future units,” supporting the intentional development of knowledge and skills across the year.
The K–5 Guía del programa explains the concepts and skills students develop throughout the units. The “Making Connections Year by Year” subsection lists the units for each grade level and explains the rationale for the instructional sequence as students progress through the elementary grades. The unit introductions outline the connections between previously taught content, upcoming units, and overall concepts throughout the course. For example, in grade K, the introduction for the “Los cinco sentidos” unit explains that students begin by learning how to observe and describe the world using their senses, building foundational knowledge that supports later units focused on science, literature, history, and the arts.
Evaluation for 1.1d
The materials include protocols with corresponding guidance for unit and lesson internalization in grade K. The resource “Pautas para la internalización de la lección” provides guiding questions that help educators review, deepen their understanding of, and adapt the lessons. The materials fully support unit internalization through clear and structured educator guidance. In “Planificación de la unidad” for grade K, the materials ask educators to identify the foundational skills students need to master, review the scope and sequence to connect learning across the year, and anticipate misconceptions at pause points. These protocols help educators understand learning progression, align instruction to unit goals, and prepare support 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 across the span of the program in grades K–5. Additionally, the planning tool prompts educators to preview unit components, analyze instructional goals and assessments, anticipate potential student challenges, and identify opportunities for differentiation and extension, supporting thorough lesson internalization and effective instructional delivery.
Evaluation for 1.1e
The materials provide instructional leaders with resources to support implementation through the Amplify Texas Program Overview for Leaders. The overview is organized as a participant notebook for administrators and instructional leaders, which 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 “K–5 Observation Tracker” 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 alignment to implementation goals.
Evaluation for 1.2a
The materials provide a Guía del maestro for each unit that includes comprehensive unit overviews, background knowledge, and academic vocabulary necessary to support instruction of the unit concepts. For example, Conocimiento 1’s “Rimas y fábulas infantiles” provides a comprehensive introduction that includes instructional pacing, teaching materials, background knowledge, interdisciplinary connections, and essential vocabulary. The unit develops students’ understanding of nursery rhymes and fables through read-alouds, vocabulary instruction, and connections to prior learning. The overview also explains how instruction supports comprehension, discussion, and content knowledge development throughout the unit.
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 understanding and teaching the academic language necessary for instruction. For example, unit 3 includes vocabulary such as abastador, astuto, incorrectamente, and persuadir, as well as the expression trata a los demás como te gustaría que te traten a ti. These resources support vocabulary development and help educators prepare students to access and discuss unit content using academic language.
Evaluation for 1.2b
The materials include family support in English and Spanish for each unit through the “Carta de apoyo para las familias.” These resources inform families about unit content and provide suggestions for supporting student learning and progress at home. For example, the family letter in Conocimiento 5 explains that students will explore the similarities between the needs of plants and animals and learn about the importance of farms as sources of food and other products people use. The letters also describe unit learning goals and provide information that helps families support classroom learning through conversations and activities at home.
The materials also include family supports in English and Spanish through the take-home letters in Habilidades y Destrezas 1, Cuaderno de actividades. These resources provide families with suggested activities that reinforce classroom learning and extend practice beyond the school day. The printed edition of Cuaderno de actividades includes the English versions, while the Spanish versions are available digitally within each Habilidades y Destrezas unit folder on the online platform. These resources support ongoing communication between home and school and provide families with opportunities to support student progress.
Evaluation for 1.3a
The materials include comprehensive, structured, and detailed daily lesson plans, as demonstrated in Conocimiento 1 Guía del maestro. Each lesson includes clearly defined objectives aligned to the TEKS, embedded questions and tasks, required materials, and formative assessments aligned to lesson goals. For example, the lesson directly identifies the TEKS K.1A, K.1C, K.8A, and K.8B and includes learning outcomes focused on the story elements of nursery rhymes and fables. The lesson plans also include instructional activities, discussion prompts, and opportunities for student practice that support mastery of the lesson objectives. These components provide educators with the structure and guidance necessary to deliver instruction aligned to the content and language expectations of the lesson.
The materials consistently include these components across units. For example, in Conocimiento 6, lesson 1 features objectives aligned to the TEKS K.1C, K.3B, K.5B, K.5G, K.5H, and K.6E. The lesson plan provides discussion prompts, collaborative learning opportunities, and instructional tasks that support lesson implementation and student engagement. Together, these features demonstrate a comprehensive and structured approach to daily lesson planning that supports effective instruction and ongoing monitoring of student learning.
Evaluation for 1.3b
The materials include a lesson overview that identifies educator and student materials and provides suggested timing for each component. For example, Habilidades y Destrezas’s lesson 1 section, the “Vistazo a la lección,” outlines the lesson structure, required materials, and recommended time allocations to support effective lesson implementation. The section features a detailed list of materials needed for a specific activity, including “Tarjetas grandes de letras,” “Tarjetas de imágenes,” and crayones pequeños y lápices. These resources support educators in preparing and delivering the lesson as designed.
The materials also provide suggested timing for each lesson component. The “Vistazo a la lección” section identifies the instructional components, required materials, and recommended instructional time for each activity. In lesson 1, the “Destrezas fundamentales” section allocates 10 minutes for segmentar sílabas (conciencia fonológica) and 15 minutes for tracing the letter Hh. The materials required for these activities are listed alongside the instructional sequence and include letter cards for ñ, v, g, j, ll, d, p, r; picture cards for helado and hormiga; and “Página de actividades 1.1.” These resources support educator planning and provide a clear structure for lesson implementation.
Evaluation for 1.3c
The materials include guidance for extended practice activities, including remediation and enrichment opportunities. For example, the “Pausa” section in Conocimiento 1 provides guidance for responding to student learning needs through additional instructional support. In Habilidades y Destrezas 1 Guía del maestro, the “Pausa” section includes remediation opportunities such as revisiting lesson applications, completing targeted review activities, and rereading and discussing selected read-aloud texts. These resources provide structured opportunities for educators to guide students who need additional practice, as well as students who are ready for deeper engagement with the content, reinforcing learning beyond core instruction.
The materials also include guidance for extended practice through homework and at-home reinforcement activities, such as take-home letters that support continued learning outside of the classroom. In Habilidades y Destrezas 2 Cuaderno de actividades, the take-home letter provides families with an overview of weekly learning objectives, including the letter of the week, syllables, word lists, and opportunities to practice and reinforce skills at home. The Guía del maestro directs educators to assign these activities to extend learning and reinforce skills introduced during instruction.
1.1 Course-Level Design
1.1a
Materials include a scope and sequence outlining the TEKS and concepts taught in the course.
Materials include a scope and sequence outlining the TEKS and concepts taught in the course.
2 out of 2 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS and concepts taught in the course.
2 out of 2 points
“Mapa curricular de Grado K” outlines the course scope and sequence by unit. The document identifies the TEKS taught in each unit and includes learning objectives, unit overviews, and the number of instructional days required for instruction. For example, unit 4 includes the TEKS K.5.B, K.5.I, K.5.F, K.6.C, and K.6.F. These standards focus on asking questions before, during, and after reading, making inferences and using evidence to support understanding, monitoring comprehension, using textual evidence to support responses, and responding using newly acquired vocabulary. The materials provide educators with a clear overview of the progression of standards and content across the course.
1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
2 out of 2 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
2 out of 2 points
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.
1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
The K–5 Guía del programa explains the concepts and skills students develop throughout the units. The “Making Connections Year by Year” subsection lists the units for each grade level and explains the rationale for the instructional sequence as students progress through the elementary grades. The unit introductions outline the connections between previously taught content, upcoming units, and overall concepts throughout the course. For example, in grade K, the introduction for the “Los cinco sentidos” unit explains that students begin by learning how to observe and describe the world using their senses, building foundational knowledge that supports later units focused on science, literature, history, and the arts.
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
The materials include protocols with corresponding guidance for lesson internalization through the “Planificación de la unidad” document, which 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 across the span of the program in grades K–5. Additionally, the planning tool prompts educators to preview unit components, analyze instructional goals and assessments, anticipate potential student challenges, and identify opportunities for differentiation and extension, supporting thorough lesson internalization and effective instructional delivery.
1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
The materials also provide tools that help leaders monitor and support implementation over time. For example, the “K–5 Observation Tracker” 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 alignment to implementation goals.
1.2 Unit-Level Design
1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
Evaluation for 1.2a
Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
The materials also provide unit overviews that incorporate academic vocabulary through the Guía de complejidad de los textos y vocabulario. This resource identifies tier-one, tier-two, and tier-three vocabulary and supports educators in understanding and teaching the academic language necessary for instruction. For example, unit 3 includes vocabulary such as abastador, astuto, incorrectamente, and persuadir, as well as the expression trata a los demás como te gustaría que te traten a ti. These resources support vocabulary development and help educators prepare students to access and discuss unit content using academic language.
1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
Evaluation for 1.2b
Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
The materials also include family supports in English and Spanish through the take-home letters in Habilidades y Destrezas 1, Cuaderno de actividades. These resources provide families with suggested activities that reinforce classroom learning and extend practice beyond the school day. The printed edition of Cuaderno de actividades includes the English versions, while the Spanish versions are available digitally within each Habilidades y Destrezas unit folder on the online platform. These resources support ongoing communication between home and school and provide families with opportunities to support student progress.
1.3 Lesson-Level Design
1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS).
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS).
4 out of 4 points
Evaluation for 1.3a
Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS).
4 out of 4 points
The materials consistently include these components across units. For example, in Conocimiento 6, lesson 1 features objectives aligned to the TEKS K.1C, K.3B, K.5B, K.5G, K.5H, and K.6E. The lesson plan provides discussion prompts, collaborative learning opportunities, and instructional tasks that support lesson implementation and student engagement. Together, these features demonstrate a comprehensive and structured approach to daily lesson planning that supports effective instruction and ongoing monitoring of student learning.
1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
Evaluation for 1.3b
Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
The materials also provide suggested timing for each lesson component. The “Vistazo a la lección” section identifies the instructional components, required materials, and recommended instructional time for each activity. In lesson 1, the “Destrezas fundamentales” section allocates 10 minutes for segmentar sílabas (conciencia fonológica) and 15 minutes for tracing the letter Hh. The materials required for these activities are listed alongside the instructional sequence and include letter cards for ñ, v, g, j, ll, d, p, r; picture cards for helado and hormiga; and “Página de actividades 1.1.” These resources support educator planning and provide a clear structure for lesson implementation.
1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
Evaluation for 1.3c
Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
The materials also include guidance for extended practice through homework and at-home reinforcement activities, such as take-home letters that support continued learning outside of the classroom. In Habilidades y Destrezas 2 Cuaderno de actividades, the take-home letter provides families with an overview of weekly learning objectives, including the letter of the week, syllables, word lists, and opportunities to practice and reinforce skills at home. The Guía del maestro directs educators to assign these activities to extend learning and reinforce skills introduced during instruction.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
100% (18 out of 18 points)
Evaluation for 2.1a
The materials include a variety of instructional assessments at the unit and lesson level, including diagnostic, formative, and summative measures in grade K. For example, in Habilidades y Destrezas 1, unit assessments include pretests that measure students’ prior knowledge and establish a baseline for progress monitoring. The materials also include formative assessments embedded throughout lessons and summative Student Performance Assessments that measure student mastery through a variety of tasks and question types. These assessments provide multiple opportunities for educators to monitor progress and evaluate student learning throughout the unit.
At the lesson level, the materials include multiple assessment opportunities that measure student understanding of literacy concepts taught during instruction throughout the duration of the program from grade K–5. These opportunities include discussion questions, performance-based tasks, independent practice activities, and exit tickets. Formative assessments are embedded within daily lessons and allow educators to monitor understanding during instruction, while performance tasks and independent activities provide additional evidence of learning. The variety of assessment types and response formats allows students to demonstrate learning in multiple ways and provides educators with ongoing information to guide instructional decisions.
Evaluation for 2.1b
The materials include definitions and intended purposes for the instructional assessments used in the program, as demonstrated in the K–5 Guía de la evaluación. The guide identifies the types of assessments included and explains how each assessment type supports instruction. In the “Cómo se utilizan los datos” section, the materials describe how assessment information helps educators monitor student performance and progress over time. The guide explains that diagnostic assessments at the beginning, middle, and end of the year identify gaps in student learning and provide guidance for student grouping and instructional planning. The resource also explains how progress-monitoring data allows educators to observe mastery of lesson objectives and adjust instruction as needed.
Additionally, the materials explain how educators use assessment data to inform instructional decisions as demonstrated in the assessment section of the K–5 Guía de usuario. This resource describes how educators can interpret results, identify student needs, and adjust instruction based on assessment outcomes. The materials further clarify the purpose of assessment types through charts that explain each assessment, its purpose, key features, and recommended use of the data collected. These supports help educators understand the role of diagnostic, formative, summative, and progress-monitoring assessments and connect assessment results to responsive instruction.
Evaluation for 2.1c
The K–5 Guía de la evaluación provides clear administration guidance for both Habilidades y Destrezas and Conocimiento assessments. The resource outlines assessment procedures and expectations that support standardized administration across classrooms, helping ensure that assessment results are reliable and can be used to inform instructional decision-making. In the grade-level planning documents, educators receive guidance for administering Habilidades y Destrezas and Conocimiento assessments, including preparation steps, administration procedures, and scripted directions. These supports help educators administer assessments consistently across classrooms.
In Habilidades y Destrezas 1 Guía del maestro’s lesson 4, “Preparación previa,” the materials provide detailed procedures for administering a diagnostic assessment that measures students’ ability to blend isolated sounds to form words. Educators are directed to assess students individually, using the diagnostic assessment class record sheet and individual student scoring pages to document results. They then continue administering the assessment across multiple lessons until all students have been evaluated. The materials also instruct educators to model “Página de actividades 4.2” for the class before beginning the assessment and to assess one student at a time while other students complete independent or small-group activities. In addition, educators are encouraged to maintain assessment folders for each student to organize individual records. These procedures support consistent administration and accurate documentation of student performance.
Evaluation for 2.1d
The materials include diagnostic, formative, and summative assessments aligned to the TEKS and to course, unit, and lesson objectives. The materials identify the TEKS within pretests, formative assessments, domain assessments, and Habilidades y Destrezas Student Performance Assessments. Throughout the units, students participate in a variety of assessment opportunities, including preliminary assessments, checks for understanding, performance assessments, anecdotal records, activity book assessments, and end-of-unit evaluations. The TEKS are displayed directly within assessment materials, helping educators connect assessment results to the standards and objectives addressed during instruction. For example, the mid-unit assessment evaluates previously taught foundational literacy skills, including phonological awareness, directionality, writing readiness, and positional vocabulary assessment tasks aligned to the TEKS K.2.A.iii and K.3.C. This alignment supports the use of assessment data to monitor student progress toward grade-level expectations and instructional goals.
The materials also include lesson-level formative assessments aligned to lesson objectives and unit goals. For example, in Conocimiento 1 lesson 1 “La rosa es roja,” the formative assessment is identified within the “Objetivo principal de la lección” and aligns to the TEKS addressed during instruction. The assessment measures students’ understanding of key concepts from the unit through tasks that assess vocabulary, comprehension, and foundational literacy skills related to nursery rhymes and fables. Because the assessment is directly connected to the unit objectives and previously taught content, it provides educators with evidence of student progress toward the intended learning outcomes and supports instructional decision-making based on student performance.
Evaluation for 2.1e
The materials include assessments with TEKS-aligned items that increase in complexity across tasks. The Conocimiento 1 “Evaluación del Conocimiento” includes three assessment components that progressively increase in complexity. In part 1, the educator asks comprehension questions and students indicate whether the response is correct or incorrect by circling a thumbs-up or thumbs-down icon. In part 2, the educator asks questions about nursery rhymes and fables and students select the correct response from a set of images. In part 3, students independently identify rhyming words. This progression moves from recognition and recall to application of foundational literacy skills, allowing students to demonstrate understanding through increasingly complex tasks aligned to the TEKS.
The materials include TEKS-aligned assessment items at varying levels of complexity and provide embedded formative assessment opportunities throughout instruction. In Conocimiento 8’s “Las estaciones y el tiempo,” comprehension questions following read-alouds are structured across multiple levels of cognitive demand. The Guía del maestro categorizes these questions as literal, inferential, and evaluative to support ongoing progress monitoring. Literal questions assess basic recall, such as identifying the number of seasons. Inferential questions require students to interpret text and make connections, such as explaining regional weather variations. Evaluative questions extend thinking by prompting students to make judgments and connect content to personal experiences, such as comparing local weather to the text. Additionally, the unit incorporates the activity “Registro del tiempo” as an embedded formative assessment aligned to the TEKS K.6.E, where students record observations and make weather predictions to demonstrate applied concept mastery.
Evaluation for 2.2a
The materials include instructional assessments and scoring information that support educators in interpreting student performance. For example, the grade K planning documents include the K–5 Guía de la evaluación, which provides criteria for evaluating student writing based on content, organization, and conventions. The rubric describes performance levels such as beginning, on level, and advanced. Students performing at the advanced level, for instance, select a topic that meets assignment requirements, develop ideas with specific details, and demonstrate awareness of the writing purpose.
The materials also include scoring guidance that supports evaluation of student responses on assessed skills. For example, Habilidades y Destrezas 4’s unit assessment requires students to identify letter sounds. The materials provide guidance for analyzing “Evaluación de desempeño” results and identifying groups of students who may need additional support. Based on student performance, educators are directed to use targeted reteaching activities, such as “Más ayuda con la decodificación de palabras” and “Más ayuda con el trazo de letras,” before continuing instruction. These scoring resources help educators analyze student performance and identify areas of strength and need based on assessment results.
Evaluation for 2.2b
The materials include guidance for using assessment results to respond to student performance. The Conocimiento 1 activity “Rimas y fabulas infantiles” includes remediation and enrichment options linked to the final unit assessment. Educators use assessment results to determine which activities best address student needs. Students who require additional support complete remediation activities, while students who demonstrate understanding engage in enrichment activities that extend learning. This guidance supports instructional decisions based on assessment performance and identified areas of need.
The materials also provide guidance for responding to student performance through reteaching and targeted instructional support. For example, the assessment guidance directs educators to review student results to identify patterns of understanding and misunderstanding. They then use the provided remediation activities to address specific areas where students need additional practice. This gives educators a clear process for using assessment information beyond scoring, to analyze results, determine areas of need, and select appropriate follow-up instruction. Together, the unit assessment, remediation options, and enrichment activities support educators in adjusting instruction based on trends in student performance.
Evaluation for 2.2c
The materials include educator-facing tools for tracking student progress and growth. In Conocimiento 2 Guía del maestro, the “Teacher Resources” section includes the “Registro de Observación de Mezcla,” “Segmentación en Voz Alta,” and “Hoja de Evaluación de Nivelación” tracking sheets. These tools allow educators to document individual student performance at multiple points during the unit, compare results from the beginning to the end of instruction, and determine whether students have made progress toward mastery of taught skills. By recording student performance across assessments, educators are able to monitor growth, identify students who need additional support, and make instructional decisions based on changes in student performance over time.
The materials also include tools for students to actively monitor and evaluate their own learning progress in the “Documentos para la planificacion para el grado” resources. For example, “Mi Reflexión Semanal” provides students with a structured opportunity to reflect on their learning each week. With this reflection document, students can identify what they learned, consider areas where they are improving, and recognize skills or concepts that may still need additional practice. This supports students in tracking their progress over time and taking an active role in evaluating their own growth as learners.
2.1 Instructional Assessments
2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
3 out of 3 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
3 out of 3 points
At the lesson level, the materials include multiple assessment opportunities that measure student understanding of literacy concepts taught during instruction throughout the duration of the program from grade K–5. These opportunities include discussion questions, performance-based tasks, independent practice activities, and exit tickets. Formative assessments are embedded within daily lessons and allow educators to monitor understanding during instruction, while performance tasks and independent activities provide additional evidence of learning. The variety of assessment types and response formats allows students to demonstrate learning in multiple ways and provides educators with ongoing information to guide instructional decisions.
2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
Additionally, the materials explain how educators use assessment data to inform instructional decisions as demonstrated in the assessment section of the K–5 Guía de usuario. This resource describes how educators can interpret results, identify student needs, and adjust instruction based on assessment outcomes. The materials further clarify the purpose of assessment types through charts that explain each assessment, its purpose, key features, and recommended use of the data collected. These supports help educators understand the role of diagnostic, formative, summative, and progress-monitoring assessments and connect assessment results to responsive instruction.
2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
Evaluation for 2.1c
Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
In Habilidades y Destrezas 1 Guía del maestro’s lesson 4, “Preparación previa,” the materials provide detailed procedures for administering a diagnostic assessment that measures students’ ability to blend isolated sounds to form words. Educators are directed to assess students individually, using the diagnostic assessment class record sheet and individual student scoring pages to document results. They then continue administering the assessment across multiple lessons until all students have been evaluated. The materials also instruct educators to model “Página de actividades 4.2” for the class before beginning the assessment and to assess one student at a time while other students complete independent or small-group activities. In addition, educators are encouraged to maintain assessment folders for each student to organize individual records. These procedures support consistent administration and accurate documentation of student performance.
2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
Evaluation for 2.1d
Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
The materials also include lesson-level formative assessments aligned to lesson objectives and unit goals. For example, in Conocimiento 1 lesson 1 “La rosa es roja,” the formative assessment is identified within the “Objetivo principal de la lección” and aligns to the TEKS addressed during instruction. The assessment measures students’ understanding of key concepts from the unit through tasks that assess vocabulary, comprehension, and foundational literacy skills related to nursery rhymes and fables. Because the assessment is directly connected to the unit objectives and previously taught content, it provides educators with evidence of student progress toward the intended learning outcomes and supports instructional decision-making based on student performance.
2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
Evaluation for 2.1e
Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
The materials include TEKS-aligned assessment items at varying levels of complexity and provide embedded formative assessment opportunities throughout instruction. In Conocimiento 8’s “Las estaciones y el tiempo,” comprehension questions following read-alouds are structured across multiple levels of cognitive demand. The Guía del maestro categorizes these questions as literal, inferential, and evaluative to support ongoing progress monitoring. Literal questions assess basic recall, such as identifying the number of seasons. Inferential questions require students to interpret text and make connections, such as explaining regional weather variations. Evaluative questions extend thinking by prompting students to make judgments and connect content to personal experiences, such as comparing local weather to the text. Additionally, the unit incorporates the activity “Registro del tiempo” as an embedded formative assessment aligned to the TEKS K.6.E, where students record observations and make weather predictions to demonstrate applied concept mastery.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
The materials also include scoring guidance that supports evaluation of student responses on assessed skills. For example, Habilidades y Destrezas 4’s unit assessment requires students to identify letter sounds. The materials provide guidance for analyzing “Evaluación de desempeño” results and identifying groups of students who may need additional support. Based on student performance, educators are directed to use targeted reteaching activities, such as “Más ayuda con la decodificación de palabras” and “Más ayuda con el trazo de letras,” before continuing instruction. These scoring resources help educators analyze student performance and identify areas of strength and need based on assessment results.
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
The materials also provide guidance for responding to student performance through reteaching and targeted instructional support. For example, the assessment guidance directs educators to review student results to identify patterns of understanding and misunderstanding. They then use the provided remediation activities to address specific areas where students need additional practice. This gives educators a clear process for using assessment information beyond scoring, to analyze results, determine areas of need, and select appropriate follow-up instruction. Together, the unit assessment, remediation options, and enrichment activities support educators in adjusting instruction based on trends in student performance.
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
The materials also include tools for students to actively monitor and evaluate their own learning progress in the “Documentos para la planificacion para el grado” resources. For example, “Mi Reflexión Semanal” provides students with a structured opportunity to reflect on their learning each week. With this reflection document, students can identify what they learned, consider areas where they are improving, and recognize skills or concepts that may still need additional practice. This supports students in tracking their progress over time and taking an active role in evaluating their own growth as learners.
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
100% (18 out of 18 points)
Evaluation for 3.1a
The materials include educator guidance for differentiated instruction and activities, through which fundamental skills are reinforced, additional practice is provided, and skills are further strengthened outside the 40-minute instructional block for students who have not yet reached proficiency in grade-level content and skills. For example, the Habilidades y Destrezas 1 lesson 4 “Apoyo adicional” section is intended for any student who requires additional help. The materials guide the educator to take a walk with students. During the walk, the educator encourages students to listen to the sounds they hear. Students share the sounds they heard and identify which were the loudest and the softest. This guidance ensures that educators have resources for meeting students’ needs as they work toward mastery of objectives.
The lessons also offer guidance to educators for adapting instruction to support students with varying learning needs. For example, in Habilidades y Destrezas 4 lesson 2, the “Apoyo adicional” section provides targeted intervention activities for students who need support with the /y/ sound and letter formation. Students participate in a matching activity that connects images to written words through phoneme segmentation and decoding. Meanwhile, students that need additional support with handwriting complete guided practice tracing the digraph /ll/ and /Ll/ in progressively smaller writing spaces.
Evaluation for 3.1b
The materials include pre-teaching or embedded supports for unfamiliar vocabulary and in-text references. The lesson plans include “Vistazo previo al vocabulario esencial,” which contain the essential words necessary for students to have a better understanding of the text in the lesson. Educators are guided to introduce the vocabulary words by writing them on the board, explaining their meaning, and providing examples in a sentence. These supports help students access the text and build understanding of essential academic and content-specific vocabulary.
The lessons also include frequent structured opportunities for students to talk with partners and within groups about the text using academic language and vocabulary. For example, in Conocimientos 8 Guía del maestro lesson 2, the reading lesson includes guidance for pre-teaching essential vocabulary such as invierno, estaciones, primavera, verano, and otoño before students read the text. Educators are directed to review key words by writing them on the board or chart paper, explaining their meanings, and providing examples of the words used in sentences. These supports help students build the vocabulary knowledge necessary to access the text and participate in discussions using academic language.
Evaluation for 3.1c
The materials include educator guidance for differentiated instruction and activities. These resources reinforce fundamentals, provide additional practice, and further strengthen skills outside the 40-minute instructional block for students who have not yet reached grade-level proficiency. The Habilidades y Destrezas 1 lesson 4 “Apoyo adicional” section, for example, is intended for any student who requires additional help. The materials guide the educator to take a walk with students. The educator encourages students to listen to the sounds they hear to describe which sound was the loudest and the softest. This guidance ensures that educators have resources for meeting students’ needs as they work toward mastery of objectives.
The materials include guidance for differentiated instruction and extension activities for students who have demonstrated proficiency in grade-level content and skills. For example, the Habilidades y Destrezas 8 lesson 6 activity, “Más ayuda con el uso de los verbos ser y estar,” provides opportunities for students to apply their understanding of the verbs through collaborative practice. Educators direct students to work in small groups and create sentences using the verbs ser and estar to describe other groups. Students generate original sentences such as Yo estoy feliz and Yo soy estudiante, allowing them to apply and extend their understanding of grade-level language concepts.
Evaluation for 3.2a
The educator guidance directs educators to build on students’ prior knowledge to deepen understanding of new content through think-alouds and discussions. For example, Conocimiento 6 Guía del maestro’s lesson 1 instructions to the educator, “Presentar la lectura en voz alta,” provide scripted language, think-alouds, differentiation supports, and background knowledge reminders that help educators connect previously learned content to the new domain. Educators introduce Native Americans as the first known people to live in North and South America and guide students in identifying North America, South America, and Texas on a map. Students also learn about different Native American tribes and are introduced to the Lakota, Wampanoag, and Lenape tribes for further study in subsequent lessons.
Additionally, “Practicar palabras” sections include explicit modeling prompts that support concept development and vocabulary instruction. In Conocimiento 1 Guía del maestro lesson 1, “La rosa es roja,” educators are guided to introduce the word dulce. They explain the meaning through examples, such as by describing candy as dulce, and students are then prompted to identify something they consider dulce and use the word in a complete sentence.
Evaluation for 3.2b
The materials include educator guidance and recommendations for effective lesson delivery using a variety of instructional approaches. For example, Conocimiento 1 Guía del maestro’s lesson 8 “Preparación previa” section provides guidance for selecting books about cows to use as read-alouds before instruction. Educators use the texts to introduce students to information about cows and build background knowledge related to the lesson content. These supports help educators deliver instruction through read-alouds and content-based discussions.
Similarly, the materials provide opportunities for active participation and student conversation during instruction. For example, the materials in Conocimiento 8 lesson 1 include a weeklong weather-recording activity in which students track weather conditions on a class chart. Students share their observations with classmates and discuss weather patterns while the educator monitors understanding and participation. These supports help educators engage students through discussion, observation, and hands-on learning experiences.
Evaluation for 3.2c
The materials support multiple types of practice and include guidance for educators on recommended instructional groupings to support effective implementation. For example, in Conocimiento 4 Guía del maestro lesson 8 “Árboles de hoja caduca,” the “Vistazo a la lección” identifies instructional structures for whole-group instruction and independent practice. The guidance recommends whole-group participation during the read-aloud and independent work during the application portion of the lesson. These supports help educators implement instruction using varied grouping structures and provide opportunities for guided and independent practice.
Additionally, the materials include instruction for implementing guided, collaborative, and independent practice. The Habilidades y Destrezas 5 Guía del maestro lesson 8 section, “Vistazo a la lección,” identifies lesson components completed in whole-group, small-group, partner, and independent settings. Students participate in educator-led instruction, collaborate with partners and small groups, and complete independent practice activities throughout the lesson. As a result, educators can effectively organize instruction and provide multiple opportunities for students to practice skills in different learning contexts.
Evaluation for 3.3a
The materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs. The K–5 Guía del usuario provides information about bilingual program models and guidance for implementation within different instructional settings. For example, the materials describe early-exit, late-exit, dual-language one-way, and dual-language two-way program models and explain how language allocation may vary across grade levels. The guide also provides information about the use of Spanish language arts in the early grades and the integration of English language arts in later grades according to the program model. These supports help educators understand how the materials are designed to be used within approved bilingual and ESL program structures.
The materials also include implementation guidance that supports educators in addressing the needs of bilingual students during instruction. For example, the Habilidades y Destrezas 5 Guía del maestro lesson 8 materials provide guidance for displaying large syllable cards for /ca/, /co/, /cu/, /que/, /qui/, /se/, /si/, /ze/, and /zi/ to highlight differences in sound–symbol relationships and spelling patterns. Educators use the visual supports to help students recognize and distinguish letter–sound correspondences during instruction. These supports help educators implement targeted instructional strategies that reinforce effective practices for bilingual and multilingual learners.
Evaluation for 3.3b
The materials include embedded guidance that supports comprehension and background knowledge development for emergent bilingual students. In its introduction, Conocimiento 1 Guía del maestro provides guidance for connecting new content to students’ prior knowledge before instruction. For example, the materials identify background knowledge necessary for understanding the upcoming read-alouds on “Rimas y fábulas infantiles” and explain how this knowledge supports comprehension of the texts students will encounter throughout the unit. As a result, educators can build the background knowledge students need to access new content and deepen their understanding of complex texts.
The materials also include embedded guidance that supports emergent bilingual students in making cross-linguistic and cultural connections through oral and written discourse. In Conocimiento 5 lesson 5, “Conexión cultural,” the materials provide guidance for discussing the different names used for pigs across Spanish-speaking countries. The unit “Granjas: desde las raíces” then encourages educators to connect the theme to students’ cultural experiences. This promotes collaborative discussions that allow students to share cultural perspectives and lets educators design engaging learning experiences related to Spanish-speaking cultures. Students work in small groups to explore farms across Latin America through authentic photographs and videos, discuss observations about crops, animals, and farm workers, and record their ideas on sticky notes before participating in whole-group discussions that connect their observations to the unit. The lesson concludes with students drawing and writing about their own farms, integrating personal experiences into written discourse. These embedded supports foster oral language development, writing skills, cultural awareness, and purposeful cross-linguistic connections for emergent bilingual students.
Evaluation for 3.3c
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
The lessons also offer guidance to educators for adapting instruction to support students with varying learning needs. For example, in Habilidades y Destrezas 4 lesson 2, the “Apoyo adicional” section provides targeted intervention activities for students who need support with the /y/ sound and letter formation. Students participate in a matching activity that connects images to written words through phoneme segmentation and decoding. Meanwhile, students that need additional support with handwriting complete guided practice tracing the digraph /ll/ and /Ll/ in progressively smaller writing spaces.
3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
2 out of 2 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
2 out of 2 points
The lessons also include frequent structured opportunities for students to talk with partners and within groups about the text using academic language and vocabulary. For example, in Conocimientos 8 Guía del maestro lesson 2, the reading lesson includes guidance for pre-teaching essential vocabulary such as invierno, estaciones, primavera, verano, and otoño before students read the text. Educators are directed to review key words by writing them on the board or chart paper, explaining their meanings, and providing examples of the words used in sentences. These supports help students build the vocabulary knowledge necessary to access the text and participate in discussions using academic language.
3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
1 out of 1 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
1 out of 1 points
The materials include guidance for differentiated instruction and extension activities for students who have demonstrated proficiency in grade-level content and skills. For example, the Habilidades y Destrezas 8 lesson 6 activity, “Más ayuda con el uso de los verbos ser y estar,” provides opportunities for students to apply their understanding of the verbs through collaborative practice. Educators direct students to work in small groups and create sentences using the verbs ser and estar to describe other groups. Students generate original sentences such as Yo estoy feliz and Yo soy estudiante, allowing them to apply and extend their understanding of grade-level language concepts.
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
Additionally, “Practicar palabras” sections include explicit modeling prompts that support concept development and vocabulary instruction. In Conocimiento 1 Guía del maestro lesson 1, “La rosa es roja,” educators are guided to introduce the word dulce. They explain the meaning through examples, such as by describing candy as dulce, and students are then prompted to identify something they consider dulce and use the word in a complete sentence.
3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
Evaluation for 3.2b
Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
Similarly, the materials provide opportunities for active participation and student conversation during instruction. For example, the materials in Conocimiento 8 lesson 1 include a weeklong weather-recording activity in which students track weather conditions on a class chart. Students share their observations with classmates and discuss weather patterns while the educator monitors understanding and participation. These supports help educators engage students through discussion, observation, and hands-on learning experiences.
3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
Additionally, the materials include instruction for implementing guided, collaborative, and independent practice. The Habilidades y Destrezas 5 Guía del maestro lesson 8 section, “Vistazo a la lección,” identifies lesson components completed in whole-group, small-group, partner, and independent settings. Students participate in educator-led instruction, collaborate with partners and small groups, and complete independent practice activities throughout the lesson. As a result, educators can effectively organize instruction and provide multiple opportunities for students to practice skills in different learning contexts.
3.3 Support for Emergent Bilingual Students
3.3a
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Evaluation for 3.3a
Evaluation for 3.3a
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
The materials also include implementation guidance that supports educators in addressing the needs of bilingual students during instruction. For example, the Habilidades y Destrezas 5 Guía del maestro lesson 8 materials provide guidance for displaying large syllable cards for /ca/, /co/, /cu/, /que/, /qui/, /se/, /si/, /ze/, and /zi/ to highlight differences in sound–symbol relationships and spelling patterns. Educators use the visual supports to help students recognize and distinguish letter–sound correspondences during instruction. These supports help educators implement targeted instructional strategies that reinforce effective practices for bilingual and multilingual learners.
3.3b
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
Evaluation for 3.3b
Evaluation for 3.3b
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
The materials also include embedded guidance that supports emergent bilingual students in making cross-linguistic and cultural connections through oral and written discourse. In Conocimiento 5 lesson 5, “Conexión cultural,” the materials provide guidance for discussing the different names used for pigs across Spanish-speaking countries. The unit “Granjas: desde las raíces” then encourages educators to connect the theme to students’ cultural experiences. This promotes collaborative discussions that allow students to share cultural perspectives and lets educators design engaging learning experiences related to Spanish-speaking cultures. Students work in small groups to explore farms across Latin America through authentic photographs and videos, discuss observations about crops, animals, and farm workers, and record their ideas on sticky notes before participating in whole-group discussions that connect their observations to the unit. The lesson concludes with students drawing and writing about their own farms, integrating personal experiences into written discourse. These embedded supports foster oral language development, writing skills, cultural awareness, and purposeful cross-linguistic connections for emergent bilingual students.
