5.B.1 Oral Language 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).
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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).
- Grade 1 materials include explicit and systematic instructional guidance on developing oral language and oracy through a variety of methods. For example, in "Lesson 27," the teacher begins by modeling the sound of the letter f for the students, saying, "My turn. The sound of this letter is /fff/." The teacher then prompts the students to repeat the sound and gives the signal for the students to respond with /fff/. This interactive approach ensures that students hear and correctly produce the sound of the letter f, reinforcing their phonemic awareness. Students associate the correct sound with each letter through repeated practice and teacher guidance. In addition, the materials include explicit guidance on using audible signals to aid in developing oral language. In "Lesson 74," the teacher taps on the table to pace fluency as students read "Ogro el perro gruñón" together. This technique helps students improve their vocabulary, fluency, and tone in spoken language with direct instructional guidance.
- Materials provide guided practice in developing oral language through repetition. For example, in "Lesson 25," the teacher instructs students to make a fist with their right hand, palm facing them, and say, "The syllable is /la/." The teacher then raises one finger for each sound and says, "/lll/ /aaa/." Finally, the teacher quickly brings the fingers together, saying "/la/." The explicit (direct) and systematic instructional guidance develops oral language and oracy.
- The materials provide instructions on how to improve oral language and communication skills through different methods, such as modeling, guided practice, and feedback. For instance, the Instructional Guidance document gives teachers directions on using grounding sentences for context, introducing vocabulary through images in advance, and highlighting the importance of understanding academic vocabulary.
Evaluation for 5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences.
- Grade 1 materials provide structured opportunities for students to engage in academic communication for different purposes. For example, in "Lesson 54," the class reads a story, and the teacher arranges the students into pairs to answer the comprehension questions. The teacher states, "After each question, you will have time to think about the answer with your partner and find the sentence or sentences in the story that confirm your answer."
- Instructional materials incorporate activities where students present their answers and participate in academic discussions. For example, "Lesson 27" provides an activity, "Presente el nombre y el sonido de la letra," in which the teacher introduces the letter f to the students using a key card. The teacher starts by naming the letter, saying, "El nombre de esta letra es f." The students repeat the name of the letter. Next, the teacher models the sound of the letter, /fff/, and has the students practice making the sound. The teacher then explains when to use the uppercase letter F. "Esta es la letra mayúscula. La letra F mayúscula se usa para comenzar un nombre propio o una oración." Finally, the teacher asks the students to identify the name and sound of the letter f to reinforce learning: "¿Qué sonido hace esta letra? Dé la señal. /fff/. Toque la letra mayúscula. ¿Cuál es el nombre de esta letra? ¿Qué sonido hace?"
- The grade 1 Implementation Guide document includes guidance for supporting teachers in how and when to present opportunities for students to engage in academic communication. For example, students can teach others about a new word through strategies such as Pair-Share to extend vocabulary development. However, the materials do not include opportunities for students to engage in social communication for different purposes. Opportunities for social communication are not detailed with prompts and clear directives for various purposes.
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.
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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.
- Grade 1 materials include authentic opportunities in Spanish for students to listen actively to understand information. For example, in "Lesson 81," students are instructed to listen attentively to the teacher to hear the pronunciation of the letter x. The teacher models and prompts students to repeat, ensuring comprehension of the sound. "La Tarjeta clave de la x. Mi turno. El nombre de esta letra es x. Ahora ustedes. ¿Cuál es el nombre de esta letra? Dé la señal. x."
- The materials include authentic opportunities in Spanish for students to engage in discussion and share information. For example, in "Lesson 74," the activity, "Leer los libros," instructs students to read a story three times. The first time, the teacher and peers read the story together. The second time, the students read with a peer. The third time, students read the story and then are paired with a partner to answer the questions about the story. The materials promote active listening during lessons and engage students in discussions to share information. For example, "Lesson 2" provides three questions to review students' listening and comprehension. "What do Alexa and Erika do every year? Why do they want to continue playing the saxophone and xylophone? What did they see in China?" Students discuss answers with peers, demonstrating reading comprehension.
- The grade 1 Implementation Guide document includes opportunities for students to listen and actively share information, such as teaching someone about a new vocabulary word. Students can listen, ask, and engage in conversations to share information. For example, during pair-share activities, students can speak, listen, and have conversations with peers. Additionally, students are encouraged to actively participate in discussions by using grounding sentences, which involve listening to an introduction to a topic and then sharing their prior knowledge or asking related questions. However, specific guidance is not provided, such as conversation prompts, or sentence stems that could help students ask questions to understand or share ideas and information.