3.3c
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Evaluation for 3.3c
Evaluation for 3.3c
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Rubric Section 4
Phonics Rule Compliance
Materials comply with state requirements for explicit (direct) and systematic phonics instruction.
Total
100% (31 out of 31 points)
Evaluation for 4.1a
The materials include systematic and sequenced instruction of phonics skills, as demonstrated in Habilidades y Destrezas 1 Guía del maestro’s introduction section, “Bienvenidos, maestros de kindergarten.” The resource explains that the program begins by teaching the most common spelling for a sound before introducing spelling alternatives. The guide states that “complexity is added bit by bit” as students build confidence and automaticity in reading and writing. The materials further explain that students first learn the five vowel sounds and then combine those vowels with high-frequency consonants to form open syllables, the most common syllable pattern in Spanish. Consonants are introduced one at a time, beginning with sounds that are easier for students to distinguish and blend, such as /m/, /n/, /b/, /p/, /s/, /l/, /d/, /t/, and /f/, and are practiced with previously learned vowels and consonants demonstrating a clear rationale and sequence for teaching sound–symbol correspondences in a systematic progression from simple to more complex phonics skills.
The materials include sequenced phonics instruction, as demonstrated in Habilidades y Destrezas’s “Mapa curricular de Grado K.” The scope and sequence organizes phonics instruction from prerequisite foundational skills to increasingly complex sound–symbol correspondence skills. For example, unit 2 introduces initial letter–sound correspondences, and later units progress to blending sounds and forming syllables. In unit 7, students continue this progression by learning to decode and encode words with the letters /b/, /p/, /f/, /c/, and /g/, along with the consonant blends /bl/, /pl/, /fl/, /cl/, and /gl/ during the first four lessons. In lesson 5, students review these letter–sound correspondences together with previously taught phonics patterns. This sequence provides systematic opportunities to build, review, and extend phonics knowledge throughout the grade K year.
Evaluation for 4.1b
The materials include explicit and intentional ongoing practice opportunities for phonics skills in isolation, as demonstrated in Habilidades y Destrezas 4 Guía del maestro, lesson 4. The lesson features daily phonics routines to provide practice in identifying initial sounds, blending, and segmenting. For example, students are introduced to the sound–symbol correspondence /y/, and reading practice is provided through the decodable text “¡Alli esta Beto!.”
The materials include intentional ongoing practice opportunities for phonics skills through decodable texts, as demonstrated in Habilidades y Destrezas 5 Guía del maestro’s lesson 2, “Destrezas de lectura.” The lesson guides the students to work with a partner on an activity that asks them to apply previously taught phonics skills, including the letter–sound correspondences for /h/, /i/, /j/, /a/, /o/, and /l/, as they read decodable words such as higo, horno, helado, and hormiga. Students also apply their knowledge of silent h words while reading the connected text, “El nuevo hogar de Fen,” which aligns to the grade K skills sequence.
Evaluation for 4.2a
The materials include daily lessons with explicit phonics instruction and educator modeling. For example, Habilidades y Destrezas 2 lesson 1 introduces the phoneme /a/ through a structured sequence that includes oral blending, mouth formation, initial sound identification, and spelling instruction. The educator uses a mirror to model articulation and guides students in observing and practicing the sound. The educator then explicitly connects the phoneme /a/ to the grapheme a and models how the letter represents the sound in words. Students practice identifying, producing, and reading the sound after the demonstration. This sequence provides explicit educator modeling before students independently apply the new phonics skill.
The materials also include explicit phonics instruction and educator modeling, as demonstrated in the Habilidades y Destrezas 4 Guía del maestro lesson 12, which provides specific language for modeling the /ñ/ sound. For example, the educator explains that /ñ/ is produced when the upper and lower teeth are brought slightly together and the tongue is placed on the top of the palate. Students are instructed to imitate the mouth position before producing the sound. Once the correct position is demonstrated, students practice the /ñ/ sound several times. The lesson includes guidance for students to observe, compare, and practice articulation before applying the skill during phonics activities. This direct modeling supports accurate production of the target sound during daily phonics instruction.
Evaluation for 4.2b
The materials include opportunities for explicit guided instruction with immediate and corrective feedback, as demonstrated in Habilidades y Destrezas 4 Guía del maestro lesson 1. During the oral segmenting activity, the educator first guides students in segmenting words as part of structured phonics practice. As students respond, the educator uses the “Registro de observación del sonido de las letras” to monitor and document student performance. The lesson also provides corrective support for students who struggle with the finger-gesture routine by directing the educator to have students tap each finger with the pointer finger of the opposite hand as they say each sound.
Additionally, the materials include guided instruction with corrective feedback, as demonstrated in Habilidades y Destrezas 7 Guía del maestro lesson 10. The lesson introduces /f/ and /l/ through educator-directed modeling followed by guided student practice. As students practice hearing and blending sounds, the educator monitors their responses and identifies students who experience difficulty. The resources direct the educator to provide additional practice with words containing the sounds /f/ and /l/. Students are instructed to raise their arms toward the ceiling when either sound is heard in a word and to squat to the floor when neither sound is present. This scaffold reinforces learning while allowing the educator to identify and correct errors in real time.
Evaluation for 4.2c
The materials include opportunities for students to practice phonics skills through collaborative learning and independent application, as demonstrated in Habilidades y Destrezas 4 lesson 4. Students read the chapter “¡Allí está Beto!” with a partner and discuss the exclamations used by the characters, providing collaborative practice with a connected text. During the same lesson, students identify words containing the digraph /ll/ while reading, applying the targeted phonics pattern in context. These activities provide opportunities for students to practice previously taught phonics skills through partner discussion and connected reading.
The materials also provide opportunities for guided and independent phonics practice in Habilidades y Destrezas 7 lesson 6. In this lesson, the educator models how to identify words that begin with /b/ or /l/ and instructs students in reading, writing, and copying words containing the target sounds. After guided practice and educator support, students complete the remaining items independently, applying the phonics skills on their own. This gradual release structure provides multiple opportunities for students to practice phonics skills through both educator-supported and independent activities.
Evaluation for 4.3a
The materials feature intentional cumulative phonics review and practice activities throughout the curriculum, as laid out in the “Vistazo del Año” document. The document explains that systematic and explicit instruction is provided through the Habilidades y Destrezas component of the curriculum. Phonics skills are purposefully developed throughout the year, beginning with letter–sound correspondence, progressing to blending and segmenting syllables, and advancing to reading and writing words. The document also explains that previously taught phonics skills are revisited and practiced as new skills are introduced, providing cumulative opportunities for review and reinforcement throughout the year. For example, lessons 1–5 introduce the vowels /o/, /a/, /i/, /e/, and /u/ individually, before the curriculum transitions into cumulative review. Lessons 6 and 7 revisit the vowels in initial and final word positions, while lesson 8 combines all five vowels in cumulative word-reading practice, reinforcing previously taught phonics skills while expanding student application.
Additionally, the materials include structured lesson routines that provide cumulative review of previously taught phonics skills. For example, in Habilidades y Destrezas 8 lesson 12, students review the /f/ and /t/ sounds through the routine “Reconocer los sonidos” section, before continuing to practice using words such as foca, flor, tronco, and tortuga in actividades 12.1. Further reinforcement is provided through the “Para llevar a casa” activity, which extends practice beyond the lesson. The materials emphasize repeated opportunities to review, practice, and reinforce previously taught phonics skills across multiple instructional activities.
Evaluation for 4.3b
The materials include practice opportunities that include only phonics skills that have been explicitly taught, as demonstrated throughout the Guía del maestro for each unit. For example, in Habilidades y Destrezas 4, lesson 8, students hear, say, read, and write words containing the target phonics pattern /b/ written as v or V. The /b/ sound is first introduced through listening activities, followed by opportunities to read and build words that contain the sound, such as visita, vive, uvas, ve, vaca, and Vivi. Students then practice writing words with the target phonics pattern. This instructional sequence ensures that practice opportunities are directly aligned to phonics skills that have been explicitly taught during instruction.
The materials also include decodable texts that provide opportunities to practice previously taught phonics skills. The K–5 Guía del usuario explains that students in grades K–2 use decodable texts aligned to the phonics scope and sequence. These texts provide opportunities to practice previously taught sound–spelling correspondences and word patterns. For example, in Habilidades y Destrezas 5 lesson 4, students read the decodable text, “Fen en Chicago,” which provides practice with the previously taught digraph /ch/. This structured use of decodable texts supports students in applying and reinforcing previously learned phonics skills in connected reading.
Evaluation for 4.3c
The materials include decodable texts that incorporate cumulative practice of taught phonics skills. For example, in Habilidades y Destrezas 2, the “Estructura de las lecciones” section explains that decodable texts are embedded within the “Lectura” portion of each lesson to provide opportunities for students to apply phonics skills taught during instruction. In unit 2, lesson 5, for instance, students read “Oso Pipo y Urraca se pierden,” where they practice previously taught sound–spelling correspondences along with newly introduced phonics patterns. This lesson design provides cumulative practice of phonics skills through connected text readings throughout the unit.
The materials also provide educator guidance for using decodable texts to reinforce previously taught phonics patterns and literacy skills. For example, in Habilidades y Destrezas 5, lesson 3, students read the decodable text “El nuevo hogar de Fen.” The text provides opportunities to practice previously taught skills, including directionality, capitalization, punctuation, the use of high-frequency words such as nuevo, and words that begin with h, while also applying new phonics learning. These decodable reading opportunities allow for cumulative practice of both newly introduced and previously taught phonics patterns aligned to the phonics scope and sequence presented in the materials.
Evaluation for 4.3d
The materials include lessons with an instructional focus that provide opportunities to practice phonics skills in isolation and in connected decodable text, as demonstrated in Habilidades y Destrezas 4. For example, instruction in lesson 6 follows a hear, say, read, and write sequence. Students first listen to and produce the target sound in isolation. During guided practice, students identify the sound /k/ in syllables and words such as quesadilla, mosquito, mantequilla, queso, and parque by determining the syllable in which the target sound occurs. Students then read and write words containing the target phonics pattern before applying the skill in connected text. Students read text containing words with /ue/, providing opportunities to transfer the phonics skill from isolated practice to connected reading. These activities support practice through sound production, syllable analysis, word reading, word writing, and decodable text reading.
The materials also include lessons that provide opportunities to practice phonics skills in isolation and in decodable connected text. For example, in Habilidades y Destrezas 9 lesson 2, students receive explicit instruction on the digraphs /ch/, /ll/, and /rr/ and then complete isolated practice in actividades 1.1. Following this instruction, students apply the targeted phonics patterns while reading the decodable text “El maíz,” which includes words such as platillo, tallos, and choclo. This sequence provides opportunities for students to practice the targeted phonics patterns in connected text after receiving explicit instruction and isolated practice.
Evaluation for 4.4a
The materials include a variety of developmentally appropriate assessment tools, as demonstrated in Habilidades y Destrezas 2. The unit features diagnostic assessments, weekly spelling assessments, and mid- and end-of-unit evaluations. The unit calendar provides structured assessment opportunities in lessons 1–3, 9, 12, and 15 that measure decoding, dictation, and comprehension skills. For example, in lesson 3, students are assessed on blending syllables and letter–sound correspondence. In lesson 9, the mid-unit assessment measures reading comprehension through the decodable text “Oso Pipo sueña con sus amigos” and evaluates students’ ability to read connected text with appropriate directionality. These assessments align to the phonics skills taught during instruction and measure students’ application of those skills in reading and writing tasks.
Additionally, the materials also include developmentally appropriate assessments aligned to the phonics skills taught within the unit. For example, in Habilidades y Destrezas 4 Guía del maestro, the “Evaluación de la unidad” includes multiple measures, such as performance evaluations and anecdotal records. The anecdotal records allow educators to document student performance and monitor the application of phonics and spelling skills taught throughout the unit. Together, these assessment measures provide multiple sources of evidence of student learning across both instructional activities and formal assessment tasks.
Evaluation for 4.4b
The materials include progress-monitoring tools that systematically measure students’ acquisition of grade-level phonics skills throughout the unit, as demonstrated in Habilidades y Destrezas 3. For example, lesson 9’s midterm assessment measures students’ application of phonics and word-analysis skills, including multisyllabic words. In lesson 18, the final evaluation assesses additional literacy skills, including the recognition and use of proper nouns. The materials also include a “Registro de observación de mezcla de sílabas” that educators use to document student performance in blending syllables over time. Together, these measures provide evidence of student growth and support systematic monitoring of phonics development across the unit.
Additionally, the materials feature progress-monitoring measures aligned to specific phonics skills taught during instruction. For example, in Habilidades y Destrezas 6, the midterm assessment measures students’ ability to identify, read, and segment words containing the consonant clusters /br/, /pr/, and /tr/, as well as apply the spelling patterns involving those consonant clusters. The materials provide recording tools, including the “Registro de observación de segmentación oral,” which educators use to document student performance and track growth over time. These measures provide evidence of student mastery of targeted phonics patterns and help educators identify students who may require additional instruction or practice.
Evaluation for 4.4c
The materials include assessment opportunities across the school year that align with progress-monitoring tools. The materials explain that “Registros de observación” are used in every basic code lesson to support formative assessment and monitor student progress in foundational reading and writing skills. Frequent “Verificar la comprensión” sections provide quick checks of student understanding, and educators are directed to use the results to identify students who need reteaching or additional practice through “Apoyo adicional” activities. In addition, the Habilidades y Destrezas 4 Guía del maestro lesson 1 section, the “Registro de observación de sonido de las letras,” provides a tool for documenting student performance across multiple lessons and assessment opportunities, allowing educators to track progress over time.
The materials also include assessment opportunities at multiple points within the unit that support ongoing progress monitoring. For example, in Habilidades y Destrezas 6, students participate in reading and writing routines for mid-unit and end-of-unit assessments. In lesson 9, the mid-unit assessment measures students’ ability to read and apply skills related to words containing the consonant clusters /br/, /tr/, and /pr/. In lesson 17, the final unit assessment includes a cumulative review of previously taught skills, including identifying the sounds /f/, /r/, /k/, and /g/, identifying the consonant clusters /fr/, /cr/, and /gr/, segmenting words into syllables, reading and writing words and phrases, distinguishing uppercase and lowercase letters, and participating in choral reading. The materials also feature “Pausa” lessons, which ensure opportunities for educators to review assessment results and provide additional instruction based on student performance.
Evaluation for 4.5a
The materials include data-management tools for tracking individual student progress to support instructional decision-making. For example, in Habilidades y Destrezas 4 Guía del maestro, the “Evaluación de la unidad” section includes assessment records and anecdotal documentation tools that allow educators to track student performance in phonics, writing, and reading comprehension. Lesson 9’s midterm assessment measures students’ application of skills, such as letter–sound correspondence, uppercase and lowercase letter recognition, and word decoding. Educators use these records to identify individual strengths and needs and to plan review, reinforcement, or extension activities during the “Pausa 1” lesson based on documented results.
The materials also include tools that support ongoing documentation and analysis of individual student performance. For example, in Habilidades y Destrezas 5 Guía del maestro’s educator resources, the lesson 9 instructions for tracking skill development provide a table that educators can use to record and monitor individual student performance. Educators are directed to analyze assessment results, identify students who require additional support, and provide targeted instruction based on performance data. This process enables educators to rely on documented progress to make instructional decisions and accelerate student learning.
Evaluation for 4.5b
The materials include data-management tools for tracking whole-class student progress to analyze patterns and identify instructional needs. For example, in Habilidades y Destrezas 1 Guía del maestro lesson 9, the “Destrezas previas” assessment measures grade K students’ phonological awareness at the beginning of the year. Educators rely on the observation and scoring tools to analyze whole-class results and determine which skills require additional review. The materials direct educators to use the data to select appropriate activities during “Pausa” lessons. For instance, if assessment results indicate a need for additional support with positional words, educators are directed to implement the activity “De arriba hacia abajo.” These tools enable educators to identify patterns across the class and make instructional decisions based on student needs.
The materials also include tools for monitoring and analyzing whole-class performance throughout instruction. For example, in Habilidades y Destrezas 7 Guía del maestro, the “Registro de observación de mezcla de sílabas” allows educators to document and review student performance in blending syllables over time. In lesson 6, students receive explicit instruction on the syllable pattern /bl/ and then learn to apply the skill independently by writing words and identifying words that begin with bl. Educators use the recorded results to identify class-wide patterns, determine areas requiring additional support, and make informed instructional decisions for the class. This ongoing documentation informs analysis of whole-class progress throughout the unit.
Evaluation for 4.5c
The materials include specific guidance for determining the frequency of progress monitoring based on students’ strengths and needs, as demonstrated in the K–5 Guía de la evaluación. The guide identifies students at the tier-one, tier-two, and tier-three levels and recommends progress-monitoring schedules based on performance. For example, the materials recommend monitoring tier one students three times per year, tier two students once per week, and tier three students once or twice per week.
The materials also provide ongoing formative assessment opportunities that generate data for progress monitoring throughout instruction. For example, the Habilidades y Destrezas 6 lesson 4 activity “Verificar la comprensión” requires students to identify the letter that corresponds to a sound produced by the educator and record their responses on individual whiteboards. Similar interactive activities, such as the “Preguntas para comentar,” are embedded throughout the lessons and provide information about student understanding before, during, and after instruction. Educators can use this formative data alongside the recommended monitoring schedules to identify student strengths and needs in order to make instructional adjustments.
Evaluation for 4.5d
The materials include guidance on how to accelerate learning based on progress-monitoring data to support mastery of specific concepts. For example, the K–5 Guía de la evaluación explains that progress monitoring should be implemented across grade levels and used to identify student strengths and areas of need. The guide directs educators to analyze progress-monitoring data, determine student performance levels, and adjust instruction accordingly. This guidance supports the use of assessment data to provide targeted instruction and accelerate learning toward mastery of intended concepts.
The materials also include guidance for using assessment results to provide targeted review and reinforcement of previously taught skills. For example, in Habilidades y Destrezas 5, the “Pausa 1” lesson provides opportunities for educators to review student performance on skills such as reading decodable texts, letter–sound correspondence, identifying initial sounds, blending syllables, blending phonemes, and recognizing rhyming words. Educators use assessment information gathered throughout the unit to identify areas requiring additional instruction and then select appropriate review, reinforcement, or extension activities. These instructional responses address identified skill gaps and help students progress toward mastery of grade-level concepts.
4.1 Explicit (Direct) and Systematic Phonics Instruction
4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
2 out of 2 points
The materials include sequenced phonics instruction, as demonstrated in Habilidades y Destrezas’s “Mapa curricular de Grado K.” The scope and sequence organizes phonics instruction from prerequisite foundational skills to increasingly complex sound–symbol correspondence skills. For example, unit 2 introduces initial letter–sound correspondences, and later units progress to blending sounds and forming syllables. In unit 7, students continue this progression by learning to decode and encode words with the letters /b/, /p/, /f/, /c/, and /g/, along with the consonant blends /bl/, /pl/, /fl/, /cl/, and /gl/ during the first four lessons. In lesson 5, students review these letter–sound correspondences together with previously taught phonics patterns. This sequence provides systematic opportunities to build, review, and extend phonics knowledge throughout the grade K year.
4.1b
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
4 out of 4 points
Evaluation for 4.1b
Evaluation for 4.1b
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
4 out of 4 points
The materials include intentional ongoing practice opportunities for phonics skills through decodable texts, as demonstrated in Habilidades y Destrezas 5 Guía del maestro’s lesson 2, “Destrezas de lectura.” The lesson guides the students to work with a partner on an activity that asks them to apply previously taught phonics skills, including the letter–sound correspondences for /h/, /i/, /j/, /a/, /o/, and /l/, as they read decodable words such as higo, horno, helado, and hormiga. Students also apply their knowledge of silent h words while reading the connected text, “El nuevo hogar de Fen,” which aligns to the grade K skills sequence.
4.2 Daily Instructional Sequence and Routines
4.2a
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
1 out of 1 points
The materials also include explicit phonics instruction and educator modeling, as demonstrated in the Habilidades y Destrezas 4 Guía del maestro lesson 12, which provides specific language for modeling the /ñ/ sound. For example, the educator explains that /ñ/ is produced when the upper and lower teeth are brought slightly together and the tongue is placed on the top of the palate. Students are instructed to imitate the mouth position before producing the sound. Once the correct position is demonstrated, students practice the /ñ/ sound several times. The lesson includes guidance for students to observe, compare, and practice articulation before applying the skill during phonics activities. This direct modeling supports accurate production of the target sound during daily phonics instruction.
4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
3 out of 3 points
Evaluation for 4.2b
Evaluation for 4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
3 out of 3 points
Additionally, the materials include guided instruction with corrective feedback, as demonstrated in Habilidades y Destrezas 7 Guía del maestro lesson 10. The lesson introduces /f/ and /l/ through educator-directed modeling followed by guided student practice. As students practice hearing and blending sounds, the educator monitors their responses and identifies students who experience difficulty. The resources direct the educator to provide additional practice with words containing the sounds /f/ and /l/. Students are instructed to raise their arms toward the ceiling when either sound is heard in a word and to squat to the floor when neither sound is present. This scaffold reinforces learning while allowing the educator to identify and correct errors in real time.
4.2c
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
4 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
4 out of 4 points
The materials also provide opportunities for guided and independent phonics practice in Habilidades y Destrezas 7 lesson 6. In this lesson, the educator models how to identify words that begin with /b/ or /l/ and instructs students in reading, writing, and copying words containing the target sounds. After guided practice and educator support, students complete the remaining items independently, applying the phonics skills on their own. This gradual release structure provides multiple opportunities for students to practice phonics skills through both educator-supported and independent activities.
4.3 Ongoing Practice Opportunities
4.3a
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
2 out of 2 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
2 out of 2 points
Additionally, the materials include structured lesson routines that provide cumulative review of previously taught phonics skills. For example, in Habilidades y Destrezas 8 lesson 12, students review the /f/ and /t/ sounds through the routine “Reconocer los sonidos” section, before continuing to practice using words such as foca, flor, tronco, and tortuga in actividades 12.1. Further reinforcement is provided through the “Para llevar a casa” activity, which extends practice beyond the lesson. The materials emphasize repeated opportunities to review, practice, and reinforce previously taught phonics skills across multiple instructional activities.
4.3b
Practice opportunities include only phonics skills that have been explicitly taught.
Practice opportunities include only phonics skills that have been explicitly taught.
1 out of 1 points
Evaluation for 4.3b
Evaluation for 4.3b
Practice opportunities include only phonics skills that have been explicitly taught.
1 out of 1 points
The materials also include decodable texts that provide opportunities to practice previously taught phonics skills. The K–5 Guía del usuario explains that students in grades K–2 use decodable texts aligned to the phonics scope and sequence. These texts provide opportunities to practice previously taught sound–spelling correspondences and word patterns. For example, in Habilidades y Destrezas 5 lesson 4, students read the decodable text, “Fen en Chicago,” which provides practice with the previously taught digraph /ch/. This structured use of decodable texts supports students in applying and reinforcing previously learned phonics skills in connected reading.
4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.
Decodable texts incorporate cumulative practice of taught phonics skills.
1 out of 1 points
Evaluation for 4.3c
Evaluation for 4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.
1 out of 1 points
The materials also provide educator guidance for using decodable texts to reinforce previously taught phonics patterns and literacy skills. For example, in Habilidades y Destrezas 5, lesson 3, students read the decodable text “El nuevo hogar de Fen.” The text provides opportunities to practice previously taught skills, including directionality, capitalization, punctuation, the use of high-frequency words such as nuevo, and words that begin with h, while also applying new phonics learning. These decodable reading opportunities allow for cumulative practice of both newly introduced and previously taught phonics patterns aligned to the phonics scope and sequence presented in the materials.
4.3d
Lessons include an instructional focus with opportunities for practice in isolation and decodable connected text.
Lessons include an instructional focus with opportunities for practice in isolation and decodable connected text.
2 out of 2 points
Evaluation for 4.3d
Evaluation for 4.3d
Lessons include an instructional focus with opportunities for practice in isolation and decodable connected text.
2 out of 2 points
The materials also include lessons that provide opportunities to practice phonics skills in isolation and in decodable connected text. For example, in Habilidades y Destrezas 9 lesson 2, students receive explicit instruction on the digraphs /ch/, /ll/, and /rr/ and then complete isolated practice in actividades 1.1. Following this instruction, students apply the targeted phonics patterns while reading the decodable text “El maíz,” which includes words such as platillo, tallos, and choclo. This sequence provides opportunities for students to practice the targeted phonics patterns in connected text after receiving explicit instruction and isolated practice.
4.4 Assessment
4.4a
Materials include a variety of assessment tools that are developmentally appropriate.
Materials include a variety of assessment tools that are developmentally appropriate.
2 out of 2 points
Evaluation for 4.4a
Evaluation for 4.4a
Materials include a variety of assessment tools that are developmentally appropriate.
2 out of 2 points
Additionally, the materials also include developmentally appropriate assessments aligned to the phonics skills taught within the unit. For example, in Habilidades y Destrezas 4 Guía del maestro, the “Evaluación de la unidad” includes multiple measures, such as performance evaluations and anecdotal records. The anecdotal records allow educators to document student performance and monitor the application of phonics and spelling skills taught throughout the unit. Together, these assessment measures provide multiple sources of evidence of student learning across both instructional activities and formal assessment tasks.
4.4b
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
2 out of 2 points
Evaluation for 4.4b
Evaluation for 4.4b
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
2 out of 2 points
Additionally, the materials feature progress-monitoring measures aligned to specific phonics skills taught during instruction. For example, in Habilidades y Destrezas 6, the midterm assessment measures students’ ability to identify, read, and segment words containing the consonant clusters /br/, /pr/, and /tr/, as well as apply the spelling patterns involving those consonant clusters. The materials provide recording tools, including the “Registro de observación de segmentación oral,” which educators use to document student performance and track growth over time. These measures provide evidence of student mastery of targeted phonics patterns and help educators identify students who may require additional instruction or practice.
4.4c
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
1 out of 1 points
Evaluation for 4.4c
Evaluation for 4.4c
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
1 out of 1 points
The materials also include assessment opportunities at multiple points within the unit that support ongoing progress monitoring. For example, in Habilidades y Destrezas 6, students participate in reading and writing routines for mid-unit and end-of-unit assessments. In lesson 9, the mid-unit assessment measures students’ ability to read and apply skills related to words containing the consonant clusters /br/, /tr/, and /pr/. In lesson 17, the final unit assessment includes a cumulative review of previously taught skills, including identifying the sounds /f/, /r/, /k/, and /g/, identifying the consonant clusters /fr/, /cr/, and /gr/, segmenting words into syllables, reading and writing words and phrases, distinguishing uppercase and lowercase letters, and participating in choral reading. The materials also feature “Pausa” lessons, which ensure opportunities for educators to review assessment results and provide additional instruction based on student performance.
4.5 Progress Monitoring and Student Support
4.5a
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
1 out of 1 points
Evaluation for 4.5a
Evaluation for 4.5a
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
1 out of 1 points
The materials also include tools that support ongoing documentation and analysis of individual student performance. For example, in Habilidades y Destrezas 5 Guía del maestro’s educator resources, the lesson 9 instructions for tracking skill development provide a table that educators can use to record and monitor individual student performance. Educators are directed to analyze assessment results, identify students who require additional support, and provide targeted instruction based on performance data. This process enables educators to rely on documented progress to make instructional decisions and accelerate student learning.
4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
2 out of 2 points
Evaluation for 4.5b
Evaluation for 4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
2 out of 2 points
The materials also include tools for monitoring and analyzing whole-class performance throughout instruction. For example, in Habilidades y Destrezas 7 Guía del maestro, the “Registro de observación de mezcla de sílabas” allows educators to document and review student performance in blending syllables over time. In lesson 6, students receive explicit instruction on the syllable pattern /bl/ and then learn to apply the skill independently by writing words and identifying words that begin with bl. Educators use the recorded results to identify class-wide patterns, determine areas requiring additional support, and make informed instructional decisions for the class. This ongoing documentation informs analysis of whole-class progress throughout the unit.
4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
2 out of 2 points
Evaluation for 4.5c
Evaluation for 4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
2 out of 2 points
The materials also provide ongoing formative assessment opportunities that generate data for progress monitoring throughout instruction. For example, the Habilidades y Destrezas 6 lesson 4 activity “Verificar la comprensión” requires students to identify the letter that corresponds to a sound produced by the educator and record their responses on individual whiteboards. Similar interactive activities, such as the “Preguntas para comentar,” are embedded throughout the lessons and provide information about student understanding before, during, and after instruction. Educators can use this formative data alongside the recommended monitoring schedules to identify student strengths and needs in order to make instructional adjustments.
4.5d
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
1 out of 1 points
Evaluation for 4.5d
Evaluation for 4.5d
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
1 out of 1 points
The materials also include guidance for using assessment results to provide targeted review and reinforcement of previously taught skills. For example, in Habilidades y Destrezas 5, the “Pausa 1” lesson provides opportunities for educators to review student performance on skills such as reading decodable texts, letter–sound correspondence, identifying initial sounds, blending syllables, blending phonemes, and recognizing rhyming words. Educators use assessment information gathered throughout the unit to identify areas requiring additional instruction and then select appropriate review, reinforcement, or extension activities. These instructional responses address identified skill gaps and help students progress toward mastery of grade-level concepts.
Rubric Section 5
Foundational Skills
Materials include guidance for explicit (direct) and systematic instruction in foundational skills, instructional routines, student practice, and cumulative review.
Total
100% (89 out of 89 points)
Evaluation for 5.A.1a
The materials provide educator guidance for explicit and systematic instruction in print awareness, including regular review of foundational print concepts and their different purposes. For example, Habilidades y Destrezas 3 lesson 2’s “Cuidar los libros” section supports this development by offering direct educator modeling and guided student practice related to the appropriate care and handling of books. Students learn expectations for interacting with printed text, reinforcing the understanding that print carries meaning and serves a specific purpose. Opportunities for review and application help students develop and maintain these foundational skills through consistent instruction and practice.
Furthermore, in Habilidades y Destrezas 8 lesson 1, the “Destrezas de lectura” explicitly guides students to recognize the parts of a book. Educator-created cards labeled portada (front cover), contraportada (back cover), and título (title) are displayed and read aloud. The cards are then placed by student volunteers on the corresponding parts of a book while the book is held by the educator. The placement of each card is reviewed with the class, and corrective feedback is provided as needed to ensure accurate identification of each print feature.The embedded lessons and modeling routines ensure that educators have clear, actionable guidance to systematically introduce, reinforce, and review foundational print concepts across varied instructional contexts.
Evaluation for 5.A.1b
The materials provide frequent opportunities for students to actively apply print awareness knowledge while engaging with a variety of texts in a variety of formats. For example, in Habilidades y Destrezas 7 Guía del maestro lesson 10, before opening a new chapter, the educator guidance prompts students to physically demonstrate the correct way to hold a book. The lesson then instructs the educator to explicitly model and have students practice proper print-tracking behaviors, including moving a finger from left to right across the page, executing a return sweep to the beginning of the next line, and turning pages sequentially.
Additionally, in Habilidades y Destrezas 8 lesson 9, students first apply their tracking skills during a shared reading of Bruno y el bosque within the “Leer con un propósito” activity. Immediately following this shared experience, students transition to an individual, physical format to read the decodable text “Avisos de osos” from their own copy of the Libro de lectura version of Bruno y el bosque and respond to targeted discussion prompts during “Preguntas para comentar.” Together, these recurring opportunities ensure that students consistently practice and maintain foundational book-handling and print-tracking skills in meaningful reading contexts.
Evaluation for 5.B.1a
In Conocimiento 2 Guía del maestro lesson 2, the “Practicar palabras” section provides opportunities for students to participate in discussion and develop oral language and oracy through a variety of methods. The educator is prompted to model and coach students to support communication in academic and social settings. For example, students are prompted to describe a time when they protected someone or were protected by someone else, using the target vocabulary word proteger in their oral responses. Educators provide instruction and corrective support as needed, such as by using the sentence stem Yo protegí a as a guide for students who may need additional support. Therefore, explicit and systematic instructional guidance for developing oral language and oracy is provided through modeling, guided practice, coaching, feedback, and sentence stems.
In Conocimiento 6 Guía del maestro lesson 5, modeling, guided practice, coaching, feedback, and independent practice provide guidance for developing oral language and oracy. After the whole-group read-aloud, educators ask inferential and evaluative questions to assess students’ understanding of the selection. In the “Verificar la comprensión” section, students are directed to work in pairs to discuss the read-aloud, which focuses on their favorite food that they would like to feast on. They are instructed to describe the food’s color, taste, and smell in as much detail as possible before switching roles. Students are then prompted to explain their reasoning when responses are shared out. As a result, structured opportunities are provided for students to engage in oral language development through multiple interaction formats, demonstrating alignment to the indicator.
Evaluation for 5.B.1b
The materials include opportunities for students to engage in social and academic communication for different purposes. For example, in Conocimiento 1 Guía del maestro, the instructions for lesson 1 direct educators to have students recall details from a previously heard read-aloud engaging in academic communication. Students make text-to-self connections by generating and answering questions about the nursery rhyme with a partner and discussing personal experiences related to kindness. These opportunities support the development of effective communication skills across a variety of social and academic contexts.
Furthermore, in Conocimiento 3’s lesson 7, “El cuento de Ratón Saltarín, parte I,” the guidance prompts students to compare and contrast characters in this story with those in previously read stories, such as “Los tres cabritos Gruff” and “Los músicos de Bremen.” Students practice academic communication as they analyze and synthesize information across texts. At the same time, they develop social communication skills by listening to peers, building on others’ ideas, and sharing their thinking with the whole class. Together, these interactive routines ensure that students regularly practice adapting their communication skills for collaborative partner tasks, analytical text discussions, and whole-group presentations.
Evaluation for 5.B.1c
The materials provide structured, authentic opportunities in Spanish for students to engage in collaborative discourse, practice active listening, and exchange ideas using scaffolded questioning. For example, Conocimiento 6’s lesson 7 includes comprehension questions that promote active listening and discussion. Following a read-aloud, students are prompted to respond to inferential, evaluative, and literal comprehension questions. For example, the educator is directed to ask, “¿Por qué Genaro, el geólogo, tiene tantas rocas?” and “¿Cómo podemos adivinar cómo eran los dinosaurios?” Students are then instructed to compare and contrast minerals discussed in the text by identifying similarities and differences and sharing their ideas through a Think-Pair-Share activity.
In Conocimiento 9 lesson 5, the materials engage students in daily comprehension questions following a read-aloud to encourage questioning, discussion, and the exchange of ideas. In the “Preguntas para comprensión” section, the instructions direct educators to pose a range of questions from literal to evaluative to support text understanding and discussion. For an evaluative question, the educator asks, “¿Para qué se usaba un patrón de vestido?” Students are then prompted to respond through a Think-Pair-Share activity, where they work together in pairs to actively address one another’s questions. These daily, authentic interactions support student comprehension, collaboration, and communication skills.
Evaluation for 5.C.1a
The materials include a systematic sequence that is authentic to Spanish for introducing letter names and their corresponding sounds as demonstrated in the Guía del maestro. For example, in Habilidades y Destrezas 2 lesson 4 “Presentar /e/ > e, E,” students are introduced to the letter name and its corresponding sound together. The lesson directs the educator to display the letter card for e and have students identify the name of the letter. The educator is then guided to explain that the letter represents the sound /e/. Students then produce the corresponding sound repeatedly while connecting it to print. After the letter–sound relationship is introduced, it is systematically applied in reading Spanish syllables and words, such as enfermera and estrella. By introducing one new letter–sound correspondence at a time and providing immediate opportunities to identify the letter, produce its corresponding sound, and apply the relationship in syllables and connected words, the materials demonstrate a systematic sequence that is authentic to Spanish for introducing letter names together with their corresponding sounds.
In Habilidades y Destrezas 3, letter–sound correspondences are introduced one at a time in a planned progression, beginning with /y/ > y, Y in lesson 1, followed by /ch/ > ch, Ch in lesson 5, /m/ > m, M in lesson 9, /t/ > t, T in lesson 13, and /f/ > f, F in lesson 17. In each lesson, the uppercase and lowercase forms of the target letter are introduced, the letter name is identified, the corresponding sound is produced, and the letter–sound relationship is applied in reading and writing activities. The result is a systematic introduction of letters and sounds that reflects an authentic Spanish literacy sequence and supports the gradual acquisition of the alphabetic system. The lessons ensure that students build a strong foundational understanding of the alphabetic principle by linking letter names, forms, and phonetic sounds in a clear and logically organized framework.
Evaluation for 5.C.1b
The materials provide explicit educator guidance in Spanish to develop student automaticity when identifying the 27 letters of the Spanish alphabet in both uppercase and lowercase forms alongside their corresponding sounds, as outlined in Habilidades y Destrezas’s “Mapa curricular.” This resource provides a clear, step-by-step sequence for introducing letter names and their corresponding sounds, with instructional explanations that support educator implementation of each step. For example, the curriculum map outlines how letters are introduced and practiced in a systematic progression to support recognition of both uppercase and lowercase forms along with their corresponding sounds in Spanish.
Furthermore, in Habilidades y Destrezas 3 Guía del maestro, lesson 9 directs the educator to introduce the correspondence /m/ > m, M by displaying the letter card, identifying the letter name, and explaining that the letter represents the sound /m/. Students are guided to identify the uppercase and lowercase forms of the letter, produce the corresponding sound when presented with the letter, and apply the correspondence while reading and writing words containing m. Repeated opportunities to identify the letter, produce its corresponding sound, and apply the correspondence in decoding and encoding activities are provided throughout the lesson.
Evaluation for 5.C.1c
Through detailed, Spanish-language instructional scripts, the materials provide educators with explicit guidance to systematically model and narrate uppercase and lowercase letter formation. For example, in Habilidades y Destrezas 2 Guía del maestro lesson 8 “Repaso de vocales,” the educator is directed to demonstrate how to write each uppercase vowel and to narrate each stroke aloud before students begin writing. For uppercase E, the materials instruct the educator to show students the capital E and follow a sequence while describing it out loud, “Empiezo en la línea de arriba. Dibujo una línea larga hacia abajo. Dibujo una línea horizontal. Dibujo una línea horizontal. Dibujo una línea horizontal. Digo /e/.” The lesson also directs the educator to model and ask students to say the steps aloud while they complete each letter.
Additionally, in Habilidades y Destrezas 4 Guía del maestro, lesson 2 “Rutinas académicas” provides step-by-step modeling of letter formation, with each action verbalized by the educator, beginning with lowercase b followed by uppercase B. Students are guided to identify letter forms, produce corresponding sounds, and engage in repeated guided practice for letter recognition, sound production, and formation. Through explicit modeling, guided practice, and repeated opportunities for letter identification and production across routines, educators support the development of automaticity in identifying uppercase and lowercase letters and their corresponding sounds.
Evaluation for 5.C.1d
Through a combination of kinesthetic exercises, visual tools, and rhythmic text, the materials provide multiple opportunities in Spanish for students to practice and reinforce their alphabet knowledge both in isolation and within meaningful print. For example, in Habilidades y Destrezas 2 Guía del maestro’s “Introduction” section, educators are guided to use mirror activities when introducing letter sounds. Specific mirror activities and initial sound recognition exercises include visual and kinesthetic strategies, which are used to support students in observing mouth movements while producing sounds.
Furthermore, in Habilidades y Destrezas 4 lesson 1, under “Palabras que riman,” students repeat a poem after the educator: “Si te cuento un cuento, / y te digo lo que siento, / cuéntamelo como el viento. / Como te cuento el viento, / cuéntame un cuento.” This activity provides structured opportunities for students to practice language patterns through oral repetition and memory strategies. The poem’s repetition and consistent instructional routines gives students multiple opportunities to hear, say, and internalize language patterns, which supports memory development and cumulative learning of alphabet-related skills.
Evaluation for 5.C.2a
The materials introduce letter–sound relationships through an instructional progression designed to build decoding and encoding skills in Spanish. For example, in Habilidades y Destrezas 4 lesson 4, students learn to form words with the initial sound /y/ through a structured sequence of phonological awareness, syllable blending, and writing activities. During the “Mezclar fonemas” routine, the educator is directed to say the /y/ sound while tapping the shoulder. They then guide students through blending syllables before moving to a writing skills activity. This lesson provides explicit, educator-led instruction and a systematic progression from sound recognition to syllable blending and written application, supporting the development of both decoding and encoding skills in the target language.
Furthermore, in Habilidades y Destrezas 5 lesson 1 focuses on “h muda y la palabra común nuevo.” Students observe and discuss the words helado and hormiga. The lesson then directs two students to come to the board to attempt to write the words based on their current understanding. Educators are instructed to allow students to spell the words before introducing the silent h, after which the educator adds the missing letter and explains that it is not pronounced. Students move from oral language to print representation and then refine their spelling based on explicit instruction. This sequence demonstrates an explicit connection between phonological awareness and encoding, as students initially attempt to write spoken words and subsequently revise their understanding of spelling conventions after learning the unique letter–sound relationship of the silent h.
Evaluation for 5.C.2b
Through structured planning tools and targeted intervention frameworks, the materials provide educators with explicit guidance in Spanish to connect phonemes to letters while delivering responsive feedback for common student misconceptions. For example, the Habilidades y Destrezas planning documents include the “Herramienta para planear la ayuda correctiva a los estudiantes” resource. The tool provides educators with explicit guidance for delivering corrective feedback when students struggle with phonological awareness or phonics skills. The resource directly supports targeted instruction in Spanish by guiding educators in addressing student errors with both isolated phonemes and within complete words, reinforcing proper phoneme-grapheme mappings and correcting specific misunderstandings.
Furthermore, the Habilidades y Destrezas 2 lesson 1 “Apoyo a la enseñanza” section features a finger-tapping routine where educators direct students to identify each phoneme and then blend the sounds to form a word. For example, the word oso is sounded out using three fingers to represent each distinct phoneme (/o/, /s/, and /o/) before the sounds are blended to produce the word as a whole. Through this structured routine, explicit phoneme segmentation, and guided blending practice, a clear connection is established between oral sounds and print, providing a systematic framework for phonemic awareness and early decoding skills in Spanish.
Evaluation for 5.C.2c
Through a variety of student readers, practice pages, and cumulative review structures, the materials provide multiple opportunities in Spanish for students to practice and reinforce letter–sound correspondences when decoding single-syllable and multisyllabic words both in isolation and within authentic connected text. For example, in Habilidades y Destrezas 4 lesson 17 includes cumulative review activities in which students read decodable phrases, write multisyllabic words from the reading text, distinguish words with common spelling patterns and diphthongs, and blend, segment, and decode syllables and words with previously taught patterns. Students also reread the decodable text “Mi amiga la oruga” and apply decoding skills during connected text reading for comprehension.
Additionally, in Habilidades y Destrezas 8 lesson 4, the curriculum reinforces previously taught letter–sound relationships through varied practice activities and authentic Spanish decodable text. During the “Destrezas Fundamentales” block, students practice decoding words with the letter l through the “A calentar motores” activity and the Libro de lectura text Bruno y el bosque. Therefore, students apply letter–sound correspondences while decoding one-syllable and multisyllable words in isolation and then reinforce the same patterns while reading connected decodable text in the student reader.
Evaluation for 5.D.1a
The materials establish an authentic Spanish instructional sequence for phonological awareness that systematically moves from larger, simpler units of sound to smaller, more complex phonemic manipulations in alignment with the grade-level Spanish TEKS. For example, in each Habilidades y Destrezas Guía del maestro, the “Mapa de destrezas” provides a clear progression of phonological awareness skills. Instruction begins with oral phonological awareness activities in unit 1, continues with blending and segmenting syllables throughout units 2–7, and expands to more advanced phonological awareness instruction involving more complex syllable patterns and syllable manipulation. The TEKS correlation section demonstrates this progression. Students are introduced to blending syllables to form multisyllabic words (K.2.A.v) and segment them into syllables (K.2.A.vi) before instruction advances to identifying initial and final sounds (K.2.A.vii) and manipulating syllables within words (K.2.A.ix). For example, oral blending tasks (e.g., /ma/-/no/ → mano) and oral segmentation tasks (e.g., /ca/-/sa/ → ca / sa) are introduced before students are expected to create new words by adding, deleting, or substituting syllables.
The Habilidades y Destrezas Guía del maestro unit 2 “Alcance y secuencia” instructions include a systematic and authentic Spanish sequence for introducing phonological awareness activities in accordance with the grade-level Spanish TEKS. The unit begins with identifying and segmenting words within spoken sentences in lessons 5–9, followed by syllable blending in lessons 10–12. By lessons 13–17, instruction advances to blending individual phonemes to form syllables and words. Later in the unit, students recognize initial sounds and progress to more complex phonemic awareness skills in lessons 10–18, including blending phonemes, manipulating phonemes, and adding, deleting, or substituting syllables to create new words.
Evaluation for 5.D.1b
This guidance is not applicable to the program because it is a duplicate guidance of 5.D.2a.
Evaluation for 5.D.1c
The materials embed further systemic support for addressing student errors chronologically through Habilidades y Destrezas’s planning documents. The “Sugerencias de ayuda correctiva para conciencia fonológica/fonémica” section features a remedial support planning tool that equips educators with diagnostic feedback prompts that explicitly address student difficulties with phonemic segmentation and rhyming. When students struggle with rhyming and syllable manipulation, the tool provides specific linguistic scripting to clarify the concept. The materials direct educators to say, “Vamos a buscar palabras que rimen, es decir, que tengan un sonido similar.” Instructional prompts such as these support educators in delivering consistent, explanatory corrective feedback to reinforce foundational phonological awareness skills in Spanish.
The Habilidades y Destrezas 5 “Pausa 1” lesson provides explicit educator-directed instruction and oral modeling authentic to Spanish phonology to address student misconceptions regarding syllable structures. During the targeted intervention routine, educators utilize direct instructional framing to reinforce syllable awareness before prompting student application. For example, they are asked to remind students that syllables are the beats within a voice that separate a word. The lesson script directs the educator to orally model the syllable blending process (e.g., /Chi/-/na/ → China) using physical hand motions and repeated oral production before eliciting student participation. To correct the common misconception that word structures are rigid or unchangeable, the guidance provides explicit explanatory feedback demonstrating how changes in oral language occur: “se pueden formar nuevas palabras agregando, quitando o cambiando sílabas.” Educators model this using the authentic Spanish word pairs such as /ma/-/no/ → mano and /her/-/ma/-/no/ → hermano, while utilizing guided corrective support across additional examples, including /cin/-/co/ → cinco, /ce/-/re/-/za/ → cereza, /he/-/la/-/do/ → helado, and /mo/-/chi/-/la/ → mochila.
Evaluation for 5.D.1d
The materials provide a variety of memory-building activities that reinforce Spanish phonological awareness skills through multisensory instructional approaches. For example, in Habilidades y Destrezas Guía 2 del maestro, educators are provided with activities such as “¡Sonidos misteriosos!” in which students identify sounds using audio cues. “Veo, veo” reinforces recognition of initial sounds through an oral game and “¿Dónde está mi par?” uses color-coding strategies to help students match and remember initial sounds. These varied activities provide multiple opportunities to strengthen phonological awareness through auditory, visual, and interactive experiences.
Habilidades y Destrezas 7 includes a variety of activities and resources in Spanish, including memory-building strategies, to develop, practice, and reinforce phonological awareness skills through cumulative review. The “A calentar motores” and “Sonidos aislados” routines provide repeated review to strengthen phonological memory and reinforce previously taught sound–symbol correspondences, while digital components and the alphabet songs reviewed in lesson 7 support recall of letter names and sounds. The unit introduces the consonant clusters /dr/, /bl/, /pl/, /fl/, /cl/, and /gl/ through a two-phase sequence that begins with oral activities emphasizing auditory discrimination, syllable blending, segmentation, tongue twisters, and alliteration before connecting sounds to print. Students revisit these skills through dictation activities in lessons 2, 7, 11, and 16, “Pausa 1,” “Pausa 2,” and the decodable reader “Para llegar al mar,” providing cumulative practice in connected text.
Evaluation for 5.D.2a
In Habilidades y Destrezas 2 lesson 12, “Mezclar fonemas y sílabas,” instruction begins with phoneme identification and blending before advancing to more complex skills involving syllable formation and manipulation activities. The educator explicitly explains that syllables are two or more sounds pronounced together in a single breath and demonstrates how the phoneme /m/ combines with vowels to form the syllables ma, me, mi, mo, and mu. Students then apply this understanding through blending syllables using the “Mezclar fonemas” routine with physical movements. This sequence supports the development of increasingly sophisticated phonemic awareness skills that prepare students for decoding and encoding.
Habilidades y Destrezas Guía del maestro lesson 1 begins with a developmental sequence in which students first learn to segment multisyllabic words into syllables and identify initial and final sounds in words. In lesson 2 students learn to blend syllables to form multisyllabic words. Later, in lesson 8, they learn to blend spoken phonemes to form syllables and, eventually, in lesson 11, students learn to manipulate syllables in multisyllabic words. The sequence continues with opportunities to change, add, delete, and substitute syllables to form new words in lessons 15 and 17. This progression moves from foundational phonological awareness skills to increasingly complex phoneme and syllable manipulation, reflecting an authentic Spanish literacy sequence.
Evaluation for 5.D.2b
The materials embed support for addressing student errors chronologically through Habilidades y Destrezas’s planning documents. The “Sugerencias de ayuda correctiva para conciencia fonológica/fonémica” section includes a remedial support planning tool that equips educators with diagnostic feedback prompts that explicitly address student difficulties with phonemic segmentation and rhyming. When students struggle to isolate sound segments, the guidance directs the educator to scaffold the task orally by prompting them to ask, “Escuchemos las sílabas de la palabra. ¿Puedes dividir esta palabra en sílabas?” Instructional prompts of this sort support educators in delivering consistent, explanatory corrective feedback to reinforce foundational phonological awareness skills in Spanish.
In Habilidades y Destrezas 2 Guía del maestro, lesson 1 provides explicit instruction for teaching phonemic awareness in the “Presentar /o/” section. In an approach that is authentic to Spanish, the materials rely on explanatory feedback that addresses common student errors and misconceptions. When students have difficulty identifying the initial sound of a word, educators segment the word (/o/, /s/, and /o/) and then blend it (oso), emphasizing the target phoneme /o/. This corrective feedback reinforces accurate phoneme identification and supports the development of phonemic awareness skills.
Evaluation for 5.D.2c
The materials provide explicit educator guidance and structured lesson sequences in Spanish designed to connect phonemic awareness directly to the alphabetic principle, ensuring a smooth transition from oral language routines to basic decoding and encoding. For example, in the Habilidades y Destrezas 2 lesson 1 instructions support students in transitioning from oral language activities to basic decoding and encoding by linking spoken sounds to corresponding letters. During the “A calentar motores” mirror activity, the educator uses uppercase and lowercase letter cards for o to demonstrate the spelling of the sound /o/. Students use a mirror to observe mouth shape while producing the sound, directly connecting the spoken phoneme to its visual letter representation.
Furthermore, in Habilidades y Destrezas 4, lesson 6, “Vistazo de la lección,” the lesson sequence begins with an introduction to /k/ sounds. Students are asked to recognize the /k/ sound in words like que and qui and the lesson is followed by activities such as “Sonidos aislados” and “¿Dónde están /ke/ y /ki/?” Students first identify and recognize the /k/ sound in spoken words and then focus on specific sound–spelling correspondences que and qui. Throughout the lesson, explicit educator guidance supports this progression from phonemic awareness to phonics, helping students connect the /k/ sound to its written representations and supporting the development of decoding and encoding skills.
Evaluation for 5.D.2d
The Habilidades y Destrezas 2 lesson 1’s “Apoyo adicional” section provides a variety of activities and resources in Spanish to develop, practice, and reinforce phonological awareness skills through cumulative review. Multiple memory-building strategies and multisensory activities promote continued skill development. For example, the “Veo, veo” activity provides additional practice with the /o/ sound as students describe and identify pictures based on phonemic cues. Students complete additional activities tracing the letter Oo to reinforce letter formation while strengthening the connection between the target sound and its corresponding letter. These activities provide repeated opportunities to practice and retain previously taught phonological awareness skills.
Additionally, in Habilidades y Destrezas 7 lesson 1, “Repasar palabras con n y ñ,” students continue cumulative phonemic awareness practice during the warm up “Segmentar sílabas” activity. Students listen to spoken words and segment them into syllables using finger movements.They repeat the routine with words such as brazo, potra, primero, negro, secreto, and fresa, clapping once for each syllable before identifying the total number of syllables. During “Verificar la comprensión,” students generate familiar two- and three-syllable words and segment them independently, reinforcing previously taught phonological routines through repeated application.
Evaluation for 5.E.1a
One of the Habilidades y Destrezas planning documents, “Un Vistazo del Año Escolar,” outlines a systematic sequence for introducing Spanish sound–spelling patterns and syllable combinations to decode single and multisyllabic words. These skills follow a planned progression that builds sequentially upon previously learned patterns. The program begins by reviewing the most common spellings for foundational sounds taught in grade K, including the five vowels, basic consonant sounds, consonant blends such as /fl/, /br/, and /pl/, and the digraphs /rr/, /ch/, and /ll/. Following this initial foundational review, the sequence introduces alternative spellings for sounds that can be represented in more than one way. The instructional program design transitions intentionally from simpler to increasingly complex spelling patterns as students develop reading and writing confidence and fluency. Furthermore, the week-by-week program overview establishes how these decoding and encoding skills are systematically sequenced throughout the entire school year to ensure complete alignment with the grade-level Spanish TEKS.
The Habilidades y Destrezas 1 “Mapa de destrezas” reinforces this systematic sequence by mapping out an explicit progression that advances from simpler oral phonological skills to complex decoding tasks. Instruction in unit 1 is initially focused on activities that prioritize the development of strong phonological awareness through oral language tasks before print is formally introduced. The sequence then advances through units 2–7, where educators explicitly connect sounds to print. During this phase, students engage in oral blending and segmenting of syllables, receive direct instruction in exact letter–sound correspondences, and learn the Spanish digraphs /rr/, /ll/, and /ch/. Students immediately apply these sound–spelling relationships to decode words while continuing their oral syllable work. The systematic progression culminates in units 8–9, where the materials review and apply previously taught letter–sound correspondences to more complex syllable structures. During these final units, students decode words with increasingly complex syllabic patterns, including two-three syllable words with sílabas trabadas in initial or intermediate positions. This structural layout guides decoding skills from simple CV patterns like ma, to CVC words like sol, CVCV combinations like mimo, CCVCV structures like plato, and ultimately to multisyllabic words containing sílabas trabadas.
Evaluation for 5.E.1b
The Habilidades y Destrezas 2 Guía del maestro provides explicit educator guidance in Spanish to deliver direct instruction for grade-level sound–spelling patterns. For example, lesson 10’s “Presentar el sonido /m/” section outlines a structured instructional sequence to connect sounds directly with letters and syllables. Educators first review previously learned vowel sounds and explicitly associate each vowel with its printed letter using large letter cards. Following oral practice of the isolated vowel sounds, educators introduce the consonant m and model its combination with vowels to form syllables. The educator explicitly constructs and practices the syllables /ma/, /me/, /mi/, /mo/, and /mu/ following the traditional Spanish syllabic method. The lesson provides explicit educator modeling and guided practice scripts to support reading and word construction using targeted examples such as mi, mamá, me, and ama. This direct guidance ensures that students systematically identify vowel sounds and the /m/ sound, associate them with their respective graphemes, and apply that knowledge to decode and form complete words
The materials maintain this explicit instructional support in Habilidades y Destrezas 7 Guía del maestro providing systematic educator guidance to teach consonant cluster patterns through direct modeling and guided practice. Within this unit, the Guía del maestro structures the introduction of consonant clusters across two distinct lessons, prioritizing oral activities first to build solid sound recognition. In the subsequent lesson, the manual provides explicit reading and writing activities to support the functional application of these orthographic patterns. The educator guidance systematically details steps for letter formation, syllable writing, word and phrase construction, and sentence completion. Throughout this entire sequence, the instructor utilizes direct modeling and guided practice to reinforce exact sound–spelling relationships, ensuring students accurately understand and apply complex Spanish orthographic patterns.
Evaluation for 5.E.1c
The Habilidades y Destrezas 2 provides a variety of activities and resources authentic to Spanish for students to develop, practice, and reinforce grade-level sound–spelling patterns through systematic, cumulative review. For example, “Pausa 1” implements structured syllable-blending routines and multisensory exercises to revisit and reinforce previously taught patterns. Educators execute the “Mezcla y aplaude” routine, where students blend two-syllable words such as cama, mapa, and casa using fist-opening hand movements followed by a final clap. The curriculum also integrates gamified review activities, including “La bolsa misteriosa,” where students blend segmented object names like lu-pa and ta-za, and “¿Qué animal es?” where they blend animal names such as lo-bo, pa-to, and va-ca through guided practice. These repetitive, multisensory activities ensure that previously introduced sound–spelling patterns are continuously reinforced to build decoding automaticity.
Habilidades y Destrezas 6’s lesson 6 continues this cumulative practice later in the school year with supporting systematic instruction and reinforcement of the sounds /ke/ and /ki/ written as que and qui. The lessons begin with the introduction of the /k/ sound using authentic images of queso and quesadilla, while context is provided through modeled sentence reading. The educator reads aloud the sentences “El queso es blanco” and “La quesadilla sabe deliciosa” to reinforce meaning and sound recognition. The letters are then presented and pronunciation is modeled through the stretching and blending of syllables. Students repeat this process using words such as mosquito, mantequilla, and parque. The educator explicitly explains the orthographic rule that the letter q is always followed by u, and that qu is followed by e or i, with the u remaining silent. Students then practice spelling and sound recognition through modeled examples of que and qui. The “Apoyo adicional” section provides targeted reinforcement activities, including “Los sonidos que, qui,” where students use “Tarjetas de imágenes” or digital resources to create original sentences, and “Escribo la palabra que falta,” where they complete missing words within sentences to ensure repeated exposure and long-term mastery.
Evaluation for 5.E.1d
To build comprehensive decoding skills, the materials weave together activities and resources in Spanish that reinforce taught syllable correlations through structured practices in isolation alongside applications in authentic connected text. For example, in Habilidades y Destrezas 5 lesson 6, structured routines teach sound–spelling relationships through modeling and guided practice. The lesson begins with a poem to reinforce sound–letter correspondence using grapheme cards and explicit educator statements identifying each sound. The educator implements the “Cadena de palabras” routine using syllable cards such as /bri/ and /lla/, incorporating word manipulation activities for brilla/brisa/brasa and bravo/brazo. Next, educators focus on isolated sounds, such as /t/ and /r/, using the game “Adivina, adivinador” to apply syllable formation with /tra/, /tre/, /tri/, /tro/, and /tru/, along with “Tarjetas de imágenes” and digital clues. Systematic modeling, guided practice, and interactive activities support accurate application of sound–spelling patterns.
The reading skills sections support students in decoding words with taught syllable correlations within authentic Spanish connected text. In Habilidades y Destrezas 9, lesson 1 uses the informational chapter “Este es el maíz” from the Libro grande text “El maíz nos une” to review the digraphs /ch/, /ll/, /y/, and /rr/. The educator first reads the chapter aloud to students and then uses echo reading and partner reading to provide guided practice. Students follow the text with their finger and identify words containing /ch/, /ll/, and /rr/. After reading, students revisit and analyze target words to determine the syllable in which the sounds appear. This process ensures students actively apply previously taught syllable and digraph patterns within authentic connected Spanish text.
Evaluation for 5.E.2a
This guidance is not applicable to kindergarten, grade 1, and grade 2 because it only applies to grade 3.
Evaluation for 5.E.2b
This guidance is not applicable to kindergarten, grade 1, and grade 2 because it only applies to grade 3.
Evaluation for 5.E.2c
This guidance is not applicable to kindergarten, grade 1, and grade 2 because it only applies to grade 3.
Evaluation for 5.E.2d
This guidance is not applicable to kindergarten, grade 1, and grade 2 because it only applies to grade 3.
Evaluation for 5.E.3a
This guidance is applicable to grades K–1 because it only applies to grades 2–3.
Evaluation for 5.E.3b
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.E.3c
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.E.3d
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.F.1a
To build comprehensive vocabulary acquisition skills, the materials include explicit educator guidance, contextual analysis routines, and integrated illustrations in Spanish to support students in determining the meaning of unfamiliar words. Conocimiento 2 lesson 1 features structured vocabulary instruction that pairs visual aids with context clues. The educator implements the “Practicar palabras” section using a context-rich read-aloud poem “Mis sentidos son asombrosos,” which is supported by a visual from the “Rotafolio de imágenes.” The instructional design uses visual representations of the five senses to ground explicit vocabulary instruction and meaning-making. The educator guidance systematically details steps to provide precise definitions, real-world examples, and structured discussions of target terms. Students then apply this knowledge to construct complete sentences using the new vocabulary words. This dual emphasis on context and imagery provides the explicit educator guidance and structured routines necessary to support independent vocabulary development and reading comprehension in alignment with the grade-level Spanish language arts TEKS.
The materials maintain this vocabulary support through reading activities like “Tata Rigo y Rosa,” which support students in determining the meaning of unfamiliar Spanish words. In the Habilidades y Destrezas 6 lesson 1 review of “/rr/ › rr y /r/ › r” the educator provides background contextual information about Xochimilco, canales, and trajineras prior to reading. The educator displays illustrations from the Libro grande while students listen to and discuss the chapter. They then use guided prompts to direct students to answer questions connected to both the text and illustrations, requiring them to identify the setting, character actions, and environmental objects. This process leverages visual information to support the comprehension of unfamiliar words and concepts rather than relying on isolated definitions. The educator elicits specific responses, such as identifying that the chapter takes place in the canals of Xochimilco and that Tata Rigo and Renato sit in the boat Rosa decorated with roses and ribbons. Ultimately, the lesson combines illustrations with oral and written context so that students can determine the meaning of unfamiliar vocabulary and setting-related language.
Evaluation for 5.F.1b
The materials include explicit educator guidance, structured instructional routines, and a variety of resources in Spanish to support students in understanding the purpose and use of both print and digital reference tools as demonstrated by the Guía del maestro. In Conocimiento 2’s introduction, systematic educator instructions span across eight lessons to support the use of both tactile and technological instructional tools. A cross-lesson framework details exactly when and how to implement print resources such as the “Rotafolio de imágenes,” “Tarjetas de imágenes,” and the “Libro de actividades,” alongside digital assets including “Componentes digitales” and the digital components website itself. These resources integrate directly into the lessons to support vocabulary development and language comprehension in Spanish. The instructional guidance ensures consistent use of reference tools throughout the unit, providing structured support to guide students in using multiple resources to access and verify word meanings and pronunciations.
The materials maintain this systematic reference support in Conocimiento 12 Guía del maestro, lesson 9, “El arte y el mundo que nos rodea: Las pinturas de Tomás Sánchez,” providing clear guidance for using resources such as the “Cuaderno de actividades,” “Tarjetas de imágenes,” and “Componentes digitales” to anchor instruction. The educator uses the “Tarjetas de imágenes” when reading aloud to support direct comprehension and vocabulary development. In the “Aplicación” section, the educator is directed to help students use images to strengthen retelling and deepen text understanding. Additionally, the “Modelo de investigación” section utilizes a graphic organizer from “Cuaderno de actividades 4.1” to map out the four distinct steps of the research process. This structured framework guides students in using multiple reference tools effectively, ensuring they develop the skills necessary to independently use print and digital resources to locate information, verify meaning, and strengthen overall comprehension.
Evaluation for 5.F.1c
This guidance is not applicable to kindergarten and grade 1 because it only applies to grades 2–3.
Evaluation for 5.G.1a
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.G.1b
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.G.1c
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.G.1d
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.H.1a
The Habilidades y Destrezas 3 Guía del maestro lesson 3 provides explicit educator-directed instruction in Spanish for teaching handwriting skills connected to current phonics learning, specifically related to introducing “/l/ > l, L.” The educator is directed to trace a large lowercase l while describing each handwriting stroke aloud using the script, “Empiezo en la línea de arriba. 1. Dibujo una línea larga hacia abajo. 2. Digo /l/.” A similar demonstration is also provided for the uppercase L. The educator then displays an enlarged handwriting page or digital component, repeats the modeling routine, guides students as they verbalize each stroke, and provides guided practice before independent practice. Students are reminded to begin at the designated starting point and the educator monitors handwriting performance and provides feedback throughout the lesson. Before the handwriting activity, students learn the sound–letter correspondence /l/ > l, L through letter cards, board modeling, and word-building activities using lata, lobo, Luisa, Lorenzo, luna, and Lulú. By connecting explicit handwriting instruction to the phonics skill taught in the lesson, the materials support correct letter formation while reinforcing sound–symbol correspondence and early literacy skills.
Similarly, Habilidades y Destrezas 5 lesson 4 continues this explicit sequence by presenting new sounds orally before students are taught cómo dibujar el sonido as part of learning the alphabetic code. Opportunities to trace newly introduced graphemes and progressively write syllables and words are provided through the activity pages as students’ knowledge develops. The unit calendar reinforces this instructional sequence by scheduling handwriting instruction whenever new graphemes are introduced, including h, H, ch, Ch, z, Z, ce, ci, g, G, y, Y, w, W, k, K, and x, X. For example, in lesson 4, the educator provides explicit, scripted instruction for forming the digraph ch, Ch by modeling each handwriting stroke before guiding students through tracing and independent practice. Students gradually apply correct letter formation as they use newly introduced sound–spelling correspondences in increasingly complex writing tasks. This systematic sequence integrates explicit Spanish handwriting instruction with current phonics instruction, providing repeated opportunities for students to develop letter-formation skills while applying newly learned graphemes in syllables and words.
Evaluation for 5.H.1b
Habilidades y Destrezas 2 lesson 6 provides frequent opportunities, resources, and activities in Spanish for students to authentically practice and develop grade-level handwriting skills. During the writing skills section “Practicar el trazo de o, O, a, A, i, I,” students use “Página de actividades 6.1” to trace and independently write the target letters after guided tracing procedures are reviewed. The educator monitors handwriting behaviors and provides corrective feedback on posture and pencil grip while students practice correct letter formation. These guided and independent workbook activities provide repeated opportunities to practice previously taught letters during daily literacy instruction, supporting the development of legible handwriting and correct letter formation through authentic writing tasks.
Later in the year, Habilidades y Destrezas 3 lesson 5 continues to provide frequent opportunities, resources, and activities for students to practice and develop handwriting skills. Students use “Página de actividades 5.1” to learn “/d/ › d, D” as they trace and independently write the lowercase and uppercase d, supporting correct letter formation and handwriting fluency. Additional practice is provided through “Página de actividades 5.2,” where students apply handwriting skills to literacy activities connected to the newly introduced letter. To extend handwriting practice beyond the classroom, additional activities are assigned for continued tracing and writing with family support. These recurring workbook pages and take-home activities provide multiple opportunities for students to trace, write, and apply the target letter across authentic literacy contexts, reinforcing letter formation, legibility, and handwriting development throughout the instructional sequence.
5.A.1 Print Awareness (K-1)
5.A.1a
Materials include teacher guidance to provide explicit (direct) and systematic instruction in print awareness and for regular review of print concepts, including how print has different purposes (K-1). (T)
Materials include teacher guidance to provide explicit (direct) and systematic instruction in print awareness and for regular review of print concepts, including how print has different purposes (K-1). (T)
4 out of 4 points
Evaluation for 5.A.1a
Evaluation for 5.A.1a
Materials include teacher guidance to provide explicit (direct) and systematic instruction in print awareness and for regular review of print concepts, including how print has different purposes (K-1). (T)
4 out of 4 points
Furthermore, in Habilidades y Destrezas 8 lesson 1, the “Destrezas de lectura” explicitly guides students to recognize the parts of a book. Educator-created cards labeled portada (front cover), contraportada (back cover), and título (title) are displayed and read aloud. The cards are then placed by student volunteers on the corresponding parts of a book while the book is held by the educator. The placement of each card is reviewed with the class, and corrective feedback is provided as needed to ensure accurate identification of each print feature.The embedded lessons and modeling routines ensure that educators have clear, actionable guidance to systematically introduce, reinforce, and review foundational print concepts across varied instructional contexts.
5.A.1b
Materials include frequent opportunities for students to apply print awareness knowledge while engaging with a variety of texts in a variety of formats. (K-1). (S)
Materials include frequent opportunities for students to apply print awareness knowledge while engaging with a variety of texts in a variety of formats. (K-1). (S)
2 out of 2 points
Evaluation for 5.A.1b
Evaluation for 5.A.1b
Materials include frequent opportunities for students to apply print awareness knowledge while engaging with a variety of texts in a variety of formats. (K-1). (S)
2 out of 2 points
Additionally, in Habilidades y Destrezas 8 lesson 9, students first apply their tracking skills during a shared reading of Bruno y el bosque within the “Leer con un propósito” activity. Immediately following this shared experience, students transition to an individual, physical format to read the decodable text “Avisos de osos” from their own copy of the Libro de lectura version of Bruno y el bosque and respond to targeted discussion prompts during “Preguntas para comentar.” Together, these recurring opportunities ensure that students consistently practice and maintain foundational book-handling and print-tracking skills in meaningful reading contexts.
5.B.1 Oral Language Development
5.B.1a
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
8 out of 8 points
Evaluation for 5.B.1a
Evaluation for 5.B.1a
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
8 out of 8 points
In Conocimiento 6 Guía del maestro lesson 5, modeling, guided practice, coaching, feedback, and independent practice provide guidance for developing oral language and oracy. After the whole-group read-aloud, educators ask inferential and evaluative questions to assess students’ understanding of the selection. In the “Verificar la comprensión” section, students are directed to work in pairs to discuss the read-aloud, which focuses on their favorite food that they would like to feast on. They are instructed to describe the food’s color, taste, and smell in as much detail as possible before switching roles. Students are then prompted to explain their reasoning when responses are shared out. As a result, structured opportunities are provided for students to engage in oral language development through multiple interaction formats, demonstrating alignment to the indicator.
5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
4 out of 4 points
Evaluation for 5.B.1b
Evaluation for 5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
4 out of 4 points
Furthermore, in Conocimiento 3’s lesson 7, “El cuento de Ratón Saltarín, parte I,” the guidance prompts students to compare and contrast characters in this story with those in previously read stories, such as “Los tres cabritos Gruff” and “Los músicos de Bremen.” Students practice academic communication as they analyze and synthesize information across texts. At the same time, they develop social communication skills by listening to peers, building on others’ ideas, and sharing their thinking with the whole class. Together, these interactive routines ensure that students regularly practice adapting their communication skills for collaborative partner tasks, analytical text discussions, and whole-group presentations.
5.B.1c
Materials include authentic opportunities in Spanish for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
Materials include authentic opportunities in Spanish for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
4 out of 4 points
Evaluation for 5.B.1c
Evaluation for 5.B.1c
Materials include authentic opportunities in Spanish for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
4 out of 4 points
In Conocimiento 9 lesson 5, the materials engage students in daily comprehension questions following a read-aloud to encourage questioning, discussion, and the exchange of ideas. In the “Preguntas para comprensión” section, the instructions direct educators to pose a range of questions from literal to evaluative to support text understanding and discussion. For an evaluative question, the educator asks, “¿Para qué se usaba un patrón de vestido?” Students are then prompted to respond through a Think-Pair-Share activity, where they work together in pairs to actively address one another’s questions. These daily, authentic interactions support student comprehension, collaboration, and communication skills.
5.C.1 Alphabet Knowledge (K only)
5.C.1a
Materials include a systematic sequence that is authentic to Spanish for introducing letter names and their corresponding sounds. (PR 2.A.1).