5.C.1 Alphabet Alphabet Knowledge (grade K only)
5.C.1a (grade K only)
Materials include a systematic sequence that is authentic to Spanish for introducing letter names and their corresponding sounds. (PR 2.A.1)
Evaluation for 5.C.1a (grade K only)
Materials include a systematic sequence that is authentic to Spanish for introducing letter names and their corresponding sounds. (PR 2.A.1)
5.C.1b (grade K only)
Materials include guidance for the teacher 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)
Evaluation for 5.C.1b (grade K only)
Materials include guidance for the teacher 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)
5.C.1c (grade K only)
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)
Evaluation for 5.C.1c (grade K only)
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)
5.C.1d (grade K only)
Materials include a variety of activities and 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)
Evaluation for 5.C.1d (grade K only)
Materials include a variety of activities and 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)
5.C.2 Alphabet 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)
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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)
- The materials explicitly introduce letter-sound relationships in a carefully structured order, facilitating basic decoding and encoding in Spanish. For example, in "Lesson 1," the vowel a is introduced with a systematic approach that includes identifying both the uppercase and lowercase forms of the letter and practicing the sound /aaa/. This explicit instruction ensures that students can immediately apply their knowledge to decoding words containing the letter a. Additionally, Volume 1 uses the first ten lessons to systematically introduce each vowel (two lessons per vowel), developing a solid foundation for encoding and decoding skills. The materials continue this systematic progression by introducing consonants after the vowels, ensuring that letters that may be confused are taught separately. For example, the letter m is introduced in "Lesson 11" and "Lesson 12," while the letter n is taught later in "Lesson 21" and "Lesson 22." This order helps students avoid confusion and reinforces their ability to apply these letter-sound relationships in encoding words correctly. Similarly, the letter d is introduced in "Lesson 19" and the letter b is introduced in "Lesson 31," maintaining a structured approach that aids decoding and encoding.
- The materials also provide explicit scripts and guidance for teachers, further supporting the systematic introduction of letter-sound relationships. For example, in "Lesson 5," the teacher introduces the vowel i using specific prompts and activities, such as using the i key card and having students repeat the sound /iii/. This direct instruction and practice ensure that students can effectively decode and encode words involving the letter i. The materials demonstrate a clear progression from simple sounds to more complex combinations, as outlined in the scope and sequence document. This progression starts with vowels and then moves to consonants, such as m, n, b, p, s l, d, t, and f, allowing students to decode and spell basic words early on. For instance, detailed instructions for introducing the letter k in "Lesson 81" exemplify how this structured approach is maintained throughout the curriculum.
5.C.2b
Materials include guidance for the teacher 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)
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Evaluation for 5.C.2b
Materials include guidance for the teacher 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)
- The materials do not guide the teacher in providing explicit (direct) instruction in Spanish focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors. While scripts are provided to help teachers teach phonemes and speech sounds, there is no support for addressing students' mispronunciations.
- The materials do not guide the teacher in providing explicit (direct) instruction in Spanish focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common misconceptions. The materials include scripted lesson plans that guide the teacher to provide direct and explicit instruction in Spanish focused on connecting phonemes to letters within words; however, they do not give any guidance in the lesson plans, teacher guides, or supplementary aids for explanatory feedback for students based on common misconceptions.
5.C.2c
Materials include a variety of activities and 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)
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Evaluation for 5.C.2c
Materials include a variety of activities and 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)
- The materials include various Spanish activities for students to develop their understanding of applying letter-sound correspondence to decode one-syllable words in isolation. For example, in "Lesson 25," students progress through the lesson by reading the letter name and sound of l. They then practice syllables and read words in isolation, such as lado, malo, paleta, Loma, Lupita, lupa, lote, maleta, and Lalo. This ensures that students can practice decoding words effectively. The materials include activities in Spanish for students to practice their understanding of applying letter-sound correspondence to decode words in decodable connected text. In "Lesson 34," the "Leer los libros" activity reviews the picture and definition for the words locura, coco, and barato. The following short story incorporates these multisyllabic words into practice and reinforcement: "La mamá de Camilo pone coco en el taco. –¡Es una locura! ¿Taco con coco? –dice Camilo."
- The materials also include activities for students to reinforce their understanding of applying letter-sound correspondence to encode and decode one-syllable words in isolation. For example, in "Lesson 117," students write words dictated by the teacher, practicing letter-sound correspondence in isolation and providing a clear method for reinforcing skills. In addition, the materials include a variety of activities in Spanish for students to develop their understanding of applying letter-sound correspondence to decode multisyllabic words in isolation. In "Lesson 58," students practice reading syllables and words such as tro, bru, chu, and bra. Activities involve placing fingers under letters and syllables to practice sounds and reading in isolation, so students can decode more complex words.
- Resources provide practice for applying letter-sound correspondence to decode multisyllable words in decodable connected text. For example, in "Lesson 58," the manual provides specific exercises for reading multisyllabic words like abrigos, obreros, and broches. Students are guided to read syllables first and then combine them into words: "Muestre la primera caja con las palabras en la página correspondiente a la Figura 58-1. Ahora vamos a leer en grupo unas palabras. Primero vamos a leer las sílabas de una palabra. Luego vamos a unir rápidamente las sílabas para leer la palabra."
- The materials do not include specific activities for reinforcing (through cumulative review) the understanding of applying letter-sound correspondence to decode one-syllable words in decodable connected text. Additionally, the materials do not include sufficient activities for developing and practicing letter-sound correspondence in multisyllabic words or reinforcing this understanding through cumulative review in decodable connected text.
5.D.1 Phonological Awareness Phonological Awareness (grades K and 1 only)
5.D.1a (grades K and 1 only)
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)
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Evaluation for 5.D.1a (grades K and 1 only)
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)
- Grade 1 materials include a systematic and authentic Spanish sequence for introducing phonological awareness activities in accordance with grade-level Spanish TEKS, starting with simple skills and gradually transitioning to more complex skills. For instance, in “Volume 5,” the curriculum summary outlines how students develop phonological awareness by learning the name and sound of the target letter, identifying initial sounds, and segmenting words into syllables. By the end of the volume, students advance to learning high-frequency words and reading sentences with previously learned words. This structured approach ensures that students build a strong foundation in phonological awareness before tackling more advanced tasks. An example of this progression can be seen in "Lesson 25," where the teacher says a syllable, and students say the individual sounds that make up the syllable, then join the sounds to say the syllable: "la sílaba es /la/; /lll/ /aaa/; /la/." Similarly, in "Lesson 5," the teacher introduces the letter sound /iii/, and students practice saying the sound /iii/. The lesson then advances to "Unir sílabas en palabras," a more complex activity where the teacher guides students in blending syllables to form words. The teacher lifts a finger for each syllable and then closes their hand to indicate the blending of the syllables: /lon/ /che/ /ra/. The students then say the complete word "lonchera." The materials later transition from larger units of sound to smaller units, such as adding, deleting, and substituting syllables.
- Materials include a systematic and authentic Spanish sequence for introducing phonological awareness activities in accordance with grade-level Spanish TEKS that begins with larger units of sound, such as recognizing spoken alliteration, and gradually transitioning to more complex skills. For example, while the materials include a progression of phonological awareness activities, such as learning the name and sound of the target letter, identifying initial sounds, and segmenting words into syllables, there is no evidence provided for activities related to identifying and producing rhyming words.
5.D.1b (grades K and 1 only)
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)
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Evaluation for 5.D.1b (grades K and 1 only)
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)
- Materials do not include recommended explanatory feedback for students based on common errors. For example, in "Lesson 26," the teacher asks students to explain how a syllable is divided and combined. If a student makes an error, the teacher intervenes by saying, "My turn. The syllable is /../." The teacher then demonstrates the correct way to divide and combine the syllables. Afterward, the teacher prompts the students again and encourages them to divide and combine the syllables correctly by saying, "Now it is your turn. The syllable is /../." While this method provides direct instruction, it does not address misconceptions or common errors to help students understand why the mistake occurred.
- Materials do not include recommended explanatory feedback for students based on misconceptions. The materials feature a section titled "Corrección de errores." However, this segment merely instructs the teacher to model the correct sound, letter, or word and have the student repeat it rather than addressing common misconceptions. For instance, in "Lesson 98," when a student misreads a word, the teacher interrupts with "My turn" and then enunciates the syllables of the word clearly by saying, "The syllables are /../ /../. The word is..." After modeling the correct pronunciation, the teacher turns the task back to the students, saying, "Now it's your turn. Syllables? /../ /../. Word?" This includes corrective feedback by having students repeat the correct answer, but materials do not provide guidance to explain why students might incorrectly read the syllables and words.