Materials include a systematic sequence that is authentic to Spanish for introducing letter names and their corresponding sounds. (PR 2.A.1).
2 out of 2 points
Evaluation for 5.C.1a
Evaluation for 5.C.1a
Materials include a systematic sequence that is authentic to Spanish for introducing letter names and their corresponding sounds. (PR 2.A.1).
2 out of 2 points
In Habilidades y Destrezas 3, letter–sound correspondences are introduced one at a time in a planned progression, beginning with /y/ > y, Y in lesson 1, followed by /ch/ > ch, Ch in lesson 5, /m/ > m, M in lesson 9, /t/ > t, T in lesson 13, and /f/ > f, F in lesson 17. In each lesson, the uppercase and lowercase forms of the target letter are introduced, the letter name is identified, the corresponding sound is produced, and the letter–sound relationship is applied in reading and writing activities. The result is a systematic introduction of letters and sounds that reflects an authentic Spanish literacy sequence and supports the gradual acquisition of the alphabetic system. The lessons ensure that students build a strong foundational understanding of the alphabetic principle by linking letter names, forms, and phonetic sounds in a clear and logically organized framework.
5.C.1b
Materials include teacher guidance to provide explicit (direct) instruction in Spanish for teaching and developing student automaticity in the identification of the 27 letters of the Spanish alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction in Spanish for teaching and developing student automaticity in the identification of the 27 letters of the Spanish alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
6 out of 6 points
Evaluation for 5.C.1b
Evaluation for 5.C.1b
Materials include teacher guidance to provide explicit (direct) instruction in Spanish for teaching and developing student automaticity in the identification of the 27 letters of the Spanish alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
6 out of 6 points
Furthermore, in Habilidades y Destrezas 3 Guía del maestro, lesson 9 directs the educator to introduce the correspondence /m/ > m, M by displaying the letter card, identifying the letter name, and explaining that the letter represents the sound /m/. Students are guided to identify the uppercase and lowercase forms of the letter, produce the corresponding sound when presented with the letter, and apply the correspondence while reading and writing words containing m. Repeated opportunities to identify the letter, produce its corresponding sound, and apply the correspondence in decoding and encoding activities are provided throughout the lesson.
5.C.1c
Materials include guidance in Spanish for the teacher to provide explicit (direct), and systematic instruction for letter formation for the 27 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T).
Materials include guidance in Spanish for the teacher to provide explicit (direct), and systematic instruction for letter formation for the 27 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T).
4 out of 4 points
Evaluation for 5.C.1c
Evaluation for 5.C.1c
Materials include guidance in Spanish for the teacher to provide explicit (direct), and systematic instruction for letter formation for the 27 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T).
4 out of 4 points
Additionally, in Habilidades y Destrezas 4 Guía del maestro, lesson 2 “Rutinas académicas” provides step-by-step modeling of letter formation, with each action verbalized by the educator, beginning with lowercase b followed by uppercase B. Students are guided to identify letter forms, produce corresponding sounds, and engage in repeated guided practice for letter recognition, sound production, and formation. Through explicit modeling, guided practice, and repeated opportunities for letter identification and production across routines, educators support the development of automaticity in identifying uppercase and lowercase letters and their corresponding sounds.
5.C.1d
Materials include a variety of activities and/or resources (including the use of memory building strategies) in Spanish for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources (including the use of memory building strategies) in Spanish for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S)
6 out of 6 points
Evaluation for 5.C.1d
Evaluation for 5.C.1d
Materials include a variety of activities and/or resources (including the use of memory building strategies) in Spanish for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S)
6 out of 6 points
Furthermore, in Habilidades y Destrezas 4 lesson 1, under “Palabras que riman,” students repeat a poem after the educator: “Si te cuento un cuento, / y te digo lo que siento, / cuéntamelo como el viento. / Como te cuento el viento, / cuéntame un cuento.” This activity provides structured opportunities for students to practice language patterns through oral repetition and memory strategies. The poem’s repetition and consistent instructional routines gives students multiple opportunities to hear, say, and internalize language patterns, which supports memory development and cumulative learning of alphabet-related skills.
5.C.2 Letter-Sound Correspondence
5.C.2a
Materials explicitly (directly), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding in Spanish. (PR 2.A.1)
Materials explicitly (directly), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding in Spanish. (PR 2.A.1)
4 out of 4 points
Evaluation for 5.C.2a
Evaluation for 5.C.2a
Materials explicitly (directly), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding in Spanish. (PR 2.A.1)
4 out of 4 points
Furthermore, in Habilidades y Destrezas 5 lesson 1 focuses on “h muda y la palabra común nuevo.” Students observe and discuss the words helado and hormiga. The lesson then directs two students to come to the board to attempt to write the words based on their current understanding. Educators are instructed to allow students to spell the words before introducing the silent h, after which the educator adds the missing letter and explains that it is not pronounced. Students move from oral language to print representation and then refine their spelling based on explicit instruction. This sequence demonstrates an explicit connection between phonological awareness and encoding, as students initially attempt to write spoken words and subsequently revise their understanding of spelling conventions after learning the unique letter–sound relationship of the silent h.
5.C.2b
Materials include teacher guidance to provide explicit (direct) instruction in Spanish focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include teacher guidance to provide explicit (direct) instruction in Spanish focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Evaluation for 5.C.2b
Evaluation for 5.C.2b
Materials include teacher guidance to provide explicit (direct) instruction in Spanish focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Furthermore, the Habilidades y Destrezas 2 lesson 1 “Apoyo a la enseñanza” section features a finger-tapping routine where educators direct students to identify each phoneme and then blend the sounds to form a word. For example, the word oso is sounded out using three fingers to represent each distinct phoneme (/o/, /s/, and /o/) before the sounds are blended to produce the word as a whole. Through this structured routine, explicit phoneme segmentation, and guided blending practice, a clear connection is established between oral sounds and print, providing a systematic framework for phonemic awareness and early decoding skills in Spanish.
5.C.2c
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and authentic Spanish decodable connected text. (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and authentic Spanish decodable connected text. (PR 2.A & 2.A.3) (S)
6 out of 6 points
Evaluation for 5.C.2c
Evaluation for 5.C.2c
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and authentic Spanish decodable connected text. (PR 2.A & 2.A.3) (S)
6 out of 6 points
Additionally, in Habilidades y Destrezas 8 lesson 4, the curriculum reinforces previously taught letter–sound relationships through varied practice activities and authentic Spanish decodable text. During the “Destrezas Fundamentales” block, students practice decoding words with the letter l through the “A calentar motores” activity and the Libro de lectura text Bruno y el bosque. Therefore, students apply letter–sound correspondences while decoding one-syllable and multisyllable words in isolation and then reinforce the same patterns while reading connected decodable text in the student reader.
5.D.1 Phonological Awareness (K-1)
5.D.1a
Materials include a systematic and authentic Spanish sequence for introducing phonological awareness activities in accordance with grade-level Spanish TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
Materials include a systematic and authentic Spanish sequence for introducing phonological awareness activities in accordance with grade-level Spanish TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
2 out of 2 points
Evaluation for 5.D.1a
Evaluation for 5.D.1a
Materials include a systematic and authentic Spanish sequence for introducing phonological awareness activities in accordance with grade-level Spanish TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
2 out of 2 points
The Habilidades y Destrezas Guía del maestro unit 2 “Alcance y secuencia” instructions include a systematic and authentic Spanish sequence for introducing phonological awareness activities in accordance with the grade-level Spanish TEKS. The unit begins with identifying and segmenting words within spoken sentences in lessons 5–9, followed by syllable blending in lessons 10–12. By lessons 13–17, instruction advances to blending individual phonemes to form syllables and words. Later in the unit, students recognize initial sounds and progress to more complex phonemic awareness skills in lessons 10–18, including blending phonemes, manipulating phonemes, and adding, deleting, or substituting syllables to create new words.
5.D.1b
Materials include a systematic and authentic Spanish sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and transitions to blending the phonemes into syllables and gradually to more complex manipulation practices such as adding, deleting, and substituting syllables single phonemes in one syllable or multisyllable words. (PR 2.A.1.)
Materials include a systematic and authentic Spanish sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and transitions to blending the phonemes into syllables and gradually to more complex manipulation practices such as adding, deleting, and substituting syllables single phonemes in one syllable or multisyllable words. (PR 2.A.1.)
Not applicable.
Evaluation for 5.D.1b
Evaluation for 5.D.1b
Materials include a systematic and authentic Spanish sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and transitions to blending the phonemes into syllables and gradually to more complex manipulation practices such as adding, deleting, and substituting syllables single phonemes in one syllable or multisyllable words. (PR 2.A.1.)
Not applicable.
5.D.1c
Materials include explicit (direct) instruction authentic to Spanish for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include explicit (direct) instruction authentic to Spanish for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Evaluation for 5.D.1c
Evaluation for 5.D.1c
Materials include explicit (direct) instruction authentic to Spanish for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
The Habilidades y Destrezas 5 “Pausa 1” lesson provides explicit educator-directed instruction and oral modeling authentic to Spanish phonology to address student misconceptions regarding syllable structures. During the targeted intervention routine, educators utilize direct instructional framing to reinforce syllable awareness before prompting student application. For example, they are asked to remind students that syllables are the beats within a voice that separate a word. The lesson script directs the educator to orally model the syllable blending process (e.g., /Chi/-/na/ → China) using physical hand motions and repeated oral production before eliciting student participation. To correct the common misconception that word structures are rigid or unchangeable, the guidance provides explicit explanatory feedback demonstrating how changes in oral language occur: “se pueden formar nuevas palabras agregando, quitando o cambiando sílabas.” Educators model this using the authentic Spanish word pairs such as /ma/-/no/ → mano and /her/-/ma/-/no/ → hermano, while utilizing guided corrective support across additional examples, including /cin/-/co/ → cinco, /ce/-/re/-/za/ → cereza, /he/-/la/-/do/ → helado, and /mo/-/chi/-/la/ → mochila.
5.D.1d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) in Spanish for students to develop, practice, and reinforce phonological awareness skills connected to grade-level Spanish TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources (including the use of memory-building strategies) in Spanish for students to develop, practice, and reinforce phonological awareness skills connected to grade-level Spanish TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)
4 out of 4 points
Evaluation for 5.D.1d
Evaluation for 5.D.1d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) in Spanish for students to develop, practice, and reinforce phonological awareness skills connected to grade-level Spanish TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)
4 out of 4 points
Habilidades y Destrezas 7 includes a variety of activities and resources in Spanish, including memory-building strategies, to develop, practice, and reinforce phonological awareness skills through cumulative review. The “A calentar motores” and “Sonidos aislados” routines provide repeated review to strengthen phonological memory and reinforce previously taught sound–symbol correspondences, while digital components and the alphabet songs reviewed in lesson 7 support recall of letter names and sounds. The unit introduces the consonant clusters /dr/, /bl/, /pl/, /fl/, /cl/, and /gl/ through a two-phase sequence that begins with oral activities emphasizing auditory discrimination, syllable blending, segmentation, tongue twisters, and alliteration before connecting sounds to print. Students revisit these skills through dictation activities in lessons 2, 7, 11, and 16, “Pausa 1,” “Pausa 2,” and the decodable reader “Para llegar al mar,” providing cumulative practice in connected text.
5.D.2 Phonemic Awareness (K-1)
5.D.2a
Materials include a systematic and authentic Spanish sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and transitions to blending the phonemes into syllables and gradually to more complex manipulation practices such as adding, deleting, and substituting syllables. (PR 2.A.1)
Materials include a systematic and authentic Spanish sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and transitions to blending the phonemes into syllables and gradually to more complex manipulation practices such as adding, deleting, and substituting syllables. (PR 2.A.1)
3 out of 3 points
Evaluation for 5.D.2a
Evaluation for 5.D.2a
Materials include a systematic and authentic Spanish sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and transitions to blending the phonemes into syllables and gradually to more complex manipulation practices such as adding, deleting, and substituting syllables. (PR 2.A.1)
3 out of 3 points
Habilidades y Destrezas Guía del maestro lesson 1 begins with a developmental sequence in which students first learn to segment multisyllabic words into syllables and identify initial and final sounds in words. In lesson 2 students learn to blend syllables to form multisyllabic words. Later, in lesson 8, they learn to blend spoken phonemes to form syllables and, eventually, in lesson 11, students learn to manipulate syllables in multisyllabic words. The sequence continues with opportunities to change, add, delete, and substitute syllables to form new words in lessons 15 and 17. This progression moves from foundational phonological awareness skills to increasingly complex phoneme and syllable manipulation, reflecting an authentic Spanish literacy sequence.
5.D.2b
Materials include explicit (direct) instruction authentic to Spanish for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include explicit (direct) instruction authentic to Spanish for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Evaluation for 5.D.2b
Evaluation for 5.D.2b
Materials include explicit (direct) instruction authentic to Spanish for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
In Habilidades y Destrezas 2 Guía del maestro, lesson 1 provides explicit instruction for teaching phonemic awareness in the “Presentar /o/” section. In an approach that is authentic to Spanish, the materials rely on explanatory feedback that addresses common student errors and misconceptions. When students have difficulty identifying the initial sound of a word, educators segment the word (/o/, /s/, and /o/) and then blend it (oso), emphasizing the target phoneme /o/. This corrective feedback reinforces accurate phoneme identification and supports the development of phonemic awareness skills.
5.D.2c
Materials include explicit (direct) guidance in Spanish for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
Materials include explicit (direct) guidance in Spanish for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
2 out of 2 points
Evaluation for 5.D.2c
Evaluation for 5.D.2c
Materials include explicit (direct) guidance in Spanish for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
2 out of 2 points
Furthermore, in Habilidades y Destrezas 4, lesson 6, “Vistazo de la lección,” the lesson sequence begins with an introduction to /k/ sounds. Students are asked to recognize the /k/ sound in words like que and qui and the lesson is followed by activities such as “Sonidos aislados” and “¿Dónde están /ke/ y /ki/?” Students first identify and recognize the /k/ sound in spoken words and then focus on specific sound–spelling correspondences que and qui. Throughout the lesson, explicit educator guidance supports this progression from phonemic awareness to phonics, helping students connect the /k/ sound to its written representations and supporting the development of decoding and encoding skills.
5.D.2d
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
3 out of 3 points
Evaluation for 5.D.2d
Evaluation for 5.D.2d
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
3 out of 3 points
Additionally, in Habilidades y Destrezas 7 lesson 1, “Repasar palabras con n y ñ,” students continue cumulative phonemic awareness practice during the warm up “Segmentar sílabas” activity. Students listen to spoken words and segment them into syllables using finger movements.They repeat the routine with words such as brazo, potra, primero, negro, secreto, and fresa, clapping once for each syllable before identifying the total number of syllables. During “Verificar la comprensión,” students generate familiar two- and three-syllable words and segment them independently, reinforcing previously taught phonological routines through repeated application.
5.E.1 Sound-Spelling Patterns
5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns and syllable combinations to single and/or multisyllabic words as outlined in the Spanish TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level sound-spelling patterns and syllable combinations to single and/or multisyllabic words as outlined in the Spanish TEKS. (PR 2.A.1)
1 out of 1 points
Evaluation for 5.E.1a
Evaluation for 5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns and syllable combinations to single and/or multisyllabic words as outlined in the Spanish TEKS. (PR 2.A.1)
1 out of 1 points
The Habilidades y Destrezas 1 “Mapa de destrezas” reinforces this systematic sequence by mapping out an explicit progression that advances from simpler oral phonological skills to complex decoding tasks. Instruction in unit 1 is initially focused on activities that prioritize the development of strong phonological awareness through oral language tasks before print is formally introduced. The sequence then advances through units 2–7, where educators explicitly connect sounds to print. During this phase, students engage in oral blending and segmenting of syllables, receive direct instruction in exact letter–sound correspondences, and learn the Spanish digraphs /rr/, /ll/, and /ch/. Students immediately apply these sound–spelling relationships to decode words while continuing their oral syllable work. The systematic progression culminates in units 8–9, where the materials review and apply previously taught letter–sound correspondences to more complex syllable structures. During these final units, students decode words with increasingly complex syllabic patterns, including two-three syllable words with sílabas trabadas in initial or intermediate positions. This structural layout guides decoding skills from simple CV patterns like ma, to CVC words like sol, CVCV combinations like mimo, CCVCV structures like plato, and ultimately to multisyllabic words containing sílabas trabadas.
5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
1 out of 1 points
Evaluation for 5.E.1b
Evaluation for 5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
1 out of 1 points
The materials maintain this explicit instructional support in Habilidades y Destrezas 7 Guía del maestro providing systematic educator guidance to teach consonant cluster patterns through direct modeling and guided practice. Within this unit, the Guía del maestro structures the introduction of consonant clusters across two distinct lessons, prioritizing oral activities first to build solid sound recognition. In the subsequent lesson, the manual provides explicit reading and writing activities to support the functional application of these orthographic patterns. The educator guidance systematically details steps for letter formation, syllable writing, word and phrase construction, and sentence completion. Throughout this entire sequence, the instructor utilizes direct modeling and guided practice to reinforce exact sound–spelling relationships, ensuring students accurately understand and apply complex Spanish orthographic patterns.
5.E.1c
Materials include a variety of activities and/or resources authentic to Spanish for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
Materials include a variety of activities and/or resources authentic to Spanish for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
3 out of 3 points
Evaluation for 5.E.1c
Evaluation for 5.E.1c
Materials include a variety of activities and/or resources authentic to Spanish for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
3 out of 3 points
Habilidades y Destrezas 6’s lesson 6 continues this cumulative practice later in the school year with supporting systematic instruction and reinforcement of the sounds /ke/ and /ki/ written as que and qui. The lessons begin with the introduction of the /k/ sound using authentic images of queso and quesadilla, while context is provided through modeled sentence reading. The educator reads aloud the sentences “El queso es blanco” and “La quesadilla sabe deliciosa” to reinforce meaning and sound recognition. The letters are then presented and pronunciation is modeled through the stretching and blending of syllables. Students repeat this process using words such as mosquito, mantequilla, and parque. The educator explicitly explains the orthographic rule that the letter q is always followed by u, and that qu is followed by e or i, with the u remaining silent. Students then practice spelling and sound recognition through modeled examples of que and qui. The “Apoyo adicional” section provides targeted reinforcement activities, including “Los sonidos que, qui,” where students use “Tarjetas de imágenes” or digital resources to create original sentences, and “Escribo la palabra que falta,” where they complete missing words within sentences to ensure repeated exposure and long-term mastery.
5.E.1d
Materials provide a variety of activities and/or resources in Spanish to support students in decoding and encoding words that include taught syllable correlations, both in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Materials provide a variety of activities and/or resources in Spanish to support students in decoding and encoding words that include taught syllable correlations, both in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
4 out of 4 points
Evaluation for 5.E.1d
Evaluation for 5.E.1d
Materials provide a variety of activities and/or resources in Spanish to support students in decoding and encoding words that include taught syllable correlations, both in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
4 out of 4 points
The reading skills sections support students in decoding words with taught syllable correlations within authentic Spanish connected text. In Habilidades y Destrezas 9, lesson 1 uses the informational chapter “Este es el maíz” from the Libro grande text “El maíz nos une” to review the digraphs /ch/, /ll/, /y/, and /rr/. The educator first reads the chapter aloud to students and then uses echo reading and partner reading to provide guided practice. Students follow the text with their finger and identify words containing /ch/, /ll/, and /rr/. After reading, students revisit and analyze target words to determine the syllable in which the sounds appear. This process ensures students actively apply previously taught syllable and digraph patterns within authentic connected Spanish text.
5.E.2 Decoding and Encoding One-Syllable or Multisyllabic Words including Diphthongs, Hiatus, and Word Types
5.E.2a
Materials include a systematic sequence, as outlined in the Spanish language arts TEKS, for decoding and encoding multi-syllabic words depending on syllable stress (sílaba tónica), diphthongs, hiatus, the different word types (agudas, graves, esdrújulas, and sobreesdrújulas) and accent marks. (PR 2.A.1)
Materials include a systematic sequence, as outlined in the Spanish language arts TEKS, for decoding and encoding multi-syllabic words depending on syllable stress (sílaba tónica), diphthongs, hiatus, the different word types (agudas, graves, esdrújulas, and sobreesdrújulas) and accent marks. (PR 2.A.1)
Not applicable.
Evaluation for 5.E.2a
Evaluation for 5.E.2a
Materials include a systematic sequence, as outlined in the Spanish language arts TEKS, for decoding and encoding multi-syllabic words depending on syllable stress (sílaba tónica), diphthongs, hiatus, the different word types (agudas, graves, esdrújulas, and sobreesdrújulas) and accent marks. (PR 2.A.1)
Not applicable.
5.E.2b
Materials include teacher guidance to provide explicit (direct) authentic Spanish instruction on syllable division principles to decode and encode multisyllabic words depending on diphthongs, hiatus, syllable stress (sílaba tónica), word type and accent mark rules. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) authentic Spanish instruction on syllable division principles to decode and encode multisyllabic words depending on diphthongs, hiatus, syllable stress (sílaba tónica), word type and accent mark rules. (PR 2.A.1) (T)
Not applicable.
Evaluation for 5.E.2b
Evaluation for 5.E.2b
Materials include teacher guidance to provide explicit (direct) authentic Spanish instruction on syllable division principles to decode and encode multisyllabic words depending on diphthongs, hiatus, syllable stress (sílaba tónica), word type and accent mark rules. (PR 2.A.1) (T)
Not applicable.
5.E.2c
Materials include a variety of activities and/or resources in Spanish for students to develop, practice and reinforce skills to decode and encode multisyllabic words including diphthongs, hiatus, and word types (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources in Spanish for students to develop, practice and reinforce skills to decode and encode multisyllabic words including diphthongs, hiatus, and word types (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Not applicable.
Evaluation for 5.E.2c
Evaluation for 5.E.2c
Materials include a variety of activities and/or resources in Spanish for students to develop, practice and reinforce skills to decode and encode multisyllabic words including diphthongs, hiatus, and word types (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Not applicable.
5.E.2d
Materials include a variety of activities and/or resources for students to practice decoding and encoding multisyllabic words, using knowledge of syllable patterns and syllable division principles, in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to practice decoding and encoding multisyllabic words, using knowledge of syllable patterns and syllable division principles, in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
Not applicable.
Evaluation for 5.E.2d
Evaluation for 5.E.2d
Materials include a variety of activities and/or resources for students to practice decoding and encoding multisyllabic words, using knowledge of syllable patterns and syllable division principles, in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
Not applicable.
5.E.3 Morphological Awareness (1-3)
5.E.3a
Materials include a systematic and authentic Spanish sequence for introducing grade-level morphemes, as outlined in the Spanish language arts TEKS. (PR 2.A.1)
Materials include a systematic and authentic Spanish sequence for introducing grade-level morphemes, as outlined in the Spanish language arts TEKS. (PR 2.A.1)
Not applicable.
Evaluation for 5.E.3a
Evaluation for 5.E.3a
Materials include a systematic and authentic Spanish sequence for introducing grade-level morphemes, as outlined in the Spanish language arts TEKS. (PR 2.A.1)
Not applicable.
5.E.3b
Materials include teacher guidance to provide explicit (direct) instruction authentic to Spanish for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction authentic to Spanish for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
Not applicable.
Evaluation for 5.E.3b
Evaluation for 5.E.3b
Materials include teacher guidance to provide explicit (direct) instruction authentic to Spanish for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
Not applicable.
5.E.3c
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Not applicable.
Evaluation for 5.E.3c
Evaluation for 5.E.3c
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Not applicable.
5.E.3d
Materials include a variety of activities and/or resources authentic to Spanish for students to decode and encode words with morphemes in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources authentic to Spanish for students to decode and encode words with morphemes in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Not applicable.
Evaluation for 5.E.3d
Evaluation for 5.E.3d
Materials include a variety of activities and/or resources authentic to Spanish for students to decode and encode words with morphemes in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Not applicable.
5.F.1 Vocabulary Development
5.F.1a
Materials include teacher guidance to support students in determining the meaning of unfamiliar Spanish words with illustrations, texts, and guidance in the use of context according to grade-level Spanish language arts TEKS. (S)
Materials include teacher guidance to support students in determining the meaning of unfamiliar Spanish words with illustrations, texts, and guidance in the use of context according to grade-level Spanish language arts TEKS. (S)
3 out of 3 points
Evaluation for 5.F.1a
Evaluation for 5.F.1a
Materials include teacher guidance to support students in determining the meaning of unfamiliar Spanish words with illustrations, texts, and guidance in the use of context according to grade-level Spanish language arts TEKS. (S)
3 out of 3 points
The materials maintain this vocabulary support through reading activities like “Tata Rigo y Rosa,” which support students in determining the meaning of unfamiliar Spanish words. In the Habilidades y Destrezas 6 lesson 1 review of “/rr/ › rr y /r/ › r” the educator provides background contextual information about Xochimilco, canales, and trajineras prior to reading. The educator displays illustrations from the Libro grande while students listen to and discuss the chapter. They then use guided prompts to direct students to answer questions connected to both the text and illustrations, requiring them to identify the setting, character actions, and environmental objects. This process leverages visual information to support the comprehension of unfamiliar words and concepts rather than relying on isolated definitions. The educator elicits specific responses, such as identifying that the chapter takes place in the canals of Xochimilco and that Tata Rigo and Renato sit in the boat Rosa decorated with roses and ribbons. Ultimately, the lesson combines illustrations with oral and written context so that students can determine the meaning of unfamiliar vocabulary and setting-related language.
5.F.1b
Materials include teacher guidance in Spanish to provide explicit (direct) instruction on the purpose and use of both print and digital resources such as picture dictionaries, primary dictionaries, glossaries, eBooks, and online dictionaries. (T)
Materials include teacher guidance in Spanish to provide explicit (direct) instruction on the purpose and use of both print and digital resources such as picture dictionaries, primary dictionaries, glossaries, eBooks, and online dictionaries. (T)
4 out of 4 points
Evaluation for 5.F.1b
Evaluation for 5.F.1b
Materials include teacher guidance in Spanish to provide explicit (direct) instruction on the purpose and use of both print and digital resources such as picture dictionaries, primary dictionaries, glossaries, eBooks, and online dictionaries. (T)
4 out of 4 points
The materials maintain this systematic reference support in Conocimiento 12 Guía del maestro, lesson 9, “El arte y el mundo que nos rodea: Las pinturas de Tomás Sánchez,” providing clear guidance for using resources such as the “Cuaderno de actividades,” “Tarjetas de imágenes,” and “Componentes digitales” to anchor instruction. The educator uses the “Tarjetas de imágenes” when reading aloud to support direct comprehension and vocabulary development. In the “Aplicación” section, the educator is directed to help students use images to strengthen retelling and deepen text understanding. Additionally, the “Modelo de investigación” section utilizes a graphic organizer from “Cuaderno de actividades 4.1” to map out the four distinct steps of the research process. This structured framework guides students in using multiple reference tools effectively, ensuring they develop the skills necessary to independently use print and digital resources to locate information, verify meaning, and strengthen overall comprehension.
5.F.1c
[2nd grade only] Materials include activities and tasks in Spanish for students to use print and digital resources to determine the meaning of words and their pronunciations. (S) [3rd grade only] Materials include activities and tasks in Spanish for students to use print and digital resources for determining the meaning of words and their pronunciation and syllabication. (S)
[2nd grade only] Materials include activities and tasks in Spanish for students to use print and digital resources to determine the meaning of words and their pronunciations. (S) [3rd grade only] Materials include activities and tasks in Spanish for students to use print and digital resources for determining the meaning of words and their pronunciation and syllabication. (S)
Not applicable.
Evaluation for 5.F.1c
Evaluation for 5.F.1c
[2nd grade only] Materials include activities and tasks in Spanish for students to use print and digital resources to determine the meaning of words and their pronunciations. (S) [3rd grade only] Materials include activities and tasks in Spanish for students to use print and digital resources for determining the meaning of words and their pronunciation and syllabication. (S)
Not applicable.
5.G.1 Reading Fluency (1-3)
5.G.1a
Materials include lessons, activities and tasks with modeling and practice of fluent reading skills in and out context in Spanish with suggestions for teacher feedback. (T)
Materials include lessons, activities and tasks with modeling and practice of fluent reading skills in and out context in Spanish with suggestions for teacher feedback. (T)
Not applicable.
Evaluation for 5.G.1a
Evaluation for 5.G.1a
Materials include lessons, activities and tasks with modeling and practice of fluent reading skills in and out context in Spanish with suggestions for teacher feedback. (T)
Not applicable.
5.G.1b
Materials include embedded modeling and practice with authentic Spanish word lists, decodable phrases/sentences, and decodable connected texts in the lesson. (S)
Materials include embedded modeling and practice with authentic Spanish word lists, decodable phrases/sentences, and decodable connected texts in the lesson. (S)
Not applicable.
Evaluation for 5.G.1b
Evaluation for 5.G.1b
Materials include embedded modeling and practice with authentic Spanish word lists, decodable phrases/sentences, and decodable connected texts in the lesson. (S)
Not applicable.
5.G.1c
Materials include practice activities and tasks in Spanish to develop word reading fluency in a variety of settings (e.g., independently, in partners, in teacher-facilitated small groups, etc.). (S)
Materials include practice activities and tasks in Spanish to develop word reading fluency in a variety of settings (e.g., independently, in partners, in teacher-facilitated small groups, etc.). (S)
Not applicable.
Evaluation for 5.G.1c
Evaluation for 5.G.1c
Materials include practice activities and tasks in Spanish to develop word reading fluency in a variety of settings (e.g., independently, in partners, in teacher-facilitated small groups, etc.). (S)
Not applicable.
5.G.1d
Materials include various authentic Spanish connected texts for the building of accuracy, fluency, prosody, and comprehension.
Materials include various authentic Spanish connected texts for the building of accuracy, fluency, prosody, and comprehension.
Not applicable.
Evaluation for 5.G.1d
Evaluation for 5.G.1d
Materials include various authentic Spanish connected texts for the building of accuracy, fluency, prosody, and comprehension.
Not applicable.
5.H.1 Handwriting Development
5.H.1a
Materials include explicit (direct) instruction in Spanish on the teaching of handwriting skills, including handwriting strokes, as appropriate for each grade-level and, when possible, connected to current student learning. (T)
Materials include explicit (direct) instruction in Spanish on the teaching of handwriting skills, including handwriting strokes, as appropriate for each grade-level and, when possible, connected to current student learning. (T)
2 out of 2 points
Evaluation for 5.H.1a
Evaluation for 5.H.1a
Materials include explicit (direct) instruction in Spanish on the teaching of handwriting skills, including handwriting strokes, as appropriate for each grade-level and, when possible, connected to current student learning. (T)
2 out of 2 points
Similarly, Habilidades y Destrezas 5 lesson 4 continues this explicit sequence by presenting new sounds orally before students are taught cómo dibujar el sonido as part of learning the alphabetic code. Opportunities to trace newly introduced graphemes and progressively write syllables and words are provided through the activity pages as students’ knowledge develops. The unit calendar reinforces this instructional sequence by scheduling handwriting instruction whenever new graphemes are introduced, including h, H, ch, Ch, z, Z, ce, ci, g, G, y, Y, w, W, k, K, and x, X. For example, in lesson 4, the educator provides explicit, scripted instruction for forming the digraph ch, Ch by modeling each handwriting stroke before guiding students through tracing and independent practice. Students gradually apply correct letter formation as they use newly introduced sound–spelling correspondences in increasingly complex writing tasks. This systematic sequence integrates explicit Spanish handwriting instruction with current phonics instruction, providing repeated opportunities for students to develop letter-formation skills while applying newly learned graphemes in syllables and words.
5.H.1b
Materials include frequent opportunities, resources, and activities and tasks in Spanish for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
Materials include frequent opportunities, resources, and activities and tasks in Spanish for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
1 out of 1 points
Evaluation for 5.H.1b
Evaluation for 5.H.1b
Materials include frequent opportunities, resources, and activities and tasks in Spanish for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
1 out of 1 points
Later in the year, Habilidades y Destrezas 3 lesson 5 continues to provide frequent opportunities, resources, and activities for students to practice and develop handwriting skills. Students use “Página de actividades 5.1” to learn “/d/ › d, D” as they trace and independently write the lowercase and uppercase d, supporting correct letter formation and handwriting fluency. Additional practice is provided through “Página de actividades 5.2,” where students apply handwriting skills to literacy activities connected to the newly introduced letter. To extend handwriting practice beyond the classroom, additional activities are assigned for continued tracing and writing with family support. These recurring workbook pages and take-home activities provide multiple opportunities for students to trace, write, and apply the target letter across authentic literacy contexts, reinforcing letter formation, legibility, and handwriting development throughout the instructional sequence.
Rubric Section 6
Knowledge Coherence
Materials support the development of connected background knowledge and key academic vocabulary within and across grade-levels.
Total
100% (33 out of 33 points)
Evaluation for 6.A.1a
In the unit planning documents for Conocimiento, the “K–5 Resumen de conexiones transversales” resource describes a coherent knowledge-building framework that organizes instruction around the fields of science, history, literature, and the arts. The introduction explains how all Conocimiento units are intentionally designed to develop content knowledge through connected texts and learning experiences. The “K–5 Resumen de conexiones transversales” provides educators with guidance for understanding and implementing cross-curricular connections within and across grade levels and units, allowing concepts introduced in one discipline to be reinforced and extended through related instruction. Through this coherent design, the units systematically build knowledge and extend meaningful connections between science, history, literature, and the arts.
For example, Conocimiento 6 lesson 6 “Los lenape: El pueblo de las estaciones” builds knowledge by integrating history and science through connected texts and discussions about the Lenape people and their environment. During the read-aloud, students learn how seasonal changes influenced where the Lenape lived, the food they gathered, the clothing they wore, and the shelters they built. Students examine how the Lenape adapted to changing seasons by moving between locations and using available natural resources. They compare habitats, weather conditions, food sources, shelters, and record their learning in the ongoing “Tabla de pueblos nativos” handout. These connected learning experiences systematically develop knowledge about environmental adaptation, seasons, habitats, and natural resources while deepening students’ understanding of Native American history through an interdisciplinary unit organized around coherent science and history content.
Evaluation for 6.A.1b
The “Mapa curricular de Grado K” provides a scope and sequence that organizes the twelve Conocimiento units into a coherent progression of related topics that systematically build knowledge throughout the school year. Students begin with foundational literary knowledge in Conocimiento 1 “Rimas y fábulas infantiles” and Conocimiento 3 “Cuentos” before expanding into science topics in Conocimiento 2 “Los cinco sentidos,” Conocimiento 4 “Plantas,” Conocimiento 5 “Granjas,” Conocimiento 8 “Las estaciones y el tiempo,” and Conocimiento 10 “Cuidar el planeta Tierra.” Historical knowledge is developed through Conocimiento 6 “Los nativos americanos,” Conocimiento 9 “Las colonias y sus habitantes,” and Conocimiento 11 “Presidentes y símbolos de los Estados Unidos.” The sequence culminates with Conocimiento 12 “El arte y el mundo que nos rodea,” where students connect current knowledge with prior learning about the Earth, plants, animals, and sculpture from earlier units. Previously learned concepts are intentionally revisited and extended, allowing knowledge to be reinforced across disciplines rather than taught in isolation. This scope and sequence demonstrates the program’s approach to building knowledge systematically across literature, science, history, and the arts while supporting cumulative learning throughout grade K.
Additionally, Conocimiento 12 Guía del maestro provides planning resources and a detailed unit overview that demonstrate the program’s knowledge-building approach within the unit. The introduction explains that the unit is organized into fifteen daily lessons, each divided into two parts, and anchored by the essential question, “¿Por qué el arte es importante?” Using Picasso’s quote, “Cada niño es un artista,” the materials introduce the value and purpose of art before systematically expanding students’ understanding through the study of artists from different time periods, countries, and cultures, as well as a variety of artistic forms and sources of inspiration. Students compare characters and themes from the texts to their own experiences, while suggested collaboration with the school’s art educator and interdisciplinary activities reinforce connections to culture, geography, and prior learning. These planning resources illustrate how the unit is intentionally sequenced to build knowledge through connected lessons, interdisciplinary experiences, and cumulative learning.