5.D.1c (grades K and 1 only)
Materials include a variety of activities and 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)
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Evaluation for 5.D.1c (grades K and 1 only)
Materials include a variety of activities and 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)
- Materials provide a variety of activities in Spanish that align with grade-level TEKS for developing phonological awareness skills. For example, in Lesson 97, students blend sounds to form syllables: "Voy a decir una sílaba y ustedes van a decir los sonidos que forman la sílaba. Luego van a unir los sonidos y a decir la sílaba. Mi turno. Empuñe la mano derecha con la palma hacia usted y diga: la sílaba es /tre/. Levante un dedo por cada sonido, empezando de izquierda a derecha desde la perspectiva de los alumnos: /ttt/ /rrr/ /eee/. Luego una rápidamente los dedos mientras dice la sílaba: /tre/." This activity helps students develop the foundational skill of blending sounds to form syllables, which is essential for phonological awareness.
- Materials include a variety of activities in Spanish for students to practice phonological awareness skills connected to grade-level Spanish TEKS. For instance, in Lesson 97, students read syllables aloud, placing their fingers under the first syllable and silently reading it in their minds. The teacher cues the students with a tap on the table, prompting them to read the syllable aloud and proceed to the next one. For instance, the teacher might say, "¿Listos? ¿Sílaba? Enseguida dé un golpecito en la mesa. /bui/." This process continues sequentially for each syllable on the page, ensuring students practice and reinforce their ability to recognize and articulate syllables effectively. The structured nature of this activity integrates auditory, visual, and kinesthetic elements, fostering comprehensive phonological skill development among the students. Similarly, the materials include resources with memory-building strategies to develop phonological awareness. In Lesson 98, the activity "Unir y dividir sílabas cerradas" uses kinesthetic learning. The teacher says a syllable, and then students break it down into sounds, raising a finger for each sound as the teacher uses a fist to represent the syllable.
- Materials do not include a comprehensive approach to reinforcing phonological awareness skills connected to grade-level Spanish TEKS through cumulative review across subsequent lessons. While the materials offer a variety of activities and resources to develop phonological awareness skills in Spanish, including reading syllables and engaging with high-frequency words, they do not provide a systematic, cumulative review or integrate essential memory-building strategies.
5.D.2 Phonological Awareness Phonemic Awareness (grades K and 1 only)
5.D.2a (grades K and 1 only)
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)
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Evaluation for 5.D.2a (grades K and 1 only)
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)
- The materials present a systematic and authentic Spanish sequence for introducing phonemic awareness activities, starting with phoneme identification. For instance, in “Volume 1,” introduces phonemes through the vowel 'a' and progresses to blending the phonemes into syllables, such as identifying the initial sound in “¿cuál dibujo comienza con el sonido /aaa/.” to which the students respond with “abuelo.”
- In “Volume 2,” the materials provide a structured sequence for phonemic awareness, starting with identifying, blending, and segmenting phonemes. An example includes a lesson that begins with a review of the name and sound of a letter using a key card, followed by students splitting and joining sounds in syllables. However, the materials do not contain activities substituting phonemes.
- The grade 1 materials include tasks to help teachers and students transition from blending phonemes into syllables and words to more complex manipulation practices such as adding, deleting syllables. For example, in activities, “Quitar la primera sílaba, Añadir una sílaba and Cambiar una sílabas,” teachers are guided on how to add, delete, and substitute syllables to form multisyllabic words. To illustrate the task, “Quitar la primera sílaba,” guides the teacher to instruct students to say the word “subsuelo”. The teacher asks the student to delete the syllable /sub/ and to say the newly formed word “suelo.” Then, the activity provides other words to practice, including ‘increíble and desmanchar.
5.D.2b (grades K and 1 only)
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)
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Evaluation for 5.D.2b (grades K and 1 only)
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)
- Materials do not contain explicit instruction with recommended explanatory feedback for students based on common errors. For instance, in "Lesson 24," when students incorrectly divide a word, the teacher says the word and raises a finger for each syllable. Students are instructed to repeat this action. This "Corrección de errores" section only directs the teacher to model the correct response and have the student repeat it without addressing why the mistake was made. Similarly, in "Lesson 20," when students misidentify a drawing that starts with the /ddd/ sound, the teacher is instructed to select the correct drawing and have students repeat it. This method does not explain the error or provide guidance for understanding the mistake.
- Materials do not contain explicit instruction with recommended explanatory feedback for students based on common misconceptions. In "Lesson 99," the instruction involves blending phonemes into syllables by saying: "Empuñe la mano derecha con la palma hacia usted y diga: la sílaba es /bai/. Levante un dedo por cada sonido, empezando de izquierda a derecha desde la perspectiva de los alumnos: /bbb/ /aaa/ /iii/. Luego una rápidamente los dedos mientras dice la sílaba: /bai/." While this helps students understand blending, there is no guidance on correcting misconceptions, such as when a student treats a diphthong as two separate sounds. Similarly, "Lesson 109" provides systematic instruction for segmenting phonemes but does not include feedback for addressing misconceptions, leaving teachers without clear guidelines for correcting such errors.
5.D.2c (grades K and 1 only)
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)
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Evaluation for 5.D.2c (grades K and 1 only)
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)
- Grade 1 materials demonstrate explicit guidance in Spanish for connecting phonemic awareness skills to the alphabetic principle, effectively supporting students in transitioning from oral language activities to basic decoding. For instance, in "Lesson 24," the teacher directs students to connect phonemic awareness with the alphabetic principle by dividing and blending syllables. The lesson includes an oral activity where students practice the syllable /sa/ by uniting their fingers while saying the syllable aloud. This approach ensures that students directly connect the sounds they hear and the written symbols representing those sounds. Similarly, in "Lesson 49," the activity "El sonido del dígrafo" involves direct instruction on the digraph ll, where the teacher demonstrates how the combined letters produce a single sound, guiding students through identifying and producing this sound, thus reinforcing their decoding skills.
- The materials explicitly guide phonemic awareness skills to the alphabetic principle to support basic encoding. In "Lesson 35," the teacher dictates syllables, such as /na/, /de/, and /gu/, and students write these syllables in designated spaces. This activity helps students practice encoding by translating spoken syllables into written form, reinforcing their understanding of how sounds map to letters. Additionally, in "Lesson 25," students use the alphabet principle to decode syllables shown in their workbooks. The teacher employs kinesthetic gestures to aid in decoding, guiding students to connect their phonemic awareness with the written text. These activities effectively support students in transitioning from recognizing sounds to encoding them in written form.
5.D.2d (grades K and 1 only)
Materials include a variety of activities and resources in Spanish for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3)
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Evaluation for 5.D.2d (grades K and 1 only)
Materials include a variety of activities and resources in Spanish for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3)
- The materials include a variety of activities in Spanish designed to develop students' phonemic awareness skills. For example, "Lesson 91," involves an activity where the teacher introduces the combined sound of two letters and guides the students to identify and pronounce this sound. In this activity, the teacher explains that two letters together produce a single sound, specifically /ei/, and then asks the students to identify and produce this sound. "Estas dos letras juntas hacen un solo sonido. El sonido de estas dos letras juntas es /ei/." Another example is "Lesson 35," where the teacher uses kinesthetic methods to divide and join syllables. Students engage physically with the phonemic content by raising their fingers for each sound and combining them to form a syllable, reinforcing their learning through action. The materials do not contain a variety of resources in Spanish for students to reinforce phonemic awareness skills through cumulative review.
- The materials provide varied activities for practicing phonemic awareness. For example, "Lesson 58" requires students to recognize and write syllables that include specific letter combinations. The teacher demonstrates, "El sonido de estas dos letras juntas es /br/," and then students practice identifying and writing these syllables. Similarly, "Lesson 53" engages students in segmenting and blending syllables, strengthening their phonemic awareness by having them break down and reconstruct sounds systematically. The activities provided primarily focus on the introduction and practice of new phonemic concepts, with fewer targeted exercises to revisit and solidify previously learned skills.
- The materials include a variety of resources to aid in the development of phonemic awareness skills. For instance, "Lesson 52" involves students using workbooks to practice sounds of letters and digraphs like pr and then breaking apart sounds in syllables with different end sounds, such as pru, pro, pre, pri, and pra. This workbook-based resource provides structured opportunities for skill development. In addition, "Lesson 39" features resources like visual aids and kinesthetic prompts to help students understand that the letter H has no sound, thus supporting their phonemic awareness through various sensory experiences. The materials do not include a variety of activities or resources in Spanish for students to reinforce phonemic awareness skills through cumulative review.