Evaluation for 6.A.1c
In Conocimiento 7 Guía del maestro, the introduction outlines a coherent sequence of connected Spanish texts and learning experiences centered on monarchy, governance, and literature. The objectives section explains that instruction is designed to span 14 daily lessons, providing sustained opportunities for students to build knowledge through related read-alouds, discussions, vocabulary development, and cumulative activities. Throughout the unit, students revisit concepts related to royal families, leadership, traditions, and literary themes across multiple lessons rather than in isolated activities. This extended sequence allows students to reinforce and deepen their understanding through connected texts and repeated engagement with the unit’s central knowledge-building topic.
Similarly, in Conocimiento 12 students spend an extended period of instruction building knowledge about art through connected Spanish texts, vocabulary, and learning experiences. The unit is organized into 15 daily lessons, allowing students to develop understanding over approximately three weeks as each lesson builds on prior learning. For example, lesson 3 “La cerámica de Centroamérica” expands students’ understanding of artistic forms while connecting to previously learned content, including El arte rupestre, and reinforcing vocabulary such as artesanos. Students revisit the “Tabla SQA” resource, which was introduced in lesson 1, throughout the unit to organize, monitor, and extend their learning over time. The use of related texts, discussions, and cumulative activities continuously reinforces concepts, vocabulary, and content knowledge. This extended instructional sequence demonstrates how the unit provides sustained engagement with connected knowledge-building topics and Spanish texts that deepen comprehension and build lasting content knowledge.
Evaluation for 6.A.1d
Conocimiento 11 connects lessons through a sequence of related Spanish read-alouds that progressively build students’ historical knowledge. Students begin by learning about Washington, D.C., in “El hogar del presidente: Washington, D.C.,” and then extend their understanding through connected biographies and historical texts, including “Una historia deshonesta sobre un hombre honesto,” “Un general inteligente,” “George Washington,” “Thomas Jefferson,” “Abraham Lincoln,” “Teddy Roosevelt,” “Barack Obama,” and “El tallado del monte Rushmore.” Each read-aloud introduces new historical figures and events while reinforcing concepts from previous lessons. Various activities check for understanding and prompt students to recall and apply previously learned information before engaging with new content. Through this intentionally sequenced text set, students build knowledge cumulatively by connecting historical events, individuals, and national symbols over time. This sequence demonstrates how the unit uses connected Spanish texts to develop and reinforce background knowledge around a central historical theme.
The Conocimiento units connect lessons through anchor Spanish texts and text sets intentionally designed to build students’ background knowledge across lessons. Each unit follows a structured sequence of related read-alouds that develops understanding of a central topic over time. For example, in Conocimiento 12, students engage with a connected sequence of Spanish read-alouds that builds knowledge about different forms of art, artistic expression, and the relationship between art, culture, and the world around them. Students begin by exploring El arte rupestre and how early humans used images to communicate ideas and experiences. As the unit progresses, students examine the artwork of Frida Kahlo and Henri Matisse, learning how artists use personal experiences, cultural traditions, and their surroundings as sources of inspiration. Students then extend their understanding by exploring the “El arte y la comunidad” lesson and discussing how art reflects the people, places, and ideas within a community.
Evaluation for 6.A.1e
Conocimiento 7 lesson 1 connects Spanish vocabulary and grammar activities to the knowledge-building topic of monarchy and governance. Students develop understanding of kings, queens, and royal families while applying targeted vocabulary and language structures. For example, during the “Practicar palabras” activity, vocabulary instruction is integrated with discussion and grammar practice as students apply singular and plural language forms using examples connected to the roles and responsibilities of royalty. Language structures are taught and practiced through content-related examples rather than in isolation, allowing students to use academic Spanish while developing knowledge about the unit topic. Through these integrated literacy activities, students simultaneously strengthen Spanish language skills and build understanding of historical concepts related to monarchy.
Similarly, in Conocimiento 8 lesson 2 “El invierno,” Spanish vocabulary, discussion, and writing activities are directly connected to the knowledge-building topic of winter. The lesson goals identify reading and writing outcomes focused on understanding the characteristics of winter and communicating that understanding through literacy activities. During the “Aplicación” section, students use the “Registro del tiempo” tool to observe, discuss, and record weather conditions using topic-related Spanish vocabulary. Students apply content-specific language associated with winter as they document daily observations and compare weather conditions through educator-guided discussions. The writing task requires students to record and communicate information about the weather rather than complete an isolated language exercise. Through these connected vocabulary, discussion, and writing activities, students develop Spanish language skills while deepening their understanding of seasonal weather patterns and applying academic language in meaningful contexts.
Evaluation for 6.A.2a
The materials include consistent educator guidance that connects new learning to previously taught content from prior grade levels. For example, Conocimiento 7 lesson 3 builds on students’ prior knowledge of monarchies, historical concepts, and previously learned content before introducing the new literary text, “El rey Midas y el toque de oro.” The lesson begins with a review of information students have learned about kings and queens, including their roles, responsibilities, and symbols of royalty. Students then extend this knowledge as the educator introduces ancient Greece, uses a world map to locate Greece, and explains that the story of King Midas originated as an ancient Greek tale shared orally before books were common. The educator also connects the new text to previously learned concepts by reminding students of the gold crown examined in lesson 1 and asking students to recall why gold is considered valuable. These connections help students apply existing knowledge about monarchs, royal objects, and wealth to understand King Midas’s wish and the consequences of his actions. By intentionally linking new literary content to previously developed historical and cultural knowledge, the materials support students in building deeper understanding across lessons and grade-level learning experiences.
The materials also activate or supply background knowledge by connecting new learning to concepts developed earlier, as demonstrated in Conocimiento 12 lesson 3 “La cerámica de Centroamérica.” Before students learn about Maya ceramic art, the materials guide the educator to revisit previously learned concepts about art and artistic expression from earlier units. Students recall examples of art they have studied, including cave paintings and other forms of visual expression, and use this prior knowledge to understand how artists create objects that communicate ideas and reflect culture. The lesson then extends students’ understanding by introducing how the Maya used clay, designs, and artistic techniques to create ceramic objects connected to their daily lives and traditions. Through educator-guided discussion, vocabulary review, and connections to previously studied forms of art, students apply existing knowledge to analyze a new cultural and historical context. This intentional progression demonstrates how the materials build upon prior grade-level knowledge by connecting new concepts about Maya art and culture to previously developed understandings of artistic forms and purposes.
Evaluation for 6.A.2b
In Conocimiento 7 lesson 5 “Cantemos la canción de seis peniques,” students apply knowledge developed in earlier lessons and units as they engage with a new nursery rhyme about English royalty. Before introducing the text, the educator prompts students to recall prior learning about England and the kings and queens studied earlier in the unit. Students revisit previously taught vocabulary and historical concepts related to monarchy through discussion of un rey y una reina de Inglaterra and explanations of terms such as peniques and mirlos. The lesson also includes the “Repaso de rimas” routine, in which students revisit “El viejo rey Cole” from lesson 4, identify rhyming words, and apply their understanding of rhyme patterns to the new text. Additionally, students connect this lesson to “El rey Midas y el toque de oro” from lesson 3 by comparing how different kings are portrayed and how wealth influences their actions. Through these intentional connections to previously read texts, vocabulary, and concepts, students retrieve and apply background knowledge to deepen their understanding of new content within the unit sequence.
The materials activate background knowledge in Spanish by making connections across the Conocimiento units. In Conocimiento 11 lesson 1, students connect previously learned knowledge about the United States to new material about the nation’s capital and presidential symbols. Before reading, students discuss what they already know about the United States and the educator uses illustrations, maps, and guided questions to support connections between prior learning and the new content. The lesson builds on knowledge developed in Conocimiento 9 “Las colonias y sus habitantes,” where students learned about the first colonies, geographic locations, maps, and the development of the United States. Students use this prior understanding to interpret new information about Washington, D.C., the role of the President, and national symbols. Through various comprehension activities and tools, students compare previously learned concepts with new information and organize their understanding. These structured connections demonstrate how the materials intentionally build knowledge across grade K units by revisiting and extending historical and geographic concepts over time.
Evaluation for 6.A.2c
The materials provide targeted background knowledge in Spanish by building students’ understanding through sequential experiences, vocabulary instruction, and content connections before and during engagement with informational texts. In Conocimiento 4 students first develop foundational knowledge about plant processes before exploring more complex concepts throughout the unit. In lesson 5, the educator introduces pollination by providing contextual information and explicitly teaching domain-specific vocabulary, including néctar, polen, pétalos, and polinización, before students discuss how pollinators help plants reproduce. In lesson 8, “Árboles de hoja caduca,” the educator extends students’ background knowledge by preparing photographs of deciduous and evergreen trees, collecting leaves and branches for observation, and taking students on an outdoor walk to identify examples of both tree types before reading the informational text. Students then use these observations to interpret the read-aloud, answer comprehension questions, and apply the vocabulary word ciclo in a follow-up activity. Later in the unit, the educator continues to expand students’ understanding by introducing vocabulary such as medicamentos, oxígeno, and proporcionan as students learn how plants support human life. Through this progression of real-world experiences, vocabulary development, and educator-guided discussions, the materials provide the targeted context and background knowledge students need to engage with each Spanish text and build understanding of the unit’s science concepts.
The materials provide students with relevant and targeted context or background knowledge in Spanish to enhance engagement with informational texts. In Conocimiento 11 lesson 1 “El hogar del presidente: Washington, D.C.,” students receive historical context, academic vocabulary, and visual support before engaging with the read-aloud. The lesson begins with an activity where the educator activates students’ prior understanding of the United States and its leaders before introducing new information about Washington, D.C., the White House, and the President of the United States. During “Escuchar con un propósito,” students examine the "Tarjetas de imágenes" while listening to the read-aloud, connecting visual representations to key historical concepts. The educator then introduces the academic vocabulary word libertades during the “Practicar palabras” routine and connects its meaning to the historical content presented in the lesson. After the read-aloud, students complete a venn diagram activity to compare ideas from the text and apply the background knowledge developed through the visual supports, vocabulary instruction, and discussions. These intentional routines provide students with the historical context and academic language needed to comprehend and actively engage with the Spanish informational text.
Evaluation for 6.A.3a
In Conocimiento 4 lesson 1 “Introducción a las plantas,” students engage with questions and tasks in Spanish that require them to analyze the unit’s central ideas about living things. The educator introduces the topic by asking students “¿En qué creen que se diferencian las plantas de los animales?” and guides them to explain what they learned that demonstrates plants are living things. Students participate in a Think-Pair-Share activity, where they compare similarities and differences between plants and animals and generate questions using information from the text and illustrations. Later in the unit, lesson 8 “Árboles de hoja caduca” extends students’ understanding by comparing deciduous and evergreen trees, applying the vocabulary word ciclo, and explaining how seasonal changes affect plants. During the “Actividades finales,” students synthesize their learning from multiple lessons by creating a class book about plants that includes key concepts about pollination and different types of trees. The Spanish-language discussions and tasks require students to analyze, compare, and synthesize ideas about how plants grow, survive, and interact with the natural world rather than recall isolated facts.
In Conocimiento 12 lesson 9, “Las pinturas de Tomás Sánchez,” students engage with questions and tasks in Spanish that require them to analyze artistic concepts and connect ideas across the unit. Before reading, the educator prompts students to recall artists previously studied, including Frida Kahlo and Georgia O’Keeffe, and discuss the types of artwork they created. During the read-aloud, students examine illustrations and respond to questions that require them to describe and interpret the artwork. The educator then builds on students’ thinking through higher-level questions that ask them to explain how learning about art has influenced their understanding of artistic expression and why elements in Tomás Sánchez’s landscapes appear realistic. During the comprehension check activity, students respond to literal, inferential, and evaluative questions, with differentiated supports provided for “Nivel emergente,” “A nivel,” and “Nivel avanzado” to support meaningful participation in discussions. Before the “Aplicación” activity, students discuss and explain ideas for their own artwork using complete sentences and lesson vocabulary. These activities require students to analyze, make connections, justify their thinking, and apply their understanding of art concepts rather than simply recall information from the text.
Evaluation for 6.A.3b
For its final activities, Conocimiento 4 asks students to synthesize the knowledge and concepts developed across the unit’s related Spanish texts and lessons through cumulative application tasks. Before completing the final activities, students review information from multiple texts by comparing deciduous and evergreen trees using a venn diagram, labeling plant parts, and explaining the functions of roots, stems, branches, and leaves through their drawings. Students then participate in a brainstorming session to identify important concepts learned throughout the unit, including polinización and the differences between plantas de hoja caduca and plantas de hoja perenne. As an enrichment activity, each student selects a key concept to illustrate, and the class compiles the illustrations into a book that represents their collective understanding of plant growth, survival, and reproduction. These tasks require students to integrate information from multiple lessons and texts, connect related scientific concepts, and communicate their understanding through discussion, illustrations, and written products. The materials therefore support synthesis because students apply knowledge gathered across the unit rather than respond to information from a single text.
Additionally, in Conocimiento 7 lesson 5 “Cantemos la canción de seis peniques,” students synthesize knowledge and concepts across related texts by comparing characters, events, and themes developed throughout the unit. During the “Lectura en voz alta” section, students respond to comprehension questions that require them to connect ideas about kings, queens, wealth, and character traits across multiple royalty-themed narratives. Students draw on previous texts, including stories about kings studied earlier in the unit, to compare how characters respond to wealth and how their choices reveal important lessons. Through educator-guided discussions, students integrate information from different selections and explain relationships among recurring concepts related to royalty, leadership, and personal choices. These questions and tasks require students to make connections across texts and lessons, demonstrating understanding of broader themes rather than recalling details from an individual read-aloud.
Evaluation for 6.A.3c
In Conocimiento 3 students demonstrate their understanding of the unit topic through culminating assessment tasks that require connections across multiple literary texts. Throughout the unit, students engage with multiple literary genres and cultural tales, including “Los tres cerditos,” “El pollito Tito,” “Los músicos de Bremen,” and “Momotaro, el niño melocotón,” while developing knowledge about characters, themes, plot structures, and story elements. In the “Evaluación del Conocimiento” section, students apply this learning by demonstrating mastery of academic vocabulary and essential content developed across the texts. Specifically, parts 2 and 3 require students to synthesize information from multiple selections by analyzing similarities and differences among characters, themes, and plot structures. These culminating assessment tasks require students to integrate knowledge developed throughout the unit and demonstrate their understanding of connected literary concepts across related Spanish texts.
In Conocimiento 11 students complete culminating tasks that require them to demonstrate their understanding of the unit topic by making connections across related biographies and informational texts. Throughout the unit, students engage with connected texts, including “El hogar del presidente: Washington, D.C.,” “Una historia deshonesta sobre un hombre honesto,” “Un general inteligente,” “George Washington,” “Thomas Jefferson,” “Abraham Lincoln,” “Teddy Roosevelt,” “Barack Obama,” and “El tallado del monte Rushmore.” During the Conocimiento review and assessment sections, students revisit information from these texts to compare presidential contributions, explain the importance of national symbols, sequence historical events, and connect the roles of different historical figures in shaping the United States. The “Actividades finales” extend this learning by asking students to apply concepts from across the unit and integrate information from multiple biographies and informational texts. The culminating tasks require students to synthesize ideas across related Spanish texts and demonstrate their understanding of how historical figures, places, and symbols contributed to the development of the United States.
Evaluation for 6.A.3d
In Conocimiento 4 students apply their understanding of the Maya, Aztec, and Inca civilizations to contexts beyond the classroom through the “Conexión Cultural” section. After students investigate and discuss these ancient civilizations, they create an informational report or bulletin that explains connections between ancient civilizations of the Americas and present-day cultures. Students then share their learning with classmates or family members through discussion, allowing them to communicate their understanding beyond the lesson. The educator extends application by recommending virtual visits to Spanish-speaking museums and official governmental websites, connecting classroom learning to authentic cultural resources. Additionally, the unit’s “Carta de apoyo para la familia” provides opportunities for students to continue exploring the topic at home through conversations, drawings, writing activities, and the use of newly acquired vocabulary. These experiences allow students to apply historical and cultural knowledge within home, community, and other authentic learning contexts.
The materials provide opportunities for students to apply new understanding based on the recently learned topic to contexts beyond the classroom through home-based activities and cultural connections. In Conocimiento 7 students extend their learning about kings, queens, and leadership through take-home activities from the Cuaderno de actividades. For example, in actividad 1.1 on “El rey Midas y el toque de oro,” students and families review a summary of the story and discuss the importance of relationships and caring for others, connecting the story’s lesson to real-life experiences. Later in actividad 5.1 on “El viejo rey Cole,” students respond to the prompt “Si yo fuera rey o reina” by explaining what they would do if they were a ruler, while families discuss the responsibilities, advantages, and challenges of leadership. These activities encourage students to apply concepts from the unit to personal experiences and family discussions, extending learning beyond the classroom through reflection and real-world connections.
Evaluation for 6.A.4a
The materials include yearlong planning resources that establish a progression for building tier-two and tier-three Spanish academic vocabulary through intentional instruction. In Conocimiento 6 Guía del maestro, the “Introduccion” explains that students encounter essential vocabulary repeatedly across the eight lessons, allowing them to develop understanding and apply new words in conversations and learning activities. The “Vocabulario esencial” section organizes vocabulary by lesson and the “Tabla de vocabulario” categorizes words as Palabras académicas generales (tier two) and Palabras de dominio específico (tier three). For example, lesson 1 introduces tier-two words, such as pedir prestado and vagaban, and tier-three terms, such as desiertos and tribus. As students progress through the unit, they encounter additional tier-two vocabulary, including ágiles, suculenta, acogedores, and tradiciones, and tier-three vocabulary like jefe, wigwams, tipis, tótems, mocasines, and powwows. Students repeatedly engage with these words through read-alouds, discussions, comprehension questions, and application activities, allowing them to build and use academic language while developing knowledge about Native American history, culture, geography, and traditions.
Across the grade K Conocimiento units, the materials provide consistent vocabulary planning tools that support the intentional development of tier-two and tier-three Spanish academic vocabulary throughout the year. Each unit includes a “Tabla de vocabulario” that identifies key words and categorizes them as Palabras de dominio específico, Palabras académicas generales, and Palabras de uso diario while also identifying vocabulary types, such as domain-specific terms, multiple-meaning words, and expressions and phrases. For example, in Conocimiento 12 lesson 6 “Los puntos de Yayoi Kusama,” the vocabulary table identifies domain-specific terms such as esculturas, infinito, and MoMA while also including academic and everyday vocabulary needed to understand the lesson. These planning resources provide educators with a consistent framework for introducing, reinforcing, and applying vocabulary across units. Through repeated exposure and meaningful use within knowledge-building lessons, the materials intentionally develop students’ Spanish academic vocabulary over the course of the school year.
Evaluation for 6.A.4b
The materials provide opportunities for students to practice and apply Spanish vocabulary through meaningful literacy tasks while offering language scaffolds that support vocabulary development for all learners. In Habilidades y Destrezas 8 lesson 17 “Publicar la narrativa personal,” students apply vocabulary developed throughout the unit during a shared writing project. Students revisit the class narrative, review the completed draft, and publish the final version while discussing the vocabulary and ideas represented in the text. During this process, students use vocabulary related to feelings, actions, sequencing, and shared classroom experiences. The educator provides explicit language supports through sentence frames such as “Nuestra clase,” “Primero, nosotros,” “Después,” and “Por último,” which allow students to orally rehearse complete sentences before contributing to the written narrative. The educator models expanded language, records student responses, guides students in organizing ideas, and supports the use of descriptive vocabulary, including feeling words used with the verb estar such as feliz, triste, and emocionado. Additional scaffolds, including shared writing, visual sketches, guided questions, vocabulary review, and repeated oral practice, provide students with multiple opportunities to hear, discuss, and apply new vocabulary before independently using it in writing.
The materials also provide differentiated vocabulary practice and application opportunities within knowledge-building instruction. Conocimiento 9’s “Introducción” section organizes essential vocabulary by lesson and identifies words such as aprendiz, campo, maestro artesano, oficio, cotidiano, trueque, clientes, and compasión. The guide explains that bolded vocabulary words receive additional reinforcement through “Practicar palabras” routines, where students encounter words in context, learn student-friendly definitions, and discuss their meanings in relation to the lesson topic. For example, in lesson 3, students apply the word clientes while discussing bakers and the people they serve, and in lesson 8, students use vocabulary such as esencial, fragua, herraduras, and metal while learning about the work of a blacksmith in a colonial town. The materials provide additional differentiation through vocabulary review activities, small-group reinforcement, brainstorming activities, and assessment-based instructional adjustments. During “Repaso del Conocimiento,” students participate in a brainstorming activity where the educator records student-generated vocabulary connections to reinforce relationships among concepts. The “Evaluación del Conocimiento” also guides educators to use assessment results to identify areas for additional review and provide targeted vocabulary support. These structures ensure that students receive repeated, scaffolded opportunities to develop and apply Spanish vocabulary within meaningful content contexts.
Evaluation for 6.A.4c
Conocimiento 7 Guía del maestro’s “Introducción” section identifies essential vocabulary for each lesson and explains that bolded words receive intentional reinforcement through “Practicar palabras” activities. Throughout the unit, students repeatedly encounter and apply academic vocabulary in meaningful contexts. For example, in lesson 8 “El príncipe Lang Lieu y su sueño delicioso” the educator introduces the academic word reflexionó by providing a student-friendly definition and modeling how the word applies within the read-aloud. Students then practice using the word through discussion prompts that require them to describe situations in which someone must reflect before making a decision. During the “Elegir una opción” activity, students analyze scenarios, determine whether a person reflexionó or no reflexionó, and justify their responses using complete sentences. These tasks require students to apply academic vocabulary to explain reasoning, interpret situations, and communicate ideas, demonstrating purposeful use of Spanish academic language within the unit’s content.
The materials provide tasks that require students to use key Spanish academic vocabulary purposefully through discussions, oral language activities, and application tasks connected to knowledge-building topics. In Conocimiento 12 lesson 1 “Presentar el arte,” students encounter academic and domain-specific vocabulary during the “Lectura en voz alta” and related activities. The educator introduces key vocabulary words, including cerámica, estatuas, lienzo, and pincelada, within the context of the read-aloud and supports students in connecting each word to the topic of art. During the “Practicar palabras” routine, students receive explicit instruction on the academic word artista as they hear the word, repeat it, discuss its meaning, and identify places where artists’ work can be found. Students then apply the word during the “Compartir para hacer un seguimiento” activity by completing the sentence stem “Un artista crea cosas como. . .” Through these structured tasks, students use academic vocabulary to explain ideas, participate in discussions, and communicate their understanding of artistic concepts rather than simply identify word meanings.
Evaluation for 6.A.4d
The materials use nonverbal teaching techniques, including images, maps, and visual representations, to support students’ acquisition of key Spanish academic vocabulary. In Conocimiento 4 lesson 5 “Los aztecas: La leyenda del águila y la serpiente,” the educator uses the "Tarjetas de imágenes", the “Rotafolio de imágenes,” and the “Tabla de civilizaciones” tool to build visual connections before and during the read-aloud. As students encounter vocabulary such as águila, serpiente, nopal, and leyenda, they connect each word to visual representations of the objects, symbols, and cultural elements described in the text. During the read-aloud, students revisit illustrations to analyze events from the Aztec founding legend, answer comprehension questions, and discuss how the eagle, cactus, and serpent became important symbols of Aztec civilization. The “Practicar palabras” routine continues this support by pairing visual representations with contextual examples and opportunities for students to describe and apply the vocabulary. Visual supports help students develop meaning for academic vocabulary by connecting words to concrete images and historical concepts.
Conocimiento 6 lesson 6 “Los lenape: El pueblo de las estaciones” uses multiple visual resources to support vocabulary acquisition through nonverbal instruction. Before the read-aloud, the educator displays a map of the United States and guides students in locating Nueva York, Nueva Jersey, Pensilvania, and Delaware, helping students visualize the geographic region where the Lenape lived. During the read-aloud, the educator uses the “Rotafolio de imágenes” to connect vocabulary such as lenape, wigwam, estaciones, refugio, and acogedores to images of the Lenape people, their homes, and their environment. During the application activity, students use the “Tabla de pueblos nativos” and “Tarjetas de imágenes 10–13” to compare the Lenape with previously studied Native American groups and reinforce vocabulary through visual comparisons. Students then complete “Página de actividades 1.1” and a drawing activity to represent and discuss what they learned about the Lenape way of life. By consistently pairing academic vocabulary with maps, images, and cultural representations, the materials support students in acquiring word meaning through visualization and concrete connections rather than relying only on verbal explanations.
Evaluation for 6.B.1a
In Conocimiento 6 lesson 6 “Los lenape: El pueblo de las estaciones,” educators guide students in generating questions before investigating the Lenape people. Prior to the read-aloud, educators prompt students to ask questions about what they want to learn. During the lesson, students continue developing their inquiry by responding to prompts such as, “¿Qué preguntas tienen acerca de la vida de los lenape durante la primavera?” These structured opportunities encourage students to formulate their own questions, build knowledge, and deepen their understanding through inquiry.
Later in the unit, during Conocimiento 7’s lesson 6 “Pausa” section, students revisit the class “Tabla de SQA” and review the questions recorded in the “Lo que quiero saber” column to determine which questions have been answered and which require further investigation. Educators explain that unanswered questions will require further study, “una investigación individual, grupal o de toda la clase del texto o de otros recursos para responder estas preguntas restantes.” Students use their remaining questions to guide continued inquiry by consulting texts and other resources, reinforcing the process of generating questions, seeking additional information, and extending research.
Evaluation for 6.B.1b
In Conocimiento 10 lesson 2, the materials support students in generating and following a research plan through educator-guided research tools. During the “Aplicación” section, students revisit the “Tabla SQA” from lesson 1 to review what they know and what they want to learn before creating a research plan using “Página de actividades 2.1.” The educator explicitly models the four research steps—lluvia de ideas, hacer preguntas, recopilar información, and escribir sobre la información—and students use the organizer throughout the unit to guide information gathering, structure ideas, and prepare their projects. Conocimiento 10 Guía del maestro’s “Apoyo a la enseñanza” and “Desafío” sidebars provide differentiated supports, including partially completed organizers for students needing additional guidance and extension activities for students ready for greater independence. Students continue applying their research plan throughout the unit and present their completed projects during the “Galería de aventuras” in lesson 15.
Later, Conocimiento 12 extends students’ research skills by requiring them to identify a question, follow a research plan, conduct a brief investigation, and create a class book based on their findings. In lesson 4, educators introduce the purpose of research and model the “Organizador de la investigación,” explaining that when conducting research “es importante tener un plan.” Across lessons 5–12, students repeatedly revisit the research plan through the “Repasar el plan de investigación,” “Modelo de investigación,” and “Investigación” activities as they gather information from read-alouds and record evidence connected to their research question. In lesson 13, students organize their information, in lesson 14 they draft their research page, and in lesson 15 they share their findings as part of the class book project. Through repeated modeling, graphic organizers, and consistent application of each research step, the materials support students in developing and following an organized research process.
Evaluation for 6.B.1c
In Conocimiento 7 Guía del maestro lesson 5, the “Acceso universal” section provides differentiated instruction that supports educators in directing students toward identifying relevant sources based on their inquiry questions. Educators guide students in selecting appropriate resources, connecting information from those sources to their research questions, and organizing their findings using oral, visual, and written formats. Students communicate their learning through multiple media aligned to the purpose of the investigation, strengthening their ability to gather, organize, and present information.
Later, Conocimiento 12’s “Introducción” section extends these research skills through a sustained inquiry process. Students create a “Tabla de SQA” to record what they know, what they want to know, and what they have learned about art. They then use questions from the “Lo que quiero saber” column to establish a research focus. In lesson 9, educators model looking for respuestas or hechos by consulting the day’s read-aloud to locate information that answers the class research question, selecting relevant details such as “usa sus experiencias” and recording evidence on the research organizer before students continue the investigation independently. Throughout the unit, students organize and communicate their findings through drawings, writing, and graphic organizers using actividades 4.1, 5.1, and 14.1. The research sequence culminates with a final assessment that evaluates students’ ability to formulate questions, gather information from relevant sources, organize ideas, and communicate findings through oral, pictorial, and written formats.
6.A.1 Connected Knowledge-Building Units and Lessons
6.A.1a
Units are designed to build knowledge based in the fields of science, history, literature, and the arts.
Units are designed to build knowledge based in the fields of science, history, literature, and the arts.
4 out of 4 points
Evaluation for 6.A.1a
Evaluation for 6.A.1a
Units are designed to build knowledge based in the fields of science, history, literature, and the arts.
4 out of 4 points
For example, Conocimiento 6 lesson 6 “Los lenape: El pueblo de las estaciones” builds knowledge by integrating history and science through connected texts and discussions about the Lenape people and their environment. During the read-aloud, students learn how seasonal changes influenced where the Lenape lived, the food they gathered, the clothing they wore, and the shelters they built. Students examine how the Lenape adapted to changing seasons by moving between locations and using available natural resources. They compare habitats, weather conditions, food sources, shelters, and record their learning in the ongoing “Tabla de pueblos nativos” handout. These connected learning experiences systematically develop knowledge about environmental adaptation, seasons, habitats, and natural resources while deepening students’ understanding of Native American history through an interdisciplinary unit organized around coherent science and history content.
6.A.1b
Materials provide resources, including a scope and sequence, to demonstrate the approach to knowledge-building within and across grade levels.
Materials provide resources, including a scope and sequence, to demonstrate the approach to knowledge-building within and across grade levels.
2 out of 2 points
Evaluation for 6.A.1b
Evaluation for 6.A.1b
Materials provide resources, including a scope and sequence, to demonstrate the approach to knowledge-building within and across grade levels.
2 out of 2 points
Additionally, Conocimiento 12 Guía del maestro provides planning resources and a detailed unit overview that demonstrate the program’s knowledge-building approach within the unit. The introduction explains that the unit is organized into fifteen daily lessons, each divided into two parts, and anchored by the essential question, “¿Por qué el arte es importante?” Using Picasso’s quote, “Cada niño es un artista,” the materials introduce the value and purpose of art before systematically expanding students’ understanding through the study of artists from different time periods, countries, and cultures, as well as a variety of artistic forms and sources of inspiration. Students compare characters and themes from the texts to their own experiences, while suggested collaboration with the school’s art educator and interdisciplinary activities reinforce connections to culture, geography, and prior learning. These planning resources illustrate how the unit is intentionally sequenced to build knowledge through connected lessons, interdisciplinary experiences, and cumulative learning.
6.A.1c
Units are designed for students to spend extended time (e.g., 3 weeks or more) on connected knowledge-building topics and Spanish texts.
Units are designed for students to spend extended time (e.g., 3 weeks or more) on connected knowledge-building topics and Spanish texts.
1 out of 1 points
Evaluation for 6.A.1c
Evaluation for 6.A.1c
Units are designed for students to spend extended time (e.g., 3 weeks or more) on connected knowledge-building topics and Spanish texts.
1 out of 1 points
Similarly, in Conocimiento 12 students spend an extended period of instruction building knowledge about art through connected Spanish texts, vocabulary, and learning experiences. The unit is organized into 15 daily lessons, allowing students to develop understanding over approximately three weeks as each lesson builds on prior learning. For example, lesson 3 “La cerámica de Centroamérica” expands students’ understanding of artistic forms while connecting to previously learned content, including El arte rupestre, and reinforcing vocabulary such as artesanos. Students revisit the “Tabla SQA” resource, which was introduced in lesson 1, throughout the unit to organize, monitor, and extend their learning over time. The use of related texts, discussions, and cumulative activities continuously reinforces concepts, vocabulary, and content knowledge. This extended instructional sequence demonstrates how the unit provides sustained engagement with connected knowledge-building topics and Spanish texts that deepen comprehension and build lasting content knowledge.
6.A.1d
Lessons are connected by anchoring Spanish texts or text sets designed to intentionally build connected student background knowledge over time.
Lessons are connected by anchoring Spanish texts or text sets designed to intentionally build connected student background knowledge over time.
1 out of 1 points
Evaluation for 6.A.1d
Evaluation for 6.A.1d
Lessons are connected by anchoring Spanish texts or text sets designed to intentionally build connected student background knowledge over time.
1 out of 1 points
The Conocimiento units connect lessons through anchor Spanish texts and text sets intentionally designed to build students’ background knowledge across lessons. Each unit follows a structured sequence of related read-alouds that develops understanding of a central topic over time. For example, in Conocimiento 12, students engage with a connected sequence of Spanish read-alouds that builds knowledge about different forms of art, artistic expression, and the relationship between art, culture, and the world around them. Students begin by exploring El arte rupestre and how early humans used images to communicate ideas and experiences. As the unit progresses, students examine the artwork of Frida Kahlo and Henri Matisse, learning how artists use personal experiences, cultural traditions, and their surroundings as sources of inspiration. Students then extend their understanding by exploring the “El arte y la comunidad” lesson and discussing how art reflects the people, places, and ideas within a community.
6.A.1e
Spanish grammar, vocabulary, discussion, and writing activities are connected to the knowledge-building topic of the lesson.
Spanish grammar, vocabulary, discussion, and writing activities are connected to the knowledge-building topic of the lesson.
4 out of 4 points
Evaluation for 6.A.1e
Evaluation for 6.A.1e
Spanish grammar, vocabulary, discussion, and writing activities are connected to the knowledge-building topic of the lesson.
4 out of 4 points
Similarly, in Conocimiento 8 lesson 2 “El invierno,” Spanish vocabulary, discussion, and writing activities are directly connected to the knowledge-building topic of winter. The lesson goals identify reading and writing outcomes focused on understanding the characteristics of winter and communicating that understanding through literacy activities. During the “Aplicación” section, students use the “Registro del tiempo” tool to observe, discuss, and record weather conditions using topic-related Spanish vocabulary. Students apply content-specific language associated with winter as they document daily observations and compare weather conditions through educator-guided discussions. The writing task requires students to record and communicate information about the weather rather than complete an isolated language exercise. Through these connected vocabulary, discussion, and writing activities, students develop Spanish language skills while deepening their understanding of seasonal weather patterns and applying academic language in meaningful contexts.
6.A.2 Context and Student Background Knowledge
6.A.2a
Materials activate or supply background knowledge by making connections to previously learned content from prior grade levels.
Materials activate or supply background knowledge by making connections to previously learned content from prior grade levels.
1 out of 1 points
Evaluation for 6.A.2a
Evaluation for 6.A.2a
Materials activate or supply background knowledge by making connections to previously learned content from prior grade levels.
1 out of 1 points
The materials also activate or supply background knowledge by connecting new learning to concepts developed earlier, as demonstrated in Conocimiento 12 lesson 3 “La cerámica de Centroamérica.” Before students learn about Maya ceramic art, the materials guide the educator to revisit previously learned concepts about art and artistic expression from earlier units. Students recall examples of art they have studied, including cave paintings and other forms of visual expression, and use this prior knowledge to understand how artists create objects that communicate ideas and reflect culture. The lesson then extends students’ understanding by introducing how the Maya used clay, designs, and artistic techniques to create ceramic objects connected to their daily lives and traditions. Through educator-guided discussion, vocabulary review, and connections to previously studied forms of art, students apply existing knowledge to analyze a new cultural and historical context. This intentional progression demonstrates how the materials build upon prior grade-level knowledge by connecting new concepts about Maya art and culture to previously developed understandings of artistic forms and purposes.