5.E.1 Phonics (Encoding/Decoding) Sound-Spelling Patterns
5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns and syllable combinations to decode single and multisyllabic words as outlined in the Spanish TEKS. (PR 2.A.1)
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Evaluation for 5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns and syllable combinations to decode single and multisyllabic words as outlined in the Spanish TEKS. (PR 2.A.1)
- Grade 1 materials include a systematic sequence for introducing sound-spelling patterns and syllable combinations to decode multisyllabic words, as outlined in the Spanish TEKS. As the activities progress, students read multisyllabic words like lado, dice, and muletas. In "Lesson 29," where the Manual suplementario and "Figura 29-1" are used to decode multisyllabic words from a word list, including goma, amigo, laguna, and soga. Additionally, in "Lesson 14," a routine is followed where the teacher and students break down words into syllables using gestures to emphasize each syllable, as demonstrated with the word usado. These activities clearly show a structured approach to teaching the decoding of multisyllabic words.
- Materials contain a systematic sequence for decoding single-syllable words. For example, in "Lesson 25," the teacher initiates the activity by pronouncing the sounds that compose a syllable, such as la, where the teacher is modeling the pronunciation of a syllable for the students. The teacher first says the syllable and then prompts the students to repeat the sounds that make up the syllable la. The students break down the syllable into its component sounds, /lll/ /aaa/, and then blend them to say the full syllable /la/.
Evaluation for 5.E.1b
Materials include guidance for the teacher to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1)
- Grade 1 materials include detailed guidance for teachers to provide explicit instruction for sound-spelling patterns. For example, in "Lesson 97," the script directs the teacher to lead a group reading activity. The teacher says, "Now we will read some words as a group. First, we are going to read the syllables of a word. Then we will quickly join the syllables to read the word huir." The teacher instructs the students to say the syllables in huir and then tap next to the word, prompting them to read it. The students slide their fingers quickly under the word to read it. This structured approach ensures that students receive clear, step-by-step guidance in decoding and understanding the sound-spelling patterns of the word. Another example of explicit instruction is found in "Lesson 75" where students read frequently used words and then spell them as a whole group. From "Figura 75-1," the teacher reads each word aloud, providing a clear model for the students. The students repeat the word after the teacher gives a signal, focusing on the correct pronunciation. Next, the teacher and students spell the word together as a group, reinforcing the connection between the word's sounds and letters. Finally, the students read the word quickly.
- Materials also provide specific guidance for introducing letters and their sounds. For instance, in "Lesson 1," the activity Presentar el nombre y el sonido de la letra includes detailed instructions. The teacher presents a key card with the letter a showing uppercase and lowercase forms. The teacher begins by stating, "Mi turno." The teacher then says, "El nombre de esta letra es a," to introduce the letter's name to the students. Next, the teacher prompts the students by saying, "Ahora ustedes. ¿Cuál es el nombre de esta letra?" Students are signaled to respond, at which point they say the letter name a. The teacher continues modeling the letter's sound, saying, "Mi turno. El sonido de esta letra es /aaa/." The teacher then prompts the students again with, "Ahora ustedes. ¿Qué sonido hace esta letra?" The teacher signals students to respond with the sound /aaa/.
5.E.1c
Materials include a variety of activities and resources authentic to Spanish for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1)
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Evaluation for 5.E.1c
Materials include a variety of activities and resources authentic to Spanish for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1)
- The materials include a variety of activities authentic to Spanish for students to develop and practice grade-level sound-spelling patterns. For example, in "Lesson 73," students participate in an activity where they say the sounds of letters, diphthongs, digraphs, and letter combinations. Students place their fingers under the first letter and, with each tap from the teacher's table, say the sound before moving to the next. This activity allows students to engage with the phonetic components of words in Spanish, supporting their development of sound-spelling patterns. Additionally, students practice writing letter combinations. In the Trazar la cobinación activity, students write the combination twice on provided lines, with the teacher ensuring correct formation. These structured activities are aligned with lesson objectives, helping students develop and practice sound-spelling patterns effectively.