6.A.2b
Materials activate or supply background knowledge in Spanish by making connections across units within a grade level. (S)
Materials activate or supply background knowledge in Spanish by making connections across units within a grade level. (S)
1 out of 1 points
Evaluation for 6.A.2b
Evaluation for 6.A.2b
Materials activate or supply background knowledge in Spanish by making connections across units within a grade level. (S)
1 out of 1 points
The materials activate background knowledge in Spanish by making connections across the Conocimiento units. In Conocimiento 11 lesson 1, students connect previously learned knowledge about the United States to new material about the nation’s capital and presidential symbols. Before reading, students discuss what they already know about the United States and the educator uses illustrations, maps, and guided questions to support connections between prior learning and the new content. The lesson builds on knowledge developed in Conocimiento 9 “Las colonias y sus habitantes,” where students learned about the first colonies, geographic locations, maps, and the development of the United States. Students use this prior understanding to interpret new information about Washington, D.C., the role of the President, and national symbols. Through various comprehension activities and tools, students compare previously learned concepts with new information and organize their understanding. These structured connections demonstrate how the materials intentionally build knowledge across grade K units by revisiting and extending historical and geographic concepts over time.
6.A.2c
Materials provide students with relevant and targeted context or background knowledge in Spanish to enhance the student's engagement with the text. (T/S).
Materials provide students with relevant and targeted context or background knowledge in Spanish to enhance the student's engagement with the text. (T/S).
1 out of 1 points
Evaluation for 6.A.2c
Evaluation for 6.A.2c
Materials provide students with relevant and targeted context or background knowledge in Spanish to enhance the student's engagement with the text. (T/S).
1 out of 1 points
The materials provide students with relevant and targeted context or background knowledge in Spanish to enhance engagement with informational texts. In Conocimiento 11 lesson 1 “El hogar del presidente: Washington, D.C.,” students receive historical context, academic vocabulary, and visual support before engaging with the read-aloud. The lesson begins with an activity where the educator activates students’ prior understanding of the United States and its leaders before introducing new information about Washington, D.C., the White House, and the President of the United States. During “Escuchar con un propósito,” students examine the "Tarjetas de imágenes" while listening to the read-aloud, connecting visual representations to key historical concepts. The educator then introduces the academic vocabulary word libertades during the “Practicar palabras” routine and connects its meaning to the historical content presented in the lesson. After the read-aloud, students complete a venn diagram activity to compare ideas from the text and apply the background knowledge developed through the visual supports, vocabulary instruction, and discussions. These intentional routines provide students with the historical context and academic language needed to comprehend and actively engage with the Spanish informational text.
6.A.3 Developing Student Comprehension with Connected Topics, Questions, and Tasks
6.A.3a
Questions and tasks are designed in Spanish and require students to engage with big ideas, topics, and themes. (S)
Questions and tasks are designed in Spanish and require students to engage with big ideas, topics, and themes. (S)
1 out of 1 points
Evaluation for 6.A.3a
Evaluation for 6.A.3a
Questions and tasks are designed in Spanish and require students to engage with big ideas, topics, and themes. (S)
1 out of 1 points
In Conocimiento 12 lesson 9, “Las pinturas de Tomás Sánchez,” students engage with questions and tasks in Spanish that require them to analyze artistic concepts and connect ideas across the unit. Before reading, the educator prompts students to recall artists previously studied, including Frida Kahlo and Georgia O’Keeffe, and discuss the types of artwork they created. During the read-aloud, students examine illustrations and respond to questions that require them to describe and interpret the artwork. The educator then builds on students’ thinking through higher-level questions that ask them to explain how learning about art has influenced their understanding of artistic expression and why elements in Tomás Sánchez’s landscapes appear realistic. During the comprehension check activity, students respond to literal, inferential, and evaluative questions, with differentiated supports provided for “Nivel emergente,” “A nivel,” and “Nivel avanzado” to support meaningful participation in discussions. Before the “Aplicación” activity, students discuss and explain ideas for their own artwork using complete sentences and lesson vocabulary. These activities require students to analyze, make connections, justify their thinking, and apply their understanding of art concepts rather than simply recall information from the text.
6.A.3b
Questions and tasks are designed in Spanish and prompt students to synthesize knowledge and concepts across texts within and across lessons and units. (S)
Questions and tasks are designed in Spanish and prompt students to synthesize knowledge and concepts across texts within and across lessons and units. (S)
2 out of 2 points
Evaluation for 6.A.3b
Evaluation for 6.A.3b
Questions and tasks are designed in Spanish and prompt students to synthesize knowledge and concepts across texts within and across lessons and units. (S)
2 out of 2 points
Additionally, in Conocimiento 7 lesson 5 “Cantemos la canción de seis peniques,” students synthesize knowledge and concepts across related texts by comparing characters, events, and themes developed throughout the unit. During the “Lectura en voz alta” section, students respond to comprehension questions that require them to connect ideas about kings, queens, wealth, and character traits across multiple royalty-themed narratives. Students draw on previous texts, including stories about kings studied earlier in the unit, to compare how characters respond to wealth and how their choices reveal important lessons. Through educator-guided discussions, students integrate information from different selections and explain relationships among recurring concepts related to royalty, leadership, and personal choices. These questions and tasks require students to make connections across texts and lessons, demonstrating understanding of broader themes rather than recalling details from an individual read-aloud.
6.A.3c
Culminating tasks require students to demonstrate their knowledge of the unit topic by making connections across related texts. (S)
Culminating tasks require students to demonstrate their knowledge of the unit topic by making connections across related texts. (S)
1 out of 1 points
Evaluation for 6.A.3c
Evaluation for 6.A.3c
Culminating tasks require students to demonstrate their knowledge of the unit topic by making connections across related texts. (S)
1 out of 1 points
In Conocimiento 11 students complete culminating tasks that require them to demonstrate their understanding of the unit topic by making connections across related biographies and informational texts. Throughout the unit, students engage with connected texts, including “El hogar del presidente: Washington, D.C.,” “Una historia deshonesta sobre un hombre honesto,” “Un general inteligente,” “George Washington,” “Thomas Jefferson,” “Abraham Lincoln,” “Teddy Roosevelt,” “Barack Obama,” and “El tallado del monte Rushmore.” During the Conocimiento review and assessment sections, students revisit information from these texts to compare presidential contributions, explain the importance of national symbols, sequence historical events, and connect the roles of different historical figures in shaping the United States. The “Actividades finales” extend this learning by asking students to apply concepts from across the unit and integrate information from multiple biographies and informational texts. The culminating tasks require students to synthesize ideas across related Spanish texts and demonstrate their understanding of how historical figures, places, and symbols contributed to the development of the United States.
6.A.3d
Materials provide opportunities to apply new understanding based on the topic to contexts beyond the classroom. (S)
Materials provide opportunities to apply new understanding based on the topic to contexts beyond the classroom. (S)
1 out of 1 points
Evaluation for 6.A.3d
Evaluation for 6.A.3d
Materials provide opportunities to apply new understanding based on the topic to contexts beyond the classroom. (S)
1 out of 1 points
The materials provide opportunities for students to apply new understanding based on the recently learned topic to contexts beyond the classroom through home-based activities and cultural connections. In Conocimiento 7 students extend their learning about kings, queens, and leadership through take-home activities from the Cuaderno de actividades. For example, in actividad 1.1 on “El rey Midas y el toque de oro,” students and families review a summary of the story and discuss the importance of relationships and caring for others, connecting the story’s lesson to real-life experiences. Later in actividad 5.1 on “El viejo rey Cole,” students respond to the prompt “Si yo fuera rey o reina” by explaining what they would do if they were a ruler, while families discuss the responsibilities, advantages, and challenges of leadership. These activities encourage students to apply concepts from the unit to personal experiences and family discussions, extending learning beyond the classroom through reflection and real-world connections.
6.A.4 Key Academic Vocabulary and Grade-Level Concepts
6.A.4a
Materials include a year-long scope and sequence for building tier 2 and 3 Spanish academic vocabulary in the context of intentional knowledge-building.
Materials include a year-long scope and sequence for building tier 2 and 3 Spanish academic vocabulary in the context of intentional knowledge-building.
2 out of 2 points
Evaluation for 6.A.4a
Evaluation for 6.A.4a
Materials include a year-long scope and sequence for building tier 2 and 3 Spanish academic vocabulary in the context of intentional knowledge-building.
2 out of 2 points
Across the grade K Conocimiento units, the materials provide consistent vocabulary planning tools that support the intentional development of tier-two and tier-three Spanish academic vocabulary throughout the year. Each unit includes a “Tabla de vocabulario” that identifies key words and categorizes them as Palabras de dominio específico, Palabras académicas generales, and Palabras de uso diario while also identifying vocabulary types, such as domain-specific terms, multiple-meaning words, and expressions and phrases. For example, in Conocimiento 12 lesson 6 “Los puntos de Yayoi Kusama,” the vocabulary table identifies domain-specific terms such as esculturas, infinito, and MoMA while also including academic and everyday vocabulary needed to understand the lesson. These planning resources provide educators with a consistent framework for introducing, reinforcing, and applying vocabulary across units. Through repeated exposure and meaningful use within knowledge-building lessons, the materials intentionally develop students’ Spanish academic vocabulary over the course of the school year.
6.A.4b
Materials include practice and application opportunities with appropriate content and language scaffolds and supports for teachers to differentiate Spanish vocabulary development for all learners. (S)
Materials include practice and application opportunities with appropriate content and language scaffolds and supports for teachers to differentiate Spanish vocabulary development for all learners. (S)
2 out of 2 points
Evaluation for 6.A.4b
Evaluation for 6.A.4b
Materials include practice and application opportunities with appropriate content and language scaffolds and supports for teachers to differentiate Spanish vocabulary development for all learners. (S)
2 out of 2 points
The materials also provide differentiated vocabulary practice and application opportunities within knowledge-building instruction. Conocimiento 9’s “Introducción” section organizes essential vocabulary by lesson and identifies words such as aprendiz, campo, maestro artesano, oficio, cotidiano, trueque, clientes, and compasión. The guide explains that bolded vocabulary words receive additional reinforcement through “Practicar palabras” routines, where students encounter words in context, learn student-friendly definitions, and discuss their meanings in relation to the lesson topic. For example, in lesson 3, students apply the word clientes while discussing bakers and the people they serve, and in lesson 8, students use vocabulary such as esencial, fragua, herraduras, and metal while learning about the work of a blacksmith in a colonial town. The materials provide additional differentiation through vocabulary review activities, small-group reinforcement, brainstorming activities, and assessment-based instructional adjustments. During “Repaso del Conocimiento,” students participate in a brainstorming activity where the educator records student-generated vocabulary connections to reinforce relationships among concepts. The “Evaluación del Conocimiento” also guides educators to use assessment results to identify areas for additional review and provide targeted vocabulary support. These structures ensure that students receive repeated, scaffolded opportunities to develop and apply Spanish vocabulary within meaningful content contexts.
6.A.4c
Materials include tasks designed to engage students in purposeful use of key Spanish academic vocabulary. (S)
Materials include tasks designed to engage students in purposeful use of key Spanish academic vocabulary. (S)
1 out of 1 points
Evaluation for 6.A.4c
Evaluation for 6.A.4c
Materials include tasks designed to engage students in purposeful use of key Spanish academic vocabulary. (S)
1 out of 1 points
The materials provide tasks that require students to use key Spanish academic vocabulary purposefully through discussions, oral language activities, and application tasks connected to knowledge-building topics. In Conocimiento 12 lesson 1 “Presentar el arte,” students encounter academic and domain-specific vocabulary during the “Lectura en voz alta” and related activities. The educator introduces key vocabulary words, including cerámica, estatuas, lienzo, and pincelada, within the context of the read-aloud and supports students in connecting each word to the topic of art. During the “Practicar palabras” routine, students receive explicit instruction on the academic word artista as they hear the word, repeat it, discuss its meaning, and identify places where artists’ work can be found. Students then apply the word during the “Compartir para hacer un seguimiento” activity by completing the sentence stem “Un artista crea cosas como. . .” Through these structured tasks, students use academic vocabulary to explain ideas, participate in discussions, and communicate their understanding of artistic concepts rather than simply identify word meanings.
6.A.4d
Materials include nonverbal teaching techniques to support students in the acquisition of key Spanish academic vocabulary, such as the use of images and visualization. (T)
Materials include nonverbal teaching techniques to support students in the acquisition of key Spanish academic vocabulary, such as the use of images and visualization. (T)
1 out of 1 points
Evaluation for 6.A.4d
Evaluation for 6.A.4d
Materials include nonverbal teaching techniques to support students in the acquisition of key Spanish academic vocabulary, such as the use of images and visualization. (T)
1 out of 1 points
Conocimiento 6 lesson 6 “Los lenape: El pueblo de las estaciones” uses multiple visual resources to support vocabulary acquisition through nonverbal instruction. Before the read-aloud, the educator displays a map of the United States and guides students in locating Nueva York, Nueva Jersey, Pensilvania, and Delaware, helping students visualize the geographic region where the Lenape lived. During the read-aloud, the educator uses the “Rotafolio de imágenes” to connect vocabulary such as lenape, wigwam, estaciones, refugio, and acogedores to images of the Lenape people, their homes, and their environment. During the application activity, students use the “Tabla de pueblos nativos” and “Tarjetas de imágenes 10–13” to compare the Lenape with previously studied Native American groups and reinforce vocabulary through visual comparisons. Students then complete “Página de actividades 1.1” and a drawing activity to represent and discuss what they learned about the Lenape way of life. By consistently pairing academic vocabulary with maps, images, and cultural representations, the materials support students in acquiring word meaning through visualization and concrete connections rather than relying only on verbal explanations.
6.B.1 Recursive Inquiry Process
6.B.1a
Materials support instruction for students to ask and generate questions in Spanish for inquiry. (S)
Materials support instruction for students to ask and generate questions in Spanish for inquiry. (S)
1 out of 1 points
Evaluation for 6.B.1a
Evaluation for 6.B.1a
Materials support instruction for students to ask and generate questions in Spanish for inquiry. (S)
1 out of 1 points
Later in the unit, during Conocimiento 7’s lesson 6 “Pausa” section, students revisit the class “Tabla de SQA” and review the questions recorded in the “Lo que quiero saber” column to determine which questions have been answered and which require further investigation. Educators explain that unanswered questions will require further study, “una investigación individual, grupal o de toda la clase del texto o de otros recursos para responder estas preguntas restantes.” Students use their remaining questions to guide continued inquiry by consulting texts and other resources, reinforcing the process of generating questions, seeking additional information, and extending research.
6.B.1b
K-1: Materials support students in identification of relevant sources based on their questions. (S). K-1: Materials support student practice in understanding, organizing, and communicating ideas and information using multiple media in accordance with the purpose of the research. (S)
K-1: Materials support students in identification of relevant sources based on their questions. (S). K-1: Materials support student practice in understanding, organizing, and communicating ideas and information using multiple media in accordance with the purpose of the research. (S)
2 out of 2 points
Evaluation for 6.B.1b
Evaluation for 6.B.1b
K-1: Materials support students in identification of relevant sources based on their questions. (S). K-1: Materials support student practice in understanding, organizing, and communicating ideas and information using multiple media in accordance with the purpose of the research. (S)
2 out of 2 points
Later, Conocimiento 12 extends students’ research skills by requiring them to identify a question, follow a research plan, conduct a brief investigation, and create a class book based on their findings. In lesson 4, educators introduce the purpose of research and model the “Organizador de la investigación,” explaining that when conducting research “es importante tener un plan.” Across lessons 5–12, students repeatedly revisit the research plan through the “Repasar el plan de investigación,” “Modelo de investigación,” and “Investigación” activities as they gather information from read-alouds and record evidence connected to their research question. In lesson 13, students organize their information, in lesson 14 they draft their research page, and in lesson 15 they share their findings as part of the class book project. Through repeated modeling, graphic organizers, and consistent application of each research step, the materials support students in developing and following an organized research process.
6.B.1c
2-3: Materials require students to gather relevant information from a variety of sources. (S). 2-3: Materials provide guidance for students on differentiating between primary and secondary sources. (S). 2-3: Materials include activities and tasks which require students to differentiate between primary and secondary sources. (S)
2-3: Materials require students to gather relevant information from a variety of sources. (S). 2-3: Materials provide guidance for students on differentiating between primary and secondary sources. (S). 2-3: Materials include activities and tasks which require students to differentiate between primary and secondary sources. (S)
4 out of 4 points
Evaluation for 6.B.1c
Evaluation for 6.B.1c
2-3: Materials require students to gather relevant information from a variety of sources. (S). 2-3: Materials provide guidance for students on differentiating between primary and secondary sources. (S). 2-3: Materials include activities and tasks which require students to differentiate between primary and secondary sources. (S)
4 out of 4 points
Later, Conocimiento 12’s “Introducción” section extends these research skills through a sustained inquiry process. Students create a “Tabla de SQA” to record what they know, what they want to know, and what they have learned about art. They then use questions from the “Lo que quiero saber” column to establish a research focus. In lesson 9, educators model looking for respuestas or hechos by consulting the day’s read-aloud to locate information that answers the class research question, selecting relevant details such as “usa sus experiencias” and recording evidence on the research organizer before students continue the investigation independently. Throughout the unit, students organize and communicate their findings through drawings, writing, and graphic organizers using actividades 4.1, 5.1, and 14.1. The research sequence culminates with a final assessment that evaluates students’ ability to formulate questions, gather information from relevant sources, organize ideas, and communicate findings through oral, pictorial, and written formats.
Rubric Section 7
Text Quality and Complexity
Materials ensure students spend a majority of their time interacting with increasingly complex grade-level text.
Total
100% (34 out of 34 points)
Evaluation for 7.1a
The Conocimiento 8 lesson 1 materials include core read-aloud texts that are authentic Spanish texts or appropriate transadaptations written at grade-level complexity. The Guía de complejidad de los textos y vocabulario documents the text complexity of the instructional selections using research-based measures that evaluate quantitative and qualitative features. The designated informational text includes grade-level characteristics such as domain-specific vocabulary, increasingly complex sentence structures, and informational text features appropriate for grade K students. Through these intentionally selected texts, students engage with authentic Spanish language patterns and scientific concepts while developing knowledge and comprehension through grade-level informational reading experiences.
In Conocimiento 11 lesson 9 “El tallado del monte Rushmore,” students engage with an informational read-aloud that integrates history, civics, and informational text structures while exploring the lives and contributions of George Washington, Thomas Jefferson, Abraham Lincoln, Theodore Roosevelt, and Barack Obama. The text presents grade-level historical concepts and specialized vocabulary through authentic Spanish language and informational structures. The Guía de complejidad de los textos y vocabulario identifies the instructional selections as appropriate for grade K through research-based measures of text complexity, including quantitative complexity, qualitative features, language demands, and knowledge requirements. The text’s sophisticated vocabulary, informational organization, and content demands provide students with opportunities to engage with complex Spanish texts while developing grade-level knowledge across content areas.
Evaluation for 7.1b
The Guía de complejidad de los textos y vocabulario identifies the Conocimiento read-alouds as textos auténticos and documents the intentional selection of literary and informational texts through quantitative and qualitative measures that support grade-level placement and instructional purpose. In Conocimiento 3 students engage with authentic Spanish fairy tales and folktales that preserve traditional narrative structures, cultural elements, and literary characteristics. The texts include well-developed beginnings, conflicts, resolutions, recurring literary features such as magical characters and repeated events, and descriptive language that develops setting, characters, and plot. Across the collection, students experience varied forms of traditional storytelling that reflect the qualities of well-crafted Spanish children’s literature. Rather than relying on simplified instructional adaptations, the materials provide complete literary works with purposeful language, cohesive structures, and engaging narratives that support vocabulary development, oral language, and appreciation of authentic Spanish texts.
The Libro de lectura and Conocimiento texts provide strong models of effective Spanish writing through carefully developed structures, age-appropriate language, and meaningful content. For example, in Habilidades y Destrezas 6, the Libro de lectura includes intentionally crafted texts that support early readers through clear organization, engaging narratives, and language patterns appropriate for grade K students. Additionally, in Conocimiento 8 lesson 6, students engage with a fable that demonstrates the characteristics of quality literary writing through a clear narrative structure, developed characters, and purposeful use of language. The text allows students to analyze genre features, realistic and fantastical elements, and character actions while engaging with a complete Spanish literary work. Through the consistent use of authentic, well-crafted literary and informational texts, the materials provide students with exposure to high-quality Spanish texts that model effective writing and reflect publishable characteristics.
Evaluation for 7.1c
The Guía de complejidad de los textos y vocabulario identifies the Conocimiento instructional collections as textos auténticos and documents each unit using quantitative (MCn), qualitative (MCI), and educational language complexity (ELC) measures. The guide demonstrates the intentional balance of literary and informational texts within each collection, showing that students engage with varied authentic Spanish texts while developing content knowledge. The “K–5 Resumen de conexiones transversales” further demonstrates alignment between Conocimiento units and the science and social studies TEKS by connecting literacy instruction to scientific concepts, history, geography, civics, culture, and the arts. Through these interdisciplinary units, students engage with authentic literary and informational texts that represent varied genres, perspectives, and content areas while building knowledge through Spanish language instruction. Together, these resources demonstrate that the materials intentionally provide a diverse collection of Spanish texts across multiple disciplines.
The Conocimiento planning documents further demonstrate that grade K students engage with traditional, contemporary, classical, and diverse authentic Spanish texts or appropriate transadaptations across multiple content areas. The materials provide an overview of each Conocimiento unit and show that students interact with literary and informational texts while building knowledge in literature, science, history, geography, social studies, and the arts. For example, Conocimiento 1 “Rimas y fábulas infantiles” introduces traditional nursery rhymes and classical fables, including “Estrellita, ¿dónde estás?” and “El león y el ratón.” Conocimiento 2 “El cuerpo humano” includes contemporary informational texts and biographies, while Conocimiento 3 “Cuentos: cuentos de hadas y cuentos populares” exposes students to classical fairy tales, folktales, and stories from diverse cultures. Additional units, such as Conocimiento 4 “Plantas: ¿cómo crecen?” Conocimiento 6 “Los nativos americanos: tradición, herencia y la tierra,” Conocimiento 9 “Las colonias y sus habitantes: érase una vez en los Estados Unidos,” and Conocimiento 12 “El arte y el mundo que nos rodea,” further expand students’ understanding of science, history, cultural traditions, and the arts. Through this intentional variety of genres, cultures, historical periods, and perspectives, students develop background knowledge while engaging with diverse Spanish texts across multiple academic disciplines.
Evaluation for 7.1d
The materials include texts and instructional guidance that connect content to students’ diverse backgrounds and experiences through embedded “Conexión cultural” guidance provided at the beginning of each unit. For example, in Conocimiento 8 Guía del maestro, the “Introducción” section guides educators to connect scientific concepts about seasons and weather to students’ personal experiences, cultural traditions, and observations of the world around them. The unit acknowledges that students may have different experiences with climates, seasonal changes, and weather patterns based on their families and communities. By connecting the informational texts to students’ lived experiences, the materials present scientific content in meaningful contexts and provide opportunities for students to recognize the relevance of their own backgrounds within the classroom learning experience.
Across the program, students engage with texts that represent individuals, cultures, countries, and historical perspectives in meaningful and age-appropriate ways. For example, in Conocimiento 12 students explore artists from diverse cultural backgrounds, including Georgia O’Keeffe from the United States, Yayoi Kusama from Japan, and Frida Kahlo from Mexico. In lesson 4, students learn about Frida Kahlo’s experiences and how her recovery after a bus accident influenced her development as an artist. Through this text, students examine how personal experiences, culture, and identity can influence artistic expression. Educator-guided discussions include questions such as “¿Qué los inspira a ustedes?” “¿Por qué creen que Frida estaba tan orgullosa de ser de México?” and “¿De qué se sienten orgullosos ustedes?” These connections encourage students to relate their own experiences to the text while developing appreciation for diverse perspectives, cultures, and individual experiences represented throughout the materials.
Evaluation for 7.2a
Throughout the Conocimiento units, students listen to grade-level authentic Spanish texts and engage in structured opportunities to think critically, respond to text-dependent questions, and justify their understanding through oral and written responses. For example, in Conocimiento 7 lesson 3 “El rey Midas y el toque de oro,” the educator pauses before, during, and after the read-aloud to guide students’ thinking. During “Preguntas de comprensión,” students respond to literal, inferential, and evaluative questions, including identifying the main character, explaining King Midas’s desire for gold, and analyzing his motivations and choices. Students further develop understanding by discussing vocabulary such as tesoros and examining how word forms change between singular and plural. In the “Aplicación” section, students sequence images from the story and retell events using primero, luego, and finalmente to explain the beginning, middle, and end of the narrative. These activities require students to listen actively, analyze ideas presented in the text, and communicate their understanding orally.
In Conocimiento 2 lesson 7, students listen to an informational read-aloud about Edward Jenner and Louis Pasteur and analyze how their discoveries contributed to preventing disease. After reading, students respond to the evaluative comprehension question, “¿Qué tienen en común los descubrimientos de Edward Jenner y Louis Pasteur?” This question requires them to synthesize information and identify connections across the text. Through the Think-Pair-Share activity, students discuss and justify their responses with a partner before sharing their ideas with the class using evidence from the read-aloud. Students then apply their understanding through the “Boleto de salida” in “Página de actividades 7.2,” where they identify health practices that prevent disease and explain their reasoning in writing. These opportunities require students to analyze, justify, and communicate their thinking using evidence from grade-level Spanish texts.
Evaluation for 7.2b
In Conocimiento 7 lesson 3 “El rey Midas y el toque de oro,” students further analyze specific elements of a grade-level Spanish literary text during the “Lectura en voz alta,” “Preguntas de comprensión, “and “Aplicación” activities. Students discuss the author’s purpose by determining whether the story was written to inform, entertain, or persuade and explain how details from the narrative support their thinking. Students analyze character development by identifying King Midas’s motivations and explaining how his choices affect events in the story. They also examine vocabulary by discussing the meaning of tesoros and exploring how the word changes between singular and plural forms. During the “Aplicación” section, students sequence images and retell events using primero, luego, and finalmente to analyze the narrative structure and identify the beginning, middle, and end of the story. These activities provide sustained opportunities for students to discuss how authors use purpose, structure, and language to communicate meaning in grade-level Spanish texts.
The materials provide opportunities in each lesson for students to discuss specific aspects of grade-level Spanish texts, including an author’s purpose, text structure, language, and vocabulary. In Conocimiento 11 lesson 2 “Una historia deshonesta sobre un hombre honesto,” students analyze the traditional story through educator-guided discussions after the read-aloud. Students discuss whether the story represents a true account or a legend and explain why the author included the well-known tale about George Washington and the cherry tree. They examine the narrative structure by sequencing the beginning, middle, and end of the story, including George Washington cutting down the tree, admitting the truth, and learning the importance of honesty. Students also analyze vocabulary such as honesto, cerezo, hacha, and verdad by using context from the text to determine meaning and explain how word choice supports understanding of the story’s message. Through these discussions, students consider how the author’s purpose, organization, and language choices communicate the central idea of the text.
Evaluation for 7.2c
The materials provide opportunities for students to engage in a variety of reading skills with grade-level Spanish texts, including generating questions, making predictions, inferring, analyzing, evaluating, and synthesizing information across reading, discussion, and application activities. In Conocimiento 9 lesson 10 “La sopa de piedras,” students engage with the text through a sequence of activities that support multiple levels of thinking. Before reading, students establish a purpose for listening through “Escuchar con un propósito” and connect the text to previously developed knowledge from the unit. During “Preguntas de comprensión,” students analyze character motivations, explain how characters’ actions influence events, make inferences about the story, and support their responses with details from the text. Students then deepen their understanding through Practicar palabras by examining academic and domain-specific vocabulary and applying word meanings in new contexts. In the “Aplicación” activity, students synthesize information from the read-aloud and previous lessons by creating signs for colonial artisans’ shops and explaining how each occupation contributes to the community through discussion, writing, and visual representation. Through this sequence, students practice multiple reading skills, including analyzing, inferring, synthesizing, and communicating their understanding of a grade-level Spanish text.
In Conocimiento 8 lesson 6, students engage in before-, during-, and after-reading activities that require them to activate prior knowledge, analyze text details, make predictions and inferences, and evaluate ideas presented in the fable. Before the read-aloud, students discuss authors such as Aesop and recall characteristics of fables to establish expectations for the text. During “Verificar la comprensión,” students analyze the fable by identifying the seasons presented in the story, explaining the sequence of events, and making inferences about the characters’ thoughts and motivations. Students also evaluate the text by discussing whether the events could occur in real life or represent fantasy and support their conclusions with evidence from the story. Through these structured opportunities, students engage in a range of reading skills, including recalling information, questioning, analyzing, inferring, evaluating, and using evidence to explain their thinking while interacting with grade-level Spanish texts.
Evaluation for 7.3a
The Guías del maestro for the Conocimiento units provide embedded educator guidance and supports that allow all students to access grade-level authentic Spanish texts while maintaining instructional rigor. The “Apoyo a la enseñanza” sidebars include targeted strategies such as vocabulary instruction, visual supports, rereading strategies, differentiated questioning, sentence stems, and graphic organizers. For example, in Conocimiento 1 Guía del maestro lesson 9 “El cuento de Pedro Conejo,” educators are guided to use images to clarify concepts such as herbívoro, nido de conejo, and matorral/arbusto and to provide student-friendly explanations of vocabulary such as hogaza de pan. When students need additional support responding to comprehension questions, educators are directed to reread relevant sections of the text and refer students to accompanying illustrations to strengthen understanding. The lesson also includes differentiated “Audición y expresión oral” and “Lectura/Visualización atenta” supports organized by “Nivel emergente,” “A nivel,” and “Nivel avanzado,” which adjust language demands while allowing all students to engage with the same grade-level content. These embedded scaffolds support access to complex Spanish texts without reducing cognitive expectations.
In Conocimiento 11 lesson 9, “El tallado del monte Rushmore,” students engage with a historical informational read-aloud through multiple embedded supports, including explicit vocabulary instruction, the “Rotafolio de imágenes,” background knowledge activation, comprehension questioning, and structured academic discussion. Before reading, the lesson’s Guía del maestro instructs the educator to introduce domain-specific vocabulary related to Mount Rushmore, the presidents, and the monument while using illustrations to establish context and encourage students to make observations and predictions. During the read-aloud, “Verificar la comprensión” questions guide students to explain why the four presidents were selected, connect information across the text, and support responses with evidence. After reading, students participate in a Think-Pair-Share activity and complete the accompanying “Página de actividades,” where they apply vocabulary and information from the text through drawing and writing. These intentional scaffolds provide access points for all students while maintaining the complexity and grade-level expectations of the historical Spanish text.
Evaluation for 7.3b
The Conocimiento 8 lesson 6 “Desafío” section provides an opportunity for proficient students to extend their analysis of the grade-level fable by applying concepts from the text in a new context. After analyzing the characteristics of the fable, students are challenged to create their own fable that includes a clear beginning, middle, and end, characters with specific traits, and a lesson or moral similar to those explored in the read-aloud. Students apply their understanding of narrative structure, character development, and theme while using the same literary concepts as those presented in the authentic Spanish text. This extension moves beyond basic comprehension by requiring students to create, analyze, and apply their understanding of the text elements. Through these embedded “Desafío” activities, proficient students receive additional opportunities to engage in deeper analysis while maintaining the rigor of grade-level Spanish texts.
The Conocimiento 11 Guía del maestro provides an educator-directed extension within lesson 9 “El tallado del monte Rushmore.” The “Desafío” section deepens students’ analysis of the grade-level informational text. After the read-aloud, proficient students compare the accomplishments of the presidents represented on Mount Rushmore and explain why each was selected for the monument using evidence from the text. Students analyze similarities and differences among the presidents’ contributions, evaluate their historical significance, and justify which accomplishment they believe had the greatest impact on the nation. Rather than completing additional practice, students engage in higher-level analysis while working with the same authentic Spanish text. This extension maintains grade-level rigor and provides an appropriate academic challenge that deepens students’ historical understanding and evidence-based reasoning.
Evaluation for 7.4a
The materials include the Guía de complejidad de los textos y vocabulario and the Conocimiento 11 Guía del maestro, which provide quantitative and qualitative analyses of the Spanish core texts, along with a rationale for their instructional purpose and grade-level placement. The complexity guide documents the unit’s core read-aloud selections, including “El hogar del presidente: Washington, D.C.,” “Una historia deshonesta sobre un hombre honesto,” “George Washington,” “Abraham Lincoln,” “El tallado del monte Rushmore,” “La Estatua de la Libertad,” and “La Campana de la Libertad.” For each text, the materials provide quantitative (MCn) and qualitative (MCI and ELC) measures that evaluate text features, including vocabulary demands, informational structures, sentence complexity, and knowledge requirements. For example, “George Washington” and “Abraham Lincoln” are identified as informational historical biographies that introduce students to key figures and events, while “El tallado del monte Rushmore” reflects increased conceptual demands as students synthesize information about multiple presidents, historical contributions, and national monuments. The Guía del maestro further explains the educational purpose of these texts through lesson objectives, vocabulary development, structured discussions, comprehension questions, and application activities aligned to the grade K TEKS. Together, the resources demonstrate that the chosen core texts are intentionally analyzed and selected to build grade K students’ historical knowledge and comprehension through appropriately complex Spanish texts.
The materials also include the Conocimiento “Mapa curricular” and Guía del maestro, which identify text characteristics and explain the instructional purpose and grade-level placement of each unit’s core texts. For example, in Conocimiento 8 Guía del maestro, the curriculum map identifies the collection as informational and scores the literary texts with a Lexile level of 950L, providing a quantitative measure of complexity. The “Introducción” section explains that the unit is designed to build foundational scientific knowledge about weather, seasons, and Earth’s patterns while connecting concepts to students’ everyday experiences. The qualitative analysis is reflected through the unit’s focus on scientific vocabulary, informational text structures, and knowledge demands appropriate for grade K students. Educator guidance further supports the instructional purpose through explicit vocabulary instruction, read-aloud routines, comprehension discussions, and application activities that help students access and demonstrate understanding of the content. These resources provide a clear rationale for the selection, complexity, and educational purpose of the Spanish core texts used throughout the grade K program.
Evaluation for 7.4b
The Conocimiento planning documents and the Guía de complejidad de los textos y vocabulario provide quantitative and qualitative analyses, including MCn, MCI, and ELC measures, that demonstrate the appropriate complexity of Spanish core texts in relation to grade K student tasks. For example, Conocimiento 7 is identified with a Lexile measure of 870L, with additional descriptors that explain the vocabulary demands, text structures, and comprehension requirements of the selections. The planning documents align the unit texts with grade K objectives and the TEKS while identifying the knowledge and skills students develop through instruction. Throughout the unit, students complete tasks that match the cognitive demands of the texts, including analyzing the multiple-meaning word cuartos, comparing royal and family structures, sequencing and retelling events, creating compound sentences, revising writing with peer feedback, and describing characters, settings, and plots using information from the text. These activities require students to apply comprehension, vocabulary, oral language, and writing skills while receiving appropriate educator support through read-alouds, questioning, and visual scaffolds. The intentional alignment among text complexity, instructional purpose, and student tasks demonstrates how the materials provide grade K students with appropriately complex Spanish texts while maintaining grade-level rigor.
Additionally, the materials demonstrate this alignment in Conocimiento 8, where students engage with informational and literary texts that require them to apply scientific knowledge through increasingly complex tasks. The Guía de complejidad de los textos y vocabulario documents the quantitative and qualitative features of the text collection, including vocabulary demands, informational structures, and knowledge requirements. For example, in lessons focused on weather and seasons, students engage with scientific vocabulary and concepts related to Earth’s patterns while completing tasks such as recording weather observations, interpreting illustrations, answering comprehension questions, and explaining how weather affects daily life. Educator-guided discussions, visual supports, and application activities provide access to the complex content while maintaining the cognitive demands of the text. By aligning documented text complexity and instructional activities, educators support students in comprehending and applying information from grade-level Spanish texts.
Evaluation for 7.5a
The materials designate authentic Spanish read-alouds as core instructional texts and provide embedded scaffolds that allow grade K students to access complex texts while maintaining grade-level expectations. The Guía de complejidad de los textos y vocabulario identifies the Conocimiento 9 text collection as textos auténticos and documents quantitative and qualitative complexity measures, including MCn 890L, MCI 2, and ELC 2. The collection includes a variety of text structures, including informational texts, biographies, historical narratives, and literary selections, allowing students to engage with different ways authors organize and communicate ideas. Throughout the unit, educator guidance encourages access through visual supports, background knowledge activation, purposeful listening prompts, explicit vocabulary instruction, text-dependent questions, and application activities. For example, in lesson 2, students use illustrations, contextual vocabulary analysis, and the Libro de lectura text “Las colonias y sus habitantes” to develop understanding of colonial communities. In lessons 7 and 8, students analyze authentic historical content through real-world objects, academic vocabulary, figurative language, prediction activities, and syntax practice while explaining ideas from the read-alouds. These supports enable students to engage with specialized vocabulary, historical concepts, and varied informational and literary structures without reducing the complexity of the texts.
Additionally, the planning documents’ K–5 Guía del usuario explains how the materials include authentic Spanish texts and Spanish transadaptations developed by professionals from different Spanish-speaking countries. The guide states that these texts represent varied structures and genres, including nonfiction, folktales, fairy tales, poetry, informational texts, and drama. It goes on to explain that they are used to develop content knowledge, academic vocabulary, and comprehension skills. For example, in Conocimiento 1’s “Fábulas y cuentos” section, students engage with the literary text “El cuento de Pedro Conejo” through read-aloud routines that include prediction, vocabulary analysis, sequencing, and oral retelling using temporal language such as primero, luego, and entonces. Then, in Conocimiento 10 “Cuentos de aventuras: relatos desde los confines de la Tierra,” students interact with literary and informational adventure texts that incorporate narrative structures, biographies, and content-specific vocabulary. Across these lessons, students receive support through educator modeling, visuals, questioning, and structured discussions that help them analyze grade-level Spanish texts. The intentional combination of authentic and transadapted texts, varied structures, and embedded scaffolds ensures that students engage with rigorous read-aloud and shared reading experiences while developing comprehension and academic language.
Evaluation for 7.5b
The materials provide opportunities for students to engage with authentic Spanish texts during independent reading practice through additional reading selections connected to unit content. In Conocimiento 11’s review section on the Libro de lectura text “Presidentes y símbolos de los Estados Unidos” students select an additional Spanish text related to presidents, national symbols, or historical events, or revisit a previously presented read-aloud based on their interests and instructional needs. The Guía del maestro directs educators to provide additional reading experiences that reinforce unit knowledge while allowing flexibility in text selection. These opportunities allow students to practice comprehension skills, apply academic vocabulary, and strengthen understanding of historical concepts through authentic Spanish informational texts. By incorporating student choice and additional reading experiences, the materials support independent reading practice while maintaining connections to grade-level content.
The materials also include collaborative reading routines within the primary skills modules that provide authentic or transadapted Spanish texts with varied levels of complexity for students to practice reading independently. For example, in Habilidades y Destrezas 7 lesson 6, the partner-reading protocol for “Luli y Blas” provides students with opportunities to engage with connected text while developing decoding, comprehension monitoring, fluency, and reading stamina. Students take turns reading sections of the text aloud with a partner, apply reading strategies to monitor understanding, and identify key events in sequence. The lesson also encourages students who finish early to reread the chapter independently or revisit a previously completed selection for additional practice. Through these structured routines, students engage with appropriately challenging Spanish texts while building independence, fluency, and comprehension skills across multiple reading experiences.
Evaluation for 7.5c
The materials include the K–5 Guía de lectura independiente, which provides a structured plan for students to self-select high-quality Spanish texts, establish independent reading routines, and monitor progress toward reading goals. The guide supports grade K students as they develop early reading independence by providing routines for selecting appropriate books, setting goals, tracking reading experiences, and reflecting on progress. In paso 1 students select books from educator-provided collections, establish consistent reading routines, and receive guidance on choosing texts that match their interests and developing reading abilities. The guide encourages students to interact with a variety of Spanish texts, including picture books and illustrated texts, as they build foundational reading behaviors. In paso 2, paso 4, and paso 6, students continue to develop accountability through reading conferences, progress monitoring, reading records, and goal-setting conversations with the educator. These structures support students in gradually assuming responsibility for their reading choices and progress while engaging with high-quality Spanish texts for sustained periods of time.
The materials also provide opportunities for students to maintain independent reading habits through continued engagement with Spanish texts connected to classroom learning. For example, in Conocimiento 8’s “Pausa” section, students read a related Libro de lectura text about seasons or revisit a previously heard read-aloud to reinforce understanding and develop reading fluency. The Cuaderno de actividades and “Para llevar a casa” activities extend reading practice beyond the classroom by encouraging students and families to engage with Spanish texts regularly. These activities support students in revisiting texts, communicating understanding through drawings and written responses, and developing confidence as independent readers. Through consistent reading routines, opportunities for text selection, and educator and family support, the materials promote sustained engagement and growing ownership of independent reading.
7.1 High-Quality Grade-Level Texts
7.1a
Core texts used for instruction are authentic or appropriate Spanish transadaptations and are written at grade level when evaluated using research-based measures of text complexity.
Core texts used for instruction are authentic or appropriate Spanish transadaptations and are written at grade level when evaluated using research-based measures of text complexity.
1 out of 1 points
Evaluation for 7.1a
Evaluation for 7.1a
Core texts used for instruction are authentic or appropriate Spanish transadaptations and are written at grade level when evaluated using research-based measures of text complexity.
1 out of 1 points
In Conocimiento 11 lesson 9 “El tallado del monte Rushmore,” students engage with an informational read-aloud that integrates history, civics, and informational text structures while exploring the lives and contributions of George Washington, Thomas Jefferson, Abraham Lincoln, Theodore Roosevelt, and Barack Obama. The text presents grade-level historical concepts and specialized vocabulary through authentic Spanish language and informational structures. The Guía de complejidad de los textos y vocabulario identifies the instructional selections as appropriate for grade K through research-based measures of text complexity, including quantitative complexity, qualitative features, language demands, and knowledge requirements. The text’s sophisticated vocabulary, informational organization, and content demands provide students with opportunities to engage with complex Spanish texts while developing grade-level knowledge across content areas.
7.1b
Texts are authentic or appropriate Spanish transadaptations and are well-crafted and of publishable quality.
Texts are authentic or appropriate Spanish transadaptations and are well-crafted and of publishable quality.
1 out of 1 points
Evaluation for 7.1b
Evaluation for 7.1b
Texts are authentic or appropriate Spanish transadaptations and are well-crafted and of publishable quality.
1 out of 1 points
The Libro de lectura and Conocimiento texts provide strong models of effective Spanish writing through carefully developed structures, age-appropriate language, and meaningful content. For example, in Habilidades y Destrezas 6, the Libro de lectura includes intentionally crafted texts that support early readers through clear organization, engaging narratives, and language patterns appropriate for grade K students. Additionally, in Conocimiento 8 lesson 6, students engage with a fable that demonstrates the characteristics of quality literary writing through a clear narrative structure, developed characters, and purposeful use of language. The text allows students to analyze genre features, realistic and fantastical elements, and character actions while engaging with a complete Spanish literary work. Through the consistent use of authentic, well-crafted literary and informational texts, the materials provide students with exposure to high-quality Spanish texts that model effective writing and reflect publishable characteristics.
7.1c
Materials include traditional, contemporary, classical, and diverse authentic or transadapted Spanish texts across multiple content areas.
Materials include traditional, contemporary, classical, and diverse authentic or transadapted Spanish texts across multiple content areas.
4 out of 4 points
Evaluation for 7.1c
Evaluation for 7.1c
Materials include traditional, contemporary, classical, and diverse authentic or transadapted Spanish texts across multiple content areas.
4 out of 4 points
The Conocimiento planning documents further demonstrate that grade K students engage with traditional, contemporary, classical, and diverse authentic Spanish texts or appropriate transadaptations across multiple content areas. The materials provide an overview of each Conocimiento unit and show that students interact with literary and informational texts while building knowledge in literature, science, history, geography, social studies, and the arts. For example, Conocimiento 1 “Rimas y fábulas infantiles” introduces traditional nursery rhymes and classical fables, including “Estrellita, ¿dónde estás?” and “El león y el ratón.” Conocimiento 2 “El cuerpo humano” includes contemporary informational texts and biographies, while Conocimiento 3 “Cuentos: cuentos de hadas y cuentos populares” exposes students to classical fairy tales, folktales, and stories from diverse cultures. Additional units, such as Conocimiento 4 “Plantas: ¿cómo crecen?” Conocimiento 6 “Los nativos americanos: tradición, herencia y la tierra,” Conocimiento 9 “Las colonias y sus habitantes: érase una vez en los Estados Unidos,” and Conocimiento 12 “El arte y el mundo que nos rodea,” further expand students’ understanding of science, history, cultural traditions, and the arts. Through this intentional variety of genres, cultures, historical periods, and perspectives, students develop background knowledge while engaging with diverse Spanish texts across multiple academic disciplines.
7.1d
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences. (S)
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences. (S)
1 out of 1 points
Evaluation for 7.1d
Evaluation for 7.1d
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences. (S)
1 out of 1 points
Across the program, students engage with texts that represent individuals, cultures, countries, and historical perspectives in meaningful and age-appropriate ways. For example, in Conocimiento 12 students explore artists from diverse cultural backgrounds, including Georgia O’Keeffe from the United States, Yayoi Kusama from Japan, and Frida Kahlo from Mexico. In lesson 4, students learn about Frida Kahlo’s experiences and how her recovery after a bus accident influenced her development as an artist. Through this text, students examine how personal experiences, culture, and identity can influence artistic expression. Educator-guided discussions include questions such as “¿Qué los inspira a ustedes?” “¿Por qué creen que Frida estaba tan orgullosa de ser de México?” and “¿De qué se sienten orgullosos ustedes?” These connections encourage students to relate their own experiences to the text while developing appreciation for diverse perspectives, cultures, and individual experiences represented throughout the materials.
7.2 Interaction with Grade-Level Text
7.2a
Materials include opportunities in each lesson for students to listen to, think about, and critically respond to grade-level authentic or transadapted Spanish texts and justify their thinking orally and in writing. (S)
Materials include opportunities in each lesson for students to listen to, think about, and critically respond to grade-level authentic or transadapted Spanish texts and justify their thinking orally and in writing. (S)
5 out of 5 points
Evaluation for 7.2a
Evaluation for 7.2a
Materials include opportunities in each lesson for students to listen to, think about, and critically respond to grade-level authentic or transadapted Spanish texts and justify their thinking orally and in writing. (S)
5 out of 5 points
In Conocimiento 2 lesson 7, students listen to an informational read-aloud about Edward Jenner and Louis Pasteur and analyze how their discoveries contributed to preventing disease. After reading, students respond to the evaluative comprehension question, “¿Qué tienen en común los descubrimientos de Edward Jenner y Louis Pasteur?” This question requires them to synthesize information and identify connections across the text. Through the Think-Pair-Share activity, students discuss and justify their responses with a partner before sharing their ideas with the class using evidence from the read-aloud. Students then apply their understanding through the “Boleto de salida” in “Página de actividades 7.2,” where they identify health practices that prevent disease and explain their reasoning in writing. These opportunities require students to analyze, justify, and communicate their thinking using evidence from grade-level Spanish texts.
7.2b
Materials include opportunities in each lesson for students to discuss specific aspects of grade-level Spanish text (e.g., authors' purpose, structure, language, vocabulary, etc.). (S)
Materials include opportunities in each lesson for students to discuss specific aspects of grade-level Spanish text (e.g., authors' purpose, structure, language, vocabulary, etc.). (S)
1 out of 1 points
Evaluation for 7.2b
Evaluation for 7.2b
Materials include opportunities in each lesson for students to discuss specific aspects of grade-level Spanish text (e.g., authors' purpose, structure, language, vocabulary, etc.). (S)
1 out of 1 points
The materials provide opportunities in each lesson for students to discuss specific aspects of grade-level Spanish texts, including an author’s purpose, text structure, language, and vocabulary. In Conocimiento 11 lesson 2 “Una historia deshonesta sobre un hombre honesto,” students analyze the traditional story through educator-guided discussions after the read-aloud. Students discuss whether the story represents a true account or a legend and explain why the author included the well-known tale about George Washington and the cherry tree. They examine the narrative structure by sequencing the beginning, middle, and end of the story, including George Washington cutting down the tree, admitting the truth, and learning the importance of honesty. Students also analyze vocabulary such as honesto, cerezo, hacha, and verdad by using context from the text to determine meaning and explain how word choice supports understanding of the story’s message. Through these discussions, students consider how the author’s purpose, organization, and language choices communicate the central idea of the text.
7.2c
Materials include opportunities in each lesson for students to engage in a variety of reading skills with grade-level text (e.g., generating questions at various levels of complexity, making, and confirming predictions, inferencing, analyzing, evaluating, and synthesizing). (S)
Materials include opportunities in each lesson for students to engage in a variety of reading skills with grade-level text (e.g., generating questions at various levels of complexity, making, and confirming predictions, inferencing, analyzing, evaluating, and synthesizing). (S)
1 out of 1 points
Evaluation for 7.2c
Evaluation for 7.2c
Materials include opportunities in each lesson for students to engage in a variety of reading skills with grade-level text (e.g., generating questions at various levels of complexity, making, and confirming predictions, inferencing, analyzing, evaluating, and synthesizing). (S)
1 out of 1 points
In Conocimiento 8 lesson 6, students engage in before-, during-, and after-reading activities that require them to activate prior knowledge, analyze text details, make predictions and inferences, and evaluate ideas presented in the fable. Before the read-aloud, students discuss authors such as Aesop and recall characteristics of fables to establish expectations for the text. During “Verificar la comprensión,” students analyze the fable by identifying the seasons presented in the story, explaining the sequence of events, and making inferences about the characters’ thoughts and motivations. Students also evaluate the text by discussing whether the events could occur in real life or represent fantasy and support their conclusions with evidence from the story. Through these structured opportunities, students engage in a range of reading skills, including recalling information, questioning, analyzing, inferring, evaluating, and using evidence to explain their thinking while interacting with grade-level Spanish texts.
7.3 Supporting Access to Grade-Level Text
7.3a
Materials include teacher guidance and supports to ensure all students can access grade-level authentic or transadapted Spanish text while maintaining rigor through the use of embedded scaffolds (e.g., vocabulary support, questioning, think-alouds, sentence frames, etc.). (T/S)
Materials include teacher guidance and supports to ensure all students can access grade-level authentic or transadapted Spanish text while maintaining rigor through the use of embedded scaffolds (e.g., vocabulary support, questioning, think-alouds, sentence frames, etc.). (T/S)
2 out of 2 points
Evaluation for 7.3a
Evaluation for 7.3a
Materials include teacher guidance and supports to ensure all students can access grade-level authentic or transadapted Spanish text while maintaining rigor through the use of embedded scaffolds (e.g., vocabulary support, questioning, think-alouds, sentence frames, etc.). (T/S)
2 out of 2 points
In Conocimiento 11 lesson 9, “El tallado del monte Rushmore,” students engage with a historical informational read-aloud through multiple embedded supports, including explicit vocabulary instruction, the “Rotafolio de imágenes,” background knowledge activation, comprehension questioning, and structured academic discussion. Before reading, the lesson’s Guía del maestro instructs the educator to introduce domain-specific vocabulary related to Mount Rushmore, the presidents, and the monument while using illustrations to establish context and encourage students to make observations and predictions. During the read-aloud, “Verificar la comprensión” questions guide students to explain why the four presidents were selected, connect information across the text, and support responses with evidence. After reading, students participate in a Think-Pair-Share activity and complete the accompanying “Página de actividades,” where they apply vocabulary and information from the text through drawing and writing. These intentional scaffolds provide access points for all students while maintaining the complexity and grade-level expectations of the historical Spanish text.
7.3b
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level authentic or transadapted Spanish texts. (T)
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level authentic or transadapted Spanish texts. (T)
1 out of 1 points
Evaluation for 7.3b
Evaluation for 7.3b
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level authentic or transadapted Spanish texts. (T)
1 out of 1 points
The Conocimiento 11 Guía del maestro provides an educator-directed extension within lesson 9 “El tallado del monte Rushmore.” The “Desafío” section deepens students’ analysis of the grade-level informational text. After the read-aloud, proficient students compare the accomplishments of the presidents represented on Mount Rushmore and explain why each was selected for the monument using evidence from the text. Students analyze similarities and differences among the presidents’ contributions, evaluate their historical significance, and justify which accomplishment they believe had the greatest impact on the nation. Rather than completing additional practice, students engage in higher-level analysis while working with the same authentic Spanish text. This extension maintains grade-level rigor and provides an appropriate academic challenge that deepens students’ historical understanding and evidence-based reasoning.
7.4 Analysis of Text Complexity
7.4a
Materials include quantitative and qualitative analysis of each Spanish core text, including a rationale for each text's educational purpose and grade-level placement.
Materials include quantitative and qualitative analysis of each Spanish core text, including a rationale for each text's educational purpose and grade-level placement.
4 out of 4 points
Evaluation for 7.4a
Evaluation for 7.4a
Materials include quantitative and qualitative analysis of each Spanish core text, including a rationale for each text's educational purpose and grade-level placement.
4 out of 4 points
The materials also include the Conocimiento “Mapa curricular” and Guía del maestro, which identify text characteristics and explain the instructional purpose and grade-level placement of each unit’s core texts. For example, in Conocimiento 8 Guía del maestro, the curriculum map identifies the collection as informational and scores the literary texts with a Lexile level of 950L, providing a quantitative measure of complexity. The “Introducción” section explains that the unit is designed to build foundational scientific knowledge about weather, seasons, and Earth’s patterns while connecting concepts to students’ everyday experiences. The qualitative analysis is reflected through the unit’s focus on scientific vocabulary, informational text structures, and knowledge demands appropriate for grade K students. Educator guidance further supports the instructional purpose through explicit vocabulary instruction, read-aloud routines, comprehension discussions, and application activities that help students access and demonstrate understanding of the content. These resources provide a clear rationale for the selection, complexity, and educational purpose of the Spanish core texts used throughout the grade K program.
7.4b
Core texts have the appropriate level of complexity in Spanish for the grade according to their quantitative and qualitative analysis and relationship to student tasks.
Core texts have the appropriate level of complexity in Spanish for the grade according to their quantitative and qualitative analysis and relationship to student tasks.
2 out of 2 points
Evaluation for 7.4b
Evaluation for 7.4b
Core texts have the appropriate level of complexity in Spanish for the grade according to their quantitative and qualitative analysis and relationship to student tasks.
2 out of 2 points
Additionally, the materials demonstrate this alignment in Conocimiento 8, where students engage with informational and literary texts that require them to apply scientific knowledge through increasingly complex tasks. The Guía de complejidad de los textos y vocabulario documents the quantitative and qualitative features of the text collection, including vocabulary demands, informational structures, and knowledge requirements. For example, in lessons focused on weather and seasons, students engage with scientific vocabulary and concepts related to Earth’s patterns while completing tasks such as recording weather observations, interpreting illustrations, answering comprehension questions, and explaining how weather affects daily life. Educator-guided discussions, visual supports, and application activities provide access to the complex content while maintaining the cognitive demands of the text. By aligning documented text complexity and instructional activities, educators support students in comprehending and applying information from grade-level Spanish texts.
7.5 Read-Aloud, Shared Reading, and Independent Reading
7.5a
Texts designated for read-aloud and shared reading are authentic or transadaptations and are at or above grade-level complexity, age-appropriate, and contain a variety of structures with appropriate scaffolds.
Texts designated for read-aloud and shared reading are authentic or transadaptations and are at or above grade-level complexity, age-appropriate, and contain a variety of structures with appropriate scaffolds.
6 out of 6 points
Evaluation for 7.5a
Evaluation for 7.5a
Texts designated for read-aloud and shared reading are authentic or transadaptations and are at or above grade-level complexity, age-appropriate, and contain a variety of structures with appropriate scaffolds.
6 out of 6 points
Additionally, the planning documents’ K–5 Guía del usuario explains how the materials include authentic Spanish texts and Spanish transadaptations developed by professionals from different Spanish-speaking countries. The guide states that these texts represent varied structures and genres, including nonfiction, folktales, fairy tales, poetry, informational texts, and drama. It goes on to explain that they are used to develop content knowledge, academic vocabulary, and comprehension skills. For example, in Conocimiento 1’s “Fábulas y cuentos” section, students engage with the literary text “El cuento de Pedro Conejo” through read-aloud routines that include prediction, vocabulary analysis, sequencing, and oral retelling using temporal language such as primero, luego, and entonces. Then, in Conocimiento 10 “Cuentos de aventuras: relatos desde los confines de la Tierra,” students interact with literary and informational adventure texts that incorporate narrative structures, biographies, and content-specific vocabulary. Across these lessons, students receive support through educator modeling, visuals, questioning, and structured discussions that help them analyze grade-level Spanish texts. The intentional combination of authentic and transadapted texts, varied structures, and embedded scaffolds ensures that students engage with rigorous read-aloud and shared reading experiences while developing comprehension and academic language.
7.5b
Texts designated for independent reading are authentic or appropriate transadaptations and have a range of complexity levels for students to practice reading independently. (S)
Texts designated for independent reading are authentic or appropriate transadaptations and have a range of complexity levels for students to practice reading independently. (S)
1 out of 1 points
Evaluation for 7.5b
Evaluation for 7.5b
Texts designated for independent reading are authentic or appropriate transadaptations and have a range of complexity levels for students to practice reading independently. (S)
1 out of 1 points
The materials also include collaborative reading routines within the primary skills modules that provide authentic or transadapted Spanish texts with varied levels of complexity for students to practice reading independently. For example, in Habilidades y Destrezas 7 lesson 6, the partner-reading protocol for “Luli y Blas” provides students with opportunities to engage with connected text while developing decoding, comprehension monitoring, fluency, and reading stamina. Students take turns reading sections of the text aloud with a partner, apply reading strategies to monitor understanding, and identify key events in sequence. The lesson also encourages students who finish early to reread the chapter independently or revisit a previously completed selection for additional practice. Through these structured routines, students engage with appropriately challenging Spanish texts while building independence, fluency, and comprehension skills across multiple reading experiences.
7.5c
Materials include a plan for students to self-select high-quality Spanish texts and read independently for a sustained period, including planning and accountability for achieving independent reading goals. (S)
Materials include a plan for students to self-select high-quality Spanish texts and read independently for a sustained period, including planning and accountability for achieving independent reading goals. (S)
4 out of 4 points
Evaluation for 7.5c
Evaluation for 7.5c
Materials include a plan for students to self-select high-quality Spanish texts and read independently for a sustained period, including planning and accountability for achieving independent reading goals. (S)
4 out of 4 points
The materials also provide opportunities for students to maintain independent reading habits through continued engagement with Spanish texts connected to classroom learning. For example, in Conocimiento 8’s “Pausa” section, students read a related Libro de lectura text about seasons or revisit a previously heard read-aloud to reinforce understanding and develop reading fluency. The Cuaderno de actividades and “Para llevar a casa” activities extend reading practice beyond the classroom by encouraging students and families to engage with Spanish texts regularly. These activities support students in revisiting texts, communicating understanding through drawings and written responses, and developing confidence as independent readers. Through consistent reading routines, opportunities for text selection, and educator and family support, the materials promote sustained engagement and growing ownership of independent reading.
Rubric Section 8
Evidence-Based Tasks and Responses
Materials require students to engage in reading, writing, and speaking grounded in evidence using literary and informational text.
Total
100% (52 out of 52 points)
Evaluation for 8.A.1a
In Conocimiento 9, each lesson follows an instructional sequence in which students participate in “Escuchar con un propósito,” respond to “Preguntas de comprensión,” and complete an “Aplicación” activity connected to the read-aloud. These routines require students to revisit key details from the text by completing a venn diagram, adding information to a “Tabla de SQA,” sequencing events, analyzing illustrations, or participating in an “Actuación.” For example, in lesson 1, students listen for information about the household responsibilities of children during the colonial period and compare those details with their own experiences. After the read-aloud, students complete a venn diagram and create drawings comparing colonial life with life today, using evidence from the text to support their comparisons. With educator guidance, students make inferences and justify their thinking using textual evidence, aligning to the TEKS K.5.F.
Later, in Conocimiento 10 lesson 7, students participate in “Preguntas de comprensión” following the interactive read-aloud. Educators guide students through literal, inferential, and evaluative questions that require them to return to the text to locate relevant details before responding. Rather than relying on prior knowledge or personal experiences, students explain the author’s ideas by citing evidence presented in the read-aloud. Educators prompt students to justify their responses with specific information from the text and encourage them to elaborate on their thinking during whole-group discussion. Students use textual evidence to explain key ideas, support inferences, and respond to follow-up questions that deepen comprehension. These evidence-based discussions require students to consistently reference the text to demonstrate understanding and support their claims.
Evaluation for 8.A.1b
In Conocimiento 9, each lesson follows a consistent sequence structured as “Presentar la lectura en voz alta,” “Escuchar con un propósito,” “Preguntas de comprensión,” “Practicar palabras,” and an “Aplicación” activity that requires students to use evidence from the read-aloud. Across the unit, students complete tasks such as “Diagrama de Venn,” “Tabla de SQA,” “Actividad de secuencia,” “Actuación,” “Repasar las imágenes,” and “Crear letreros.” Every activity is grounded in information presented in the text. For example, in lesson 1 “La familia de campo,” students identify details about colonial life, make inferences supported by textual evidence, and organize similarities and differences between colonial and modern life in a venn diagram, addressing the TEKS K.5.F. The recurring “Practicar palabras” routine further requires students to analyze academic vocabulary introduced in the read-aloud by examining word meanings, multiple-meaning words, expressions, and rhymes within the context of the text. Throughout the unit, students compare ideas, sequence events, analyze vocabulary, and justify their responses using evidence from literary and informational texts.
Later, in Conocimiento 12 lesson 3 “La cerámica de Centroamérica,” students participate in “Preguntas de comprensión,” “Practicar la palabra,” and various “Aplicación” activities that require them to analyze the language, key ideas, supporting details, and structure of the informational text using textual evidence. During the discussion, students cite details from the read-aloud in order to answer literal and inferential questions such as “¿Cómo hacer cerámica cambió la vida de los mayas?” and “¿Cómo usaron los mayas su entorno para hacer cerámica?” Students identify central ideas and supporting details, including where the descendants of the Maya live today and the different purposes pottery served. Additionally, in “Practicar la palabra,” students analyze the academic vocabulary word artesanos by explaining why the Maya are described as artisans and supporting their responses with evidence from the text. During the “Aplicación” activity, students sequence the steps used to make pottery and explain each step using information from the read-aloud, reinforcing their understanding of the text’s organizational structure while using textual evidence to support their explanations.
Evaluation for 8.A.1c
Conocimiento 7’s lesson 1 embeds open-ended questions throughout the interactive read-aloud before guiding students through text-dependent comprehension questions that require evidence-based responses. During the read-aloud, educators prompt students with questions such as “¿Cómo creen que es por dentro?” and encouraging them to explain their thinking using information from the text and illustrations. The Guía del maestro’s “Desafío” sidebar extends the discussion by asking “¿Por qué creen que las únicas personas que tenían permitido usar los objetos reales eran el rey y su familia?” As a result, the educator guides students to justify their ideas with evidence from the lesson. After the read-aloud, students answer comprehension questions such as “¿Cuál es la idea central de esta lectura en voz alta?” “¿Qué es un rey y qué es una reina?” “¿Qué hace un rey y qué hace una reina?” and “¿Qué es un reino?” by citing key details from the text. Students also analyze the accompanying palace illustration to answer “¿Qué hay en esta imagen?” integrating visual and textual evidence to support their explanations. These educator-guided discussions require students to justify their thinking and support their claims using evidence from both the text and illustrations.
In Conocimiento 11, lesson 1 “El hogar del presidente: Washington, D.C.,” extends evidence-based discussion skills by requiring students to compare sources of information, summarize key ideas, and justify their conclusions using textual evidence. After listening to the read-aloud, students compare what they learned about presidentes with previously studied information about reyes y reinas by completing a venn diagram based solely on evidence from the texts. During the accompanying discussion, students explain similarities and differences between the two forms of leadership and support their claims with details gathered from the read-alouds. Students then complete “Página de actividades 1.1,” where they organize and communicate the evidence used in their comparisons and finish the lesson with a “Boleto de salida” that requires them to summarize their learning and justify their responses using information from the text rather than personal opinion. Through structured discussions, comparison activities, and written responses, students practice comparing information, summarizing key ideas, and supporting their thinking with textual evidence.
Evaluation for 8.A.1d
Conocimiento 10’s lesson 8 poses progressively rigorous comprehension questions that guide students from recalling information to interpreting, analyzing, and evaluating ideas presented in the informational text. Students first answer literal questions that require them to recall key details about caring for the Earth. They then respond to inferential questions that require them to explain relationships among ideas and draw conclusions using evidence from the text. Finally, students answer evaluative questions that require them to justify their thinking about actions that protect the environment by supporting their responses with information from the read-aloud. This progression of comprehension questions provides systematic opportunities for students to engage with the text at increasing levels of cognitive complexity while using textual evidence to support their thinking.
The materials continue this progression in Conocimiento 12 lesson 1 “Presentar el arte,” where differentiated supports and extension activities move students from recalling information to interpreting and analyzing ideas from the read-aloud. In the Guía del maestro the “Apoyo a la enseñanza” sidebar directs students to use the "Tarjetas de imágenes" to gather information before responding to questions, while the “Desafío” sidebar extends learning by asking students to identify materials artists can obtain from their environment. During the “Audición y expresión oral” component, emergent students answer simple questions, on-level students expand on classmates’ ideas using complete sentences, and advanced students support their responses with key details from the read-aloud. Students then apply their understanding during the “Aplicación” activity by drawing three examples of how people create art and including facts and details learned from the text. These differentiated discussions and application tasks systematically increase cognitive demand while supporting meaningful analysis of high-quality Spanish texts.
Evaluation for 8.A.2a
The materials provide educator guidance in Spanish that models how to use information from a text and accompanying visuals to support evidence-based responses. For example, in Conocimiento 8 lesson 1 “¿Cómo está el tiempo?” the Guía del maestro directs educators to have students return to specific details from the read-aloud and the illustrations when answering comprehension questions. After students listen to information about different regions of the Earth and their weather patterns, educators ask questions such as “¿Cómo es el tiempo en el polo sur?” and “¿Cómo es el tiempo en el ecuador?” Students are then prompted to support their responses with evidence from the text and images. During “Preguntas de comprensión,” educators continue modeling how to identify relevant evidence by asking questions such as “¿Cuáles son algunas características del otoño (o formas de describirlo)?” and “¿Cuáles son algunas características de la primavera (o formas de describirla)?” Students use specific details from the read-aloud, including changes in leaves, temperature, flowers, and plant growth, to justify their responses. These educator-directed routines explicitly model how textual and visual evidence supports evidence-based claims and responses.
The materials continue this instructional approach throughout Conocimiento 9, where the Guía del maestro presents each as following a consistent sequence of “Presentar la lectura en voz alta,” “Escuchar con un propósito,” “Preguntas de comprensión,” “Practicar palabras,” and “Aplicación” that guides students back to the read-aloud before responding orally or through application tasks. In lesson 1, educators establish a listening purpose by directing students to identify the responsibilities of colonial children and compare those details with their own experiences before completing a venn diagram using evidence from the text to compare colonial and modern life. During “Verificar la comprensión” and “Preguntas de comprensión,” the “Apoyo a la enseñanza” notes direct educators to reread relevant portions of the text and reference specific illustrations so students locate evidence before responding. The modeling continues throughout the unit as students revisit previously read texts, compare ideas across lessons, discuss vocabulary and details that were not previously examined, and incorporate new evidence into their responses. These recurring routines systematically model how to gather, revisit, and apply textual and visual evidence to construct increasingly sophisticated text-based responses in Spanish.
Evaluation for 8.A.2b
Throughout Conocimiento 9, each lesson follows a consistent sequence of “Presentar la lectura en voz alta,” “Escuchar con un propósito,” ”Preguntas de comprensión,” “Practicar palabras,” and “Aplicación,” systematically guiding students from discussing key ideas to using academic vocabulary and language structures during collaborative conversations. Additional routines, as laid out in the Guía del maestro, include “Expresiones y frases,” “Actividades de conciencia sintáctica,” and “Actuación.” Differentiated supports for “Nivel emergente,” “A nivel,” and “Nivel avanzado” provide educators with explicit guidance for facilitating increasingly complex oral discussions. For example, in lesson 7 “Los constructores de casas: albañiles, canteros y carpinteros,” students use evidence from the read-aloud to discuss the work of colonial builders, develop understanding of the academic vocabulary word pacientemente, interpret the expression Más vale prevenir que curar, and apply newly acquired language during an “Actuación” activity supported by differentiated discussion prompts. These recurring instructional routines systematically support educators in facilitating evidence-based academic discussions that strengthen students’ use of grade-appropriate Spanish vocabulary, syntax, and oral language.
The materials continue this instructional approach in Conocimiento 10 lesson 8, where the “Practicar palabras” routine directs educators to explicitly introduce and discuss the lesson’s target academic vocabulary before students engage in oral discussions about the informational text. Educators use instructional prompts that require students to explain their thinking with evidence from the read-aloud and respond in complete sentences using newly learned vocabulary. Differentiated supports for “Nivel emergente,” “A nivel,” and “Nivel avanzado” further scaffold oral language production by increasing the complexity of vocabulary, sentence structure, and evidence-based responses according to students’ language proficiency. These structured discussion routines provide systematic guidance for integrating grade-appropriate Spanish academic vocabulary and syntax into collaborative, text-based conversations.
Evaluation for 8.B.1a
The materials include authentic and transadapted Spanish mentor texts that serve as models for students to compose a variety of texts aligned to the grade-level Spanish TEKS. In the Conocimiento 6 “Introducción” section, a sequence of informational read-alouds models the organization, language, and craft of informational writing. Throughout the unit, educators guide students in analyzing how facts about Native American nations, including their environments, homes, clothing, food, and traditions, are organized and presented across the mentor texts. Students record information using class graphic organizers such as the “Tabla de pueblos nativos.” Later on, students use evidence gathered from the read-alouds to compose their own informational writing about Native American groups. By analyzing mentor texts before planning and drafting, students apply genre-specific structures, academic language, and text features to their own informational compositions.
The materials continue this approach in Conocimiento 10 lesson 1 as it presents the authentic Spanish mentor text “Este es el planeta Tierra,” which models narrative craft and first-person point of view. Before the read-aloud, educators are explicitly directed to explain that “la lectura está narrada por la Tierra misma y por eso el texto está narrado en primera persona,” drawing students’ attention to the author’s use of narrative perspective. Throughout the text, the Earth speaks directly to readers using first-person language, such as “Hola niños. Soy yo, la Tierra,” demonstrating how descriptive language and point of view communicate ideas. These educator-directed discussions help students analyze the author’s craft before using the mentor text as a model for composing their own writing in Spanish.
Evaluation for 8.B.1b
The 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. In Conocimiento 6, the “Actividades finales” section includes the “Crear un tótem” activity, in which students compose and share an original narrative after learning about Native American storytelling traditions. Educators explain that totems were used to tell stories about culture and history. Students are then directed to create a totem that tells a story about themselves and their families or retells a story from the unit. After completing their totems, students present their narratives to the class while incorporating domain-specific vocabulary introduced during instruction. These activities engage students in composing and communicating literary texts for an authentic classroom audience while applying storytelling elements modeled throughout the unit.
Later, Habilidades y Destrezas 8 lessons 14–17 provide a four-lesson writing project that guides students through the composition of a narrativa personal. The sequence includes “Planificar una narrativa personal,” “Escribir una narrativa personal,” “Editar la narrativa personal,” and “Publicar la narrativa personal.” Educators introduce the characteristics of personal narratives, including the use of a title, setting, characters, and plot, before students write about a special day with their family from the narrator’s point of view. Students then plan, draft, revise, edit, and publish their narratives, applying genre-specific characteristics and sharing their finished pieces with an authentic audience.
Evaluation for 8.B.1c
In Conocimiento 8 lesson 1 “¿Cómo está el tiempo?” students begin an informational writing project that continues throughout the unit. Students observe daily weather conditions and record factual information through drawings and educator-supported writing. As students revisit the weather log in later lessons, they add observations, compare weather patterns, and document seasonal changes using academic vocabulary related to weather and seasons. Through this ongoing writing task, students compose informational texts that include genre-specific characteristics such as factual descriptions, organized information, content-specific vocabulary, and evidence-based predictions for an authentic purpose and audience.
In Conocimiento 10 lesson 10’s “Aplicación” section, students participate in a collaborative informational writing project focused on caring for the environment. The educator guides students in planning, composing, and publishing a class informational book that presents environmental solutions for the school community. Students contribute factual information, organize ideas around a central topic, and incorporate content-specific Spanish vocabulary to apply the characteristics and structure of informational writing. The completed class book is shared with classmates and the broader school community, providing an authentic audience and purpose for writing. This opportunity supports students’ development of informational writing while reinforcing genre-specific organization, language, and conventions appropriate for grade K.
Evaluation for 8.B.1d
This guidance is not applicable to kindergarten and grades 1–2 because it only applies to grade 3.
Evaluation for 8.B.1e
This guidance is not applicable to kindergarten because it only applies to grades 1–3.
Evaluation for 8.B.2a
In Conocimiento 6 students engage in a writing sequence that incorporates graphic organizers, drawings, discussions, and educator feedback to develop informational responses using age-appropriate Spanish writing conventions. In the unit introduction, students describe key concepts from informational texts, compare and contrast the food, clothing, shelter, and environments of the Lakota, Wampanoag, and Lenape peoples, and collect their completed work in writing folders as evidence of their developing compositions. In lesson 1 “Introducción a los nativos americanos,” students begin the planning stage by generating ideas through discussion and completing the “Tabla de pueblos nativos” activity to organize information about their own environment, food, clothing, and shelter. Throughout the unit, students draft and expand their writing by adding details to graphic organizers, creating illustrations that communicate information, revisiting their ideas, and refining their responses through educator-guided discussions and feedback. During culminating activities, students share their completed writing products and explain their drawings, demonstrating the recursive nature of the writing process. These opportunities provide grade K students with a structured progression from planning and organizing ideas to drafting, revising, and sharing completed compositions in Spanish while applying age-appropriate writing conventions.
In the Conocimiento 10 lesson 6 “Aplicación” section, students participate in a writing task connected to the unit’s environmental content. Students discuss ideas, record information, and refine their responses before sharing their work. The activity integrates oral language, drawings, and written expression to support students in organizing their thinking and communicating their understanding of environmental concepts. Through this sequenced process, students develop early writing skills by generating ideas, representing information, revising their responses, and creating increasingly complete texts in Spanish. These opportunities support young writers in applying the elements of the writing process within an authentic content-based context.
Evaluation for 8.B.2b
The “Mapa curricular de Grado K” demonstrates how writing is intentionally integrated throughout the year, progressing from drawing and recording story details to documenting information from informational texts, maintaining logs, and composing phrases and short sentences based on text evidence. In Conocimiento 9 Guía del maestro, educators receive guidance to support students through the writing process by modeling how to organize ideas, develop responses, and create written products connected to read-alouds. Educators guide students’ planning and composition through routines such as the “Tabla de SQA,” “Actividades de secuencia,” and other application tasks that help students organize information before creating drawings, captions, phrases, and short sentences. The Guía del maestro models the sharing and publishing stage during the “Actividades finales,” where students select an important idea, illustrate it, write a caption, and contribute pages to a class book. These structured routines provide students with opportunities to engage in age-appropriate stages of the writing process while receiving educator guidance as they plan, draft, revise, and share written products for an authentic classroom audience.
Conocimiento 10 Guía del maestro’s lesson 10 “Aplicación” section directs educators to support students as they compose and finalize informational writing for a collaborative class book about environmental care. The lesson provides a sequenced routine in which educators guide students to organize ideas, record information, and prepare completed writing for inclusion in the published class product. Throughout the activity, educators monitor student progress, provide feedback, and support students in refining their written responses before sharing completed work with classmates. These supports help students move through the composing, revising, and publishing stages of the writing process while developing their ability to communicate informational ideas in Spanish.
Evaluation for 8.B.3a
The Guía de complejidad de los textos y vocabulario document explains that the Conocimiento strand builds students’ knowledge and vocabulary through literary and informational read-alouds, which students apply during designated “Escritura” activities where they respond to texts through written compositions. In Conocimiento 9 Guía del maestro, educators prepare students for sentence-level writing through recurring routines such as “Practicar palabras,” “Expresiones y frases,” and “Actividades de conciencia sintáctica.” These routines provide explicit instruction in academic vocabulary and Spanish language structures before students compose written responses. For example, in lesson 7, educators introduce the vocabulary word pacientemente and discuss the expression Más vale prevenir que curar to support students in using precise language connected to the historical text. In lesson 8, educators provide direct instruction on Spanish syntax through “Actividad de conciencia sintáctica,” reinforcing sentence structures that students apply during written responses. During the “Actividades finales,” students use previously developed vocabulary and language structures to create illustrations and captions for the “Libro de la clase” assignment, applying sentence-level writing skills in an authentic communication task. These routines provide systematic support as students develop vocabulary, syntax, and the ability to compose meaningful phrases and sentences in Spanish.
In Habilidades y Destrezas 8 students participate in a sequence of lessons that develops their ability to construct complete sentences before composing a personal narrative. The unit introduction explains that students practice reading and writing words and sentences throughout the unit while educators guide them in organizing their ideas into coherent written responses. In lesson 1, for example, educators provide explicit instruction in sentence structure through activities where students learn to use verbs in the present tense before writing dictated sentences. Then in a lesson 7 activity, “Palabras que terminan con n,” students practice escribir oraciones using complete sentences. Finally in lesson 16, students continue developing sentence construction by completing sentences with words containing que and qui while strengthening their understanding of how words combine to communicate meaning. The materials also support Spanish syntax through dictation routines in which students write complete sentences, compare their work to a model, and apply correction marks to revise capitalization, punctuation, spelling, and grammar. Additionally, educators reinforce vocabulary development as students learn and apply high-frequency words, action verbs, consonant blends, and words ending in r, l, n, and s during authentic reading and writing tasks. These structured opportunities support students in developing control of Spanish sentence formation and applying vocabulary and language conventions when composing personal narratives.
Evaluation for 8.B.3b
The “Mapa curricular de Grado K” demonstrates that writing expectations are intentionally developed across the Conocimiento units, beginning with drawings and oral or written retellings of literary texts in unit 1 and progressing toward informational writing, sequencing activities, and text-based responses in later units. Students gradually develop writing skills by recording information about the five senses in unit 2, responding to stories through drawings and early writing in unit 3, documenting information from informational texts in unit 4, and communicating knowledge about farm animals, seasons, Native American tribes, and weather patterns in subsequent units. By Conocimiento 9, educators guide students through a systematic progression from sentence-level writing to compositions by modeling how to organize ideas, discuss information from read-alouds, compose written responses, and share completed work. The unit further supports this progression by establishing a writing portfolio that includes drawings, sequencing activities, “Tabla de SQA” responses, and other written products completed throughout instruction. During the “Actividades finales,” students apply these skills by selecting an important idea about colonial life, illustrating their learning, writing a caption, and contributing their work to a collaborative “Libro de la clase.” These structured opportunities provide grade K students with explicit support as they develop increasingly independent writing skills through meaningful Spanish literacy experiences.
In Conocimiento 10 Guía del maestro lesson 6 “Aplicación” section, educators are provided with a structured framework that scaffolds students’ writing development through guided practice and content-based writing activities. The lesson supports students as they move from generating ideas and constructing sentences to organizing information and composing complete written responses. Through intentional educator modeling, discussion, and guided writing opportunities, educators provide explicit instruction that helps students apply foundational writing skills and develop increasingly complex compositions in Spanish. Students practice communicating ideas through meaningful literacy tasks while receiving support in organizing and expanding their written responses. These structures reinforce the systematic progression of writing instruction from sentence-level skills to composition development according to the grade K Spanish language arts TEKS expectations.
Evaluation for 8.B.3c
The “Mapa curricular de Grado K” demonstrates a progression in which students move from drawing and supported written responses to recording information from texts, organizing ideas through graphic organizers, and composing phrases and short sentences connected to increasingly complex content. By Conocimiento 9, students learn to organize and retell information from historical texts, complete sequencing activities, and escribir frases y oraciones cortas using details from read-alouds. The unit introduction establishes a structured sequence of writing experiences in which students create drawings with frases o oraciones breves, complete “Actividades de secuencia” and a “Tabla de SQA,” and maintain a writing portfolio containing responses developed throughout the unit. Across lessons, students apply newly acquired vocabulary and content knowledge through increasingly detailed written responses connected to historical texts. The unit culminates with students creating an illustrated page and written caption for the collaborative “Libro de la clase,” providing an authentic opportunity to apply sentence-level writing skills to communicate their understanding. These recurring routines support students’ gradual development from early sentence construction to more independent written communication in Spanish.
In Habilidades y Destrezas 8, students engage in systematic opportunities to develop increasingly complex sentence-level writing, revising, and editing skills in Spanish. The unit establishes a progression in which students move from composing complete sentences through dictation activities to developing, revising, and publishing a personal narrative. Early in the unit, students participate in dictados de oraciones, where they write complete sentences using present-tense verbs and high-frequency words, then autocorrigen their work by applying correction marks to review spelling, capitalization, punctuation, and handwriting. In lesson 7 “Escribir oraciones,” students independently construct original sentences using words with the target spelling pattern -n, applying vocabulary and sentence structures in meaningful contexts. As students’ writing skills develop, they transition from sentence-level practice to extended composition by planning, drafting, revising, editing, and publishing a personal narrative across lessons 13–17. During this process, students organize ideas, connect multiple complete sentences to describe a personal experience, and revise their writing for clarity, grammar, spelling, punctuation, and capitalization. These structured routines provide repeated opportunities for students to strengthen sentence fluency, apply Spanish writing conventions, and progress from sentence-level writing to complete written compositions.
Evaluation for 8.B.4a
The “Mapa curricular de Grado K” outlines a sequence in which students first develop foundational language skills and gradually apply Spanish conventions in increasingly complex writing tasks. Beginning in Habilidades y Destrezas 6, students participate in the “Dictado” routine by writing words and phrases connected to the Libro de lectura, providing early practice with sentence formation, spelling, capitalization, and punctuation. In unit 7 students engage in shared writing activities, practice syllables, words, and phrases with consonant groups, and develop complete sentences with educator support. In unit 8 students apply language conventions while composing personal narratives through shared writing experiences and in unit 9 students continue strengthening their writing through informational texts and dictated sentences connected to reading content. These recurring opportunities allow students to practice and apply Spanish grammar, spelling, punctuation, and sentence construction both out of context through targeted practice and in context through authentic reading and writing tasks. Through this systematic progression, students develop increasing control of Spanish language conventions to communicate ideas effectively in writing.
In the Conocimiento 10 lesson 6 “Aplicación” section “Mi cuento sobre compostaje,” students apply Spanish academic language conventions while composing and revising their own texts. Educators provide explicit instruction on pronoun usage, including yo, tú, usted, and nosotros, and guide students in incorporating these forms into their composting stories. Students review the differences between tú and usted and apply this understanding by selecting language appropriate for different audiences and communication contexts. Through drafting, revising, and editing their stories, students practice Spanish grammar conventions, including appropriate language choices and sentence construction, within an authentic writing task. These opportunities support students in developing accuracy and control of Spanish language usage while communicating ideas through their own written compositions.
Evaluation for 8.B.4b
The “Mapa curricular de Grado K” and Cuaderno de actividades resources provide a progression of systematic opportunities for students to practice and apply Spanish grammar, punctuation, and usage through explicit skill practice and meaningful reading and writing experiences. The unit 6 “Dictado” routine also provides students with opportunities to write words, phrases, and sentences connected to the Libro de lectura. Additionally, beginning in unit 8, students are introduced to correction marks to support editing skills, including correcting capitalization, spelling, and punctuation, allowing students to apply language conventions as they develop their writing skills. The Habilidades y Destrezas 7 provides further opportunities for students to practice and apply grammar and usage skills. Through the various lessons of the unit, students complete words by writing missing syllables and practice writing proper names, reinforcing spelling patterns and capitalization, trace complete sentences, and discuss the character Pili la vaca from “Para llegar al mar.” Additionally, students draw the character, write their name, and write a sentence describing the character, applying vocabulary and sentence structures to communicate ideas. In lesson 10 students practice using prepositions such as en, arriba de, and debajo de to complete sentences while describing locations and positions. These opportunities support students as they develop an understanding of Spanish grammar, punctuation, and usage and apply conventions toward meaningful writing tasks in connection to texts and classroom experiences.
In Habilidades y Destrezas 8, students engage in a progression that begins with structured practice of individual language conventions and continues with application in authentic writing tasks. Throughout the unit, students participate in dictados de oraciones, where they write complete dictated sentences using high-frequency words and present-tense verbs. Students then reread and autocorrigen their work by reviewing capitalization, punctuation, spelling, and handwriting. In lesson 7 “Escribir oraciones,” students independently compose original sentences using words with the target spelling pattern ending in n, applying sentence structure and Spanish conventions in meaningful sentence-level writing. Students then transfer these skills to the personal narrative writing process in lessons 13–17, where they generate ideas, organize events, draft multiple connected sentences, and revise their writing. During drafting and editing, students apply correct sentence formation, verb usage, capitalization, punctuation, spelling, and vocabulary within an authentic composition rather than isolated exercises. These opportunities continue through revision and publishing as students reread, correct, and improve their narratives before sharing their final work. The materials provide a systematic progression from explicit practice of Spanish conventions to independent application within complete written texts, supporting students’ development of accurate and effective written communication in Spanish.
8.A.1 Use of Text Evidence
8.A.1a
Materials include text-dependent questions and tasks in Spanish which require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims. (S)
Materials include text-dependent questions and tasks in Spanish which require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims. (S)
2 out of 2 points
Evaluation for 8.A.1a
Evaluation for 8.A.1a
Materials include text-dependent questions and tasks in Spanish which require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims. (S)
2 out of 2 points
Later, in Conocimiento 10 lesson 7, students participate in “Preguntas de comprensión” following the interactive read-aloud. Educators guide students through literal, inferential, and evaluative questions that require them to return to the text to locate relevant details before responding. Rather than relying on prior knowledge or personal experiences, students explain the author’s ideas by citing evidence presented in the read-aloud. Educators prompt students to justify their responses with specific information from the text and encourage them to elaborate on their thinking during whole-group discussion. Students use textual evidence to explain key ideas, support inferences, and respond to follow-up questions that deepen comprehension. These evidence-based discussions require students to consistently reference the text to demonstrate understanding and support their claims.
8.A.1b
Questions and tasks are designed in Spanish and require students to use text evidence when evaluating the language, key ideas, details, craft, and structure of high-quality texts. (S)
Questions and tasks are designed in Spanish and require students to use text evidence when evaluating the language, key ideas, details, craft, and structure of high-quality texts. (S)
5 out of 5 points
Evaluation for 8.A.1b
Evaluation for 8.A.1b
Questions and tasks are designed in Spanish and require students to use text evidence when evaluating the language, key ideas, details, craft, and structure of high-quality texts. (S)
5 out of 5 points
Later, in Conocimiento 12 lesson 3 “La cerámica de Centroamérica,” students participate in “Preguntas de comprensión,” “Practicar la palabra,” and various “Aplicación” activities that require them to analyze the language, key ideas, supporting details, and structure of the informational text using textual evidence. During the discussion, students cite details from the read-aloud in order to answer literal and inferential questions such as “¿Cómo hacer cerámica cambió la vida de los mayas?” and “¿Cómo usaron los mayas su entorno para hacer cerámica?” Students identify central ideas and supporting details, including where the descendants of the Maya live today and the different purposes pottery served. Additionally, in “Practicar la palabra,” students analyze the academic vocabulary word artesanos by explaining why the Maya are described as artisans and supporting their responses with evidence from the text. During the “Aplicación” activity, students sequence the steps used to make pottery and explain each step using information from the read-aloud, reinforcing their understanding of the text’s organizational structure while using textual evidence to support their explanations.
8.A.1c
Questions and tasks are designed in Spanish and require students to support their claims and justify their thinking through a variety of strategies, such as comparing sources, paraphrasing, summarizing, and discussing key ideas in evidence from the text. (S)
Questions and tasks are designed in Spanish and require students to support their claims and justify their thinking through a variety of strategies, such as comparing sources, paraphrasing, summarizing, and discussing key ideas in evidence from the text. (S)
1 out of 1 points
Evaluation for 8.A.1c
Evaluation for 8.A.1c
Questions and tasks are designed in Spanish and require students to support their claims and justify their thinking through a variety of strategies, such as comparing sources, paraphrasing, summarizing, and discussing key ideas in evidence from the text. (S)
1 out of 1 points
In Conocimiento 11, lesson 1 “El hogar del presidente: Washington, D.C.,” extends evidence-based discussion skills by requiring students to compare sources of information, summarize key ideas, and justify their conclusions using textual evidence. After listening to the read-aloud, students compare what they learned about presidentes with previously studied information about reyes y reinas by completing a venn diagram based solely on evidence from the texts. During the accompanying discussion, students explain similarities and differences between the two forms of leadership and support their claims with details gathered from the read-alouds. Students then complete “Página de actividades 1.1,” where they organize and communicate the evidence used in their comparisons and finish the lesson with a “Boleto de salida” that requires them to summarize their learning and justify their responses using information from the text rather than personal opinion. Through structured discussions, comparison activities, and written responses, students practice comparing information, summarizing key ideas, and supporting their thinking with textual evidence.
8.A.1d
Questions and tasks are designed in Spanish and at different levels of cognitive complexity to provide ample opportunities for students to engage in the analysis of text. (S)
Questions and tasks are designed in Spanish and at different levels of cognitive complexity to provide ample opportunities for students to engage in the analysis of text. (S)
1 out of 1 points
Evaluation for 8.A.1d
Evaluation for 8.A.1d
Questions and tasks are designed in Spanish and at different levels of cognitive complexity to provide ample opportunities for students to engage in the analysis of text. (S)
1 out of 1 points
The materials continue this progression in Conocimiento 12 lesson 1 “Presentar el arte,” where differentiated supports and extension activities move students from recalling information to interpreting and analyzing ideas from the read-aloud. In the Guía del maestro the “Apoyo a la enseñanza” sidebar directs students to use the "Tarjetas de imágenes" to gather information before responding to questions, while the “Desafío” sidebar extends learning by asking students to identify materials artists can obtain from their environment. During the “Audición y expresión oral” component, emergent students answer simple questions, on-level students expand on classmates’ ideas using complete sentences, and advanced students support their responses with key details from the read-aloud. Students then apply their understanding during the “Aplicación” activity by drawing three examples of how people create art and including facts and details learned from the text. These differentiated discussions and application tasks systematically increase cognitive demand while supporting meaningful analysis of high-quality Spanish texts.
8.A.2 Teacher Guidance for the Use of Text Evidence
8.A.2a
Materials include guidance for teachers in Spanish on the effective modeling of the use of text evidence to generate evidence-based claims and construct text-based responses. (T)
Materials include guidance for teachers in Spanish on the effective modeling of the use of text evidence to generate evidence-based claims and construct text-based responses. (T)
2 out of 2 points
Evaluation for 8.A.2a
Evaluation for 8.A.2a
Materials include guidance for teachers in Spanish on the effective modeling of the use of text evidence to generate evidence-based claims and construct text-based responses. (T)
2 out of 2 points
The materials continue this instructional approach throughout Conocimiento 9, where the Guía del maestro presents each as following a consistent sequence of “Presentar la lectura en voz alta,” “Escuchar con un propósito,” “Preguntas de comprensión,” “Practicar palabras,” and “Aplicación” that guides students back to the read-aloud before responding orally or through application tasks. In lesson 1, educators establish a listening purpose by directing students to identify the responsibilities of colonial children and compare those details with their own experiences before completing a venn diagram using evidence from the text to compare colonial and modern life. During “Verificar la comprensión” and “Preguntas de comprensión,” the “Apoyo a la enseñanza” notes direct educators to reread relevant portions of the text and reference specific illustrations so students locate evidence before responding. The modeling continues throughout the unit as students revisit previously read texts, compare ideas across lessons, discuss vocabulary and details that were not previously examined, and incorporate new evidence into their responses. These recurring routines systematically model how to gather, revisit, and apply textual and visual evidence to construct increasingly sophisticated text-based responses in Spanish.
8.A.2b
Materials include guidance for teachers in Spanish on the use of structured opportunities to engage students in evidence-based discussions using Spanish academic vocabulary and syntax. (T)
Materials include guidance for teachers in Spanish on the use of structured opportunities to engage students in evidence-based discussions using Spanish academic vocabulary and syntax. (T)
2 out of 2 points
Evaluation for 8.A.2b
Evaluation for 8.A.2b
Materials include guidance for teachers in Spanish on the use of structured opportunities to engage students in evidence-based discussions using Spanish academic vocabulary and syntax. (T)
2 out of 2 points
The materials continue this instructional approach in Conocimiento 10 lesson 8, where the “Practicar palabras” routine directs educators to explicitly introduce and discuss the lesson’s target academic vocabulary before students engage in oral discussions about the informational text. Educators use instructional prompts that require students to explain their thinking with evidence from the read-aloud and respond in complete sentences using newly learned vocabulary. Differentiated supports for “Nivel emergente,” “A nivel,” and “Nivel avanzado” further scaffold oral language production by increasing the complexity of vocabulary, sentence structure, and evidence-based responses according to students’ language proficiency. These structured discussion routines provide systematic guidance for integrating grade-appropriate Spanish academic vocabulary and syntax into collaborative, text-based conversations.
8.B.1 Genre Characteristics and Craft to Compose Multiple Texts
8.B.1a
Materials include authentic or transadapted Spanish mentor texts that serve as models for students to compose a variety of texts according to grade-level Spanish TEKS.
Materials include authentic or transadapted Spanish mentor texts that serve as models for students to compose a variety of texts according to grade-level Spanish TEKS.
1 out of 1 points
Evaluation for 8.B.1a
Evaluation for 8.B.1a
Materials include authentic or transadapted Spanish mentor texts that serve as models for students to compose a variety of texts according to grade-level Spanish TEKS.
1 out of 1 points
The materials continue this approach in Conocimiento 10 lesson 1 as it presents the authentic Spanish mentor text “Este es el planeta Tierra,” which models narrative craft and first-person point of view. Before the read-aloud, educators are explicitly directed to explain that “la lectura está narrada por la Tierra misma y por eso el texto está narrado en primera persona,” drawing students’ attention to the author’s use of narrative perspective. Throughout the text, the Earth speaks directly to readers using first-person language, such as “Hola niños. Soy yo, la Tierra,” demonstrating how descriptive language and point of view communicate ideas. These educator-directed discussions help students analyze the author’s craft before using the mentor text as a model for composing their own writing in Spanish.
8.B.1b
Materials include opportunities throughout the year for students to compose literary texts in Spanish for multiple purposes and audiences with genre-specific characteristics and craft. (S)
Materials include opportunities throughout the year for students to compose literary texts in Spanish for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Evaluation for 8.B.1b
Evaluation for 8.B.1b
Materials include opportunities throughout the year for students to compose literary texts in Spanish for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Later, Habilidades y Destrezas 8 lessons 14–17 provide a four-lesson writing project that guides students through the composition of a narrativa personal. The sequence includes “Planificar una narrativa personal,” “Escribir una narrativa personal,” “Editar la narrativa personal,” and “Publicar la narrativa personal.” Educators introduce the characteristics of personal narratives, including the use of a title, setting, characters, and plot, before students write about a special day with their family from the narrator’s point of view. Students then plan, draft, revise, edit, and publish their narratives, applying genre-specific characteristics and sharing their finished pieces with an authentic audience.
8.B.1c
Materials include opportunities throughout the year for students to compose informational texts in Spanish for multiple purposes and audiences with genre-specific characteristics and craft. (S)
Materials include opportunities throughout the year for students to compose informational texts in Spanish for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Evaluation for 8.B.1c
Evaluation for 8.B.1c
Materials include opportunities throughout the year for students to compose informational texts in Spanish for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
In Conocimiento 10 lesson 10’s “Aplicación” section, students participate in a collaborative informational writing project focused on caring for the environment. The educator guides students in planning, composing, and publishing a class informational book that presents environmental solutions for the school community. Students contribute factual information, organize ideas around a central topic, and incorporate content-specific Spanish vocabulary to apply the characteristics and structure of informational writing. The completed class book is shared with classmates and the broader school community, providing an authentic audience and purpose for writing. This opportunity supports students’ development of informational writing while reinforcing genre-specific organization, language, and conventions appropriate for grade K.
8.B.1d
[3rd grade only] Materials include opportunities throughout the year for students to compose argumentative texts in Spanish for multiple purposes and audiences with genre-specific characteristics and craft. (S)
[3rd grade only] Materials include opportunities throughout the year for students to compose argumentative texts in Spanish for multiple purposes and audiences with genre-specific characteristics and craft. (S)
Not applicable.
Evaluation for 8.B.1d
Evaluation for 8.B.1d
[3rd grade only] Materials include opportunities throughout the year for students to compose argumentative texts in Spanish for multiple purposes and audiences with genre-specific characteristics and craft. (S)
Not applicable.
8.B.1e
Materials include opportunities throughout the year for students to compose correspondence in Spanish with genre-specific characteristics and craft. (S)
Materials include opportunities throughout the year for students to compose correspondence in Spanish with genre-specific characteristics and craft. (S)
Not applicable.
Evaluation for 8.B.1e
Evaluation for 8.B.1e
Materials include opportunities throughout the year for students to compose correspondence in Spanish with genre-specific characteristics and craft. (S)
Not applicable.
8.B.2 Writing Process
8.B.2a
Materials support students' coherent use of the elements of the writing process (planning, drafting, revising, conferring, editing, and sharing/publishing) to compose text in Spanish, which includes an age-appropriate progression in the conventions authentic to Spanish writing. (S)
Materials support students' coherent use of the elements of the writing process (planning, drafting, revising, conferring, editing, and sharing/publishing) to compose text in Spanish, which includes an age-appropriate progression in the conventions authentic to Spanish writing. (S)
5 out of 5 points
Evaluation for 8.B.2a
Evaluation for 8.B.2a
Materials support students' coherent use of the elements of the writing process (planning, drafting, revising, conferring, editing, and sharing/publishing) to compose text in Spanish, which includes an age-appropriate progression in the conventions authentic to Spanish writing. (S)
5 out of 5 points
In the Conocimiento 10 lesson 6 “Aplicación” section, students participate in a writing task connected to the unit’s environmental content. Students discuss ideas, record information, and refine their responses before sharing their work. The activity integrates oral language, drawings, and written expression to support students in organizing their thinking and communicating their understanding of environmental concepts. Through this sequenced process, students develop early writing skills by generating ideas, representing information, revising their responses, and creating increasingly complete texts in Spanish. These opportunities support young writers in applying the elements of the writing process within an authentic content-based context.
8.B.2b
Materials include teacher guidance to provide explicit (direct) instruction in Spanish to model each element of the writing process (planning, drafting, revising, editing, and sharing/publishing) and to support students during the writing process through conferencing and revising. (T)
Materials include teacher guidance to provide explicit (direct) instruction in Spanish to model each element of the writing process (planning, drafting, revising, editing, and sharing/publishing) and to support students during the writing process through conferencing and revising. (T)
6 out of 6 points
Evaluation for 8.B.2b
Evaluation for 8.B.2b
Materials include teacher guidance to provide explicit (direct) instruction in Spanish to model each element of the writing process (planning, drafting, revising, editing, and sharing/publishing) and to support students during the writing process through conferencing and revising. (T)
6 out of 6 points
Conocimiento 10 Guía del maestro’s lesson 10 “Aplicación” section directs educators to support students as they compose and finalize informational writing for a collaborative class book about environmental care. The lesson provides a sequenced routine in which educators guide students to organize ideas, record information, and prepare completed writing for inclusion in the published class product. Throughout the activity, educators monitor student progress, provide feedback, and support students in refining their written responses before sharing completed work with classmates. These supports help students move through the composing, revising, and publishing stages of the writing process while developing their ability to communicate informational ideas in Spanish.
8.B.3 Explicit (Direct) and Systematic Writing Instruction
8.B.3a
Materials include guidance for teachers to provide explicit (direct) instruction in Spanish on sentence-level writing, focusing on structure, syntax, and Spanish vocabulary. (T)
Materials include guidance for teachers to provide explicit (direct) instruction in Spanish on sentence-level writing, focusing on structure, syntax, and Spanish vocabulary. (T)
3 out of 3 points
Evaluation for 8.B.3a
Evaluation for 8.B.3a
Materials include guidance for teachers to provide explicit (direct) instruction in Spanish on sentence-level writing, focusing on structure, syntax, and Spanish vocabulary. (T)
3 out of 3 points
In Habilidades y Destrezas 8 students participate in a sequence of lessons that develops their ability to construct complete sentences before composing a personal narrative. The unit introduction explains that students practice reading and writing words and sentences throughout the unit while educators guide them in organizing their ideas into coherent written responses. In lesson 1, for example, educators provide explicit instruction in sentence structure through activities where students learn to use verbs in the present tense before writing dictated sentences. Then in a lesson 7 activity, “Palabras que terminan con n,” students practice escribir oraciones using complete sentences. Finally in lesson 16, students continue developing sentence construction by completing sentences with words containing que and qui while strengthening their understanding of how words combine to communicate meaning. The materials also support Spanish syntax through dictation routines in which students write complete sentences, compare their work to a model, and apply correction marks to revise capitalization, punctuation, spelling, and grammar. Additionally, educators reinforce vocabulary development as students learn and apply high-frequency words, action verbs, consonant blends, and words ending in r, l, n, and s during authentic reading and writing tasks. These structured opportunities support students in developing control of Spanish sentence formation and applying vocabulary and language conventions when composing personal narratives.
8.B.3b
Materials include guidance for teachers to provide systematic and explicit (direct) instruction in writing starting at the sentence level and building to compositions according to grade-level Spanish language arts TEKS. (T)
Materials include guidance for teachers to provide systematic and explicit (direct) instruction in writing starting at the sentence level and building to compositions according to grade-level Spanish language arts TEKS. (T)
4 out of 4 points
Evaluation for 8.B.3b
Evaluation for 8.B.3b
Materials include guidance for teachers to provide systematic and explicit (direct) instruction in writing starting at the sentence level and building to compositions according to grade-level Spanish language arts TEKS. (T)
4 out of 4 points
In Conocimiento 10 Guía del maestro lesson 6 “Aplicación” section, educators are provided with a structured framework that scaffolds students’ writing development through guided practice and content-based writing activities. The lesson supports students as they move from generating ideas and constructing sentences to organizing information and composing complete written responses. Through intentional educator modeling, discussion, and guided writing opportunities, educators provide explicit instruction that helps students apply foundational writing skills and develop increasingly complex compositions in Spanish. Students practice communicating ideas through meaningful literacy tasks while receiving support in organizing and expanding their written responses. These structures reinforce the systematic progression of writing instruction from sentence-level skills to composition development according to the grade K Spanish language arts TEKS expectations.
8.B.3c
Materials include systematic and explicit (direct) opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing in Spanish. (S)
Materials include systematic and explicit (direct) opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing in Spanish. (S)
6 out of 6 points
Evaluation for 8.B.3c
Evaluation for 8.B.3c
Materials include systematic and explicit (direct) opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing in Spanish. (S)
6 out of 6 points
In Habilidades y Destrezas 8, students engage in systematic opportunities to develop increasingly complex sentence-level writing, revising, and editing skills in Spanish. The unit establishes a progression in which students move from composing complete sentences through dictation activities to developing, revising, and publishing a personal narrative. Early in the unit, students participate in dictados de oraciones, where they write complete sentences using present-tense verbs and high-frequency words, then autocorrigen their work by applying correction marks to review spelling, capitalization, punctuation, and handwriting. In lesson 7 “Escribir oraciones,” students independently construct original sentences using words with the target spelling pattern -n, applying vocabulary and sentence structures in meaningful contexts. As students’ writing skills develop, they transition from sentence-level practice to extended composition by planning, drafting, revising, editing, and publishing a personal narrative across lessons 13–17. During this process, students organize ideas, connect multiple complete sentences to describe a personal experience, and revise their writing for clarity, grammar, spelling, punctuation, and capitalization. These structured routines provide repeated opportunities for students to strengthen sentence fluency, apply Spanish writing conventions, and progress from sentence-level writing to complete written compositions.
8.B.4 Grade-Level Standard Spanish Conventions
8.B.4a
Materials include opportunities for practice and application both in and out of context of the conventions of Spanish academic language (e.g., the use of simple and compound sentences with subject-verb agreement, the appropriate use of different verb tenses, nouns, adjectives, adverbs, prepositions, pronouns, and coordinating conjunctions) in sentences and short paragraphs using correct capitalization and punctuation according to the grade-level Spanish language arts TEKS. (S)
Materials include opportunities for practice and application both in and out of context of the conventions of Spanish academic language (e.g., the use of simple and compound sentences with subject-verb agreement, the appropriate use of different verb tenses, nouns, adjectives, adverbs, prepositions, pronouns, and coordinating conjunctions) in sentences and short paragraphs using correct capitalization and punctuation according to the grade-level Spanish language arts TEKS. (S)
4 out of 4 points
Evaluation for 8.B.4a
Evaluation for 8.B.4a
Materials include opportunities for practice and application both in and out of context of the conventions of Spanish academic language (e.g., the use of simple and compound sentences with subject-verb agreement, the appropriate use of different verb tenses, nouns, adjectives, adverbs, prepositions, pronouns, and coordinating conjunctions) in sentences and short paragraphs using correct capitalization and punctuation according to the grade-level Spanish language arts TEKS. (S)
4 out of 4 points
In the Conocimiento 10 lesson 6 “Aplicación” section “Mi cuento sobre compostaje,” students apply Spanish academic language conventions while composing and revising their own texts. Educators provide explicit instruction on pronoun usage, including yo, tú, usted, and nosotros, and guide students in incorporating these forms into their composting stories. Students review the differences between tú and usted and apply this understanding by selecting language appropriate for different audiences and communication contexts. Through drafting, revising, and editing their stories, students practice Spanish grammar conventions, including appropriate language choices and sentence construction, within an authentic writing task. These opportunities support students in developing accuracy and control of Spanish language usage while communicating ideas through their own written compositions.
8.B.4b
Materials include systematic opportunities for practice of and application of Spanish grammar, punctuation, and usage, both in and out of context. (S)
Materials include systematic opportunities for practice of and application of Spanish grammar, punctuation, and usage, both in and out of context. (S)
6 out of 6 points
Evaluation for 8.B.4b
Evaluation for 8.B.4b
Materials include systematic opportunities for practice of and application of Spanish grammar, punctuation, and usage, both in and out of context. (S)
6 out of 6 points
In Habilidades y Destrezas 8, students engage in a progression that begins with structured practice of individual language conventions and continues with application in authentic writing tasks. Throughout the unit, students participate in dictados de oraciones, where they write complete dictated sentences using high-frequency words and present-tense verbs. Students then reread and autocorrigen their work by reviewing capitalization, punctuation, spelling, and handwriting. In lesson 7 “Escribir oraciones,” students independently compose original sentences using words with the target spelling pattern ending in n, applying sentence structure and Spanish conventions in meaningful sentence-level writing. Students then transfer these skills to the personal narrative writing process in lessons 13–17, where they generate ideas, organize events, draft multiple connected sentences, and revise their writing. During drafting and editing, students apply correct sentence formation, verb usage, capitalization, punctuation, spelling, and vocabulary within an authentic composition rather than isolated exercises. These opportunities continue through revision and publishing as students reread, correct, and improve their narratives before sharing their final work. The materials provide a systematic progression from explicit practice of Spanish conventions to independent application within complete written texts, supporting students’ development of accurate and effective written communication in Spanish.