- While the materials provide various activities to develop and practice sound-spelling patterns, they do not contain a variety of resources for ongoing reinforcement through cumulative review. Although activities like Repaso de letras offer in-lesson reviews, the materials do not provide a structured approach for systematically revisiting previously learned patterns across multiple lessons. For instance, in "Lesson 76," students write lowercase letters corresponding to uppercase ones. While this activity reinforces previously taught skills, it does not integrate content from earlier lessons into subsequent ones for cumulative practice.
- The materials contain activities authentic to Spanish for developing and practicing sound-spelling patterns but do not contain a variety of resources for reinforcing these patterns through cumulative review. In "Lesson 94," students work with decodable word lists and connected texts, such as the story La anciana de Asia, which incorporates previously taught words like Diana, anciana, and Asia. Although this offers practice within a lesson, the materials do not contain resources for ongoing reinforcement over time.
5.E.1d
Materials provide a variety of activities and 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)
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Evaluation for 5.E.1d
Materials provide a variety of activities and 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)
- The materials provide a variety of resources in Spanish to support students in decoding words, including syllable correlations taught in isolation. For example, in "Lesson 98," the activity Dividir y unir sílabas- actividad oral involves students practicing the sounds of the syllable gri by saying the individual sounds /ggg/ /rrr/ /iii/ and then blending them to read the complete syllable gri. This activity effectively allows students to practice decoding syllables in isolation. Similarly, in "Lesson 27," students use "Figura 27-1" to practice joining syllables like fa, la, and to, forming words such as fama, farola, and foto. These activities provide structured practice for decoding syllables and words in isolation, supporting the development of sound-spelling patterns.
- The materials do not contain a variety of resources in Spanish to support students in decoding words that include taught syllable correlations in authentic Spanish decodable connected text. While there are activities for decoding syllables in isolation, such as in "Lesson 73," where students decode syllables like yi and yo, the decodable texts do not systematically build on previous instruction. Similarly, while the materials provide resources for encoding words with taught syllable correlations in isolation, they do not contain a variety of resources to support encoding in authentic Spanish decodable connected text. The activities, such as writing syllables and decoding isolated words, are well-supported in isolation but do not extend to authentic texts that integrate these skills into sentences or stories. For instance, the Trazar la combinación activity in Volume 4 focuses on writing syllables like gr, but no corresponding connected text is provided where students can apply their encoding skills.
5.E.2 Phonics (Encoding/Decoding) Decoding and Encoding One-Syllable or Multisyllabic Words including Diphthongs, Hiatus, and Word Types
5.E.2a (grade 3 only)
Materials include a systematic sequence, as outlined in the Spanish language arts TEKS, for decoding and encoding multi-syllabic words depending on syllable stress (silaba tonica), diphthongs, hiatus, the different word types (agudas, graves, esdrújulas, and sobreesdrújulas) and accent marks. (PR 2.A.1)
Evaluation for 5.E.2a (grade 3 only)
Materials include a systematic sequence, as outlined in the Spanish language arts TEKS, for decoding and encoding multi-syllabic words depending on syllable stress (silaba tonica), diphthongs, hiatus, the different word types (agudas, graves, esdrújulas, and sobreesdrújulas) and accent marks. (PR 2.A.1)
5.E.2b (grade 3 only)
Materials include guidance for the teacher to provide explicit (direct) authentic Spanish instruction on syllable division principles to decode and encode multisyllabic words depending on diphthongs, hiatus, syllable stress (silaba tonica), word type and accent mark rules. (PR 2.A.1)
Evaluation for 5.E.2b (grade 3 only)
Materials include guidance for the teacher to provide explicit (direct) authentic Spanish instruction on syllable division principles to decode and encode multisyllabic words depending on diphthongs, hiatus, syllable stress (silaba tonica), word type and accent mark rules. (PR 2.A.1)
5.E.2c
Materials include a variety of activities and resources in Spanish for students to develop, practice and reinforce skills to decode and encode multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3)
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Evaluation for 5.E.2c
Materials include a variety of activities and resources in Spanish for students to develop, practice and reinforce skills to decode and encode multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3)
- The materials include a variety of activities and resources in Spanish for students to develop and practice skills to decode and encode multisyllabic words. For example, in "Lesson 78," students read Palabras de uso frecuente where the teacher instructs them to read, spell, and then quickly read frequently used words such as todavía. Additionally, "Lesson 88" includes an activity where students read words silently (cumple, sopla, plumas, etc), then aloud in a whole group, and finally practice reading the words within the context of a story.
- The materials also include a variety of activities and resources for students to develop and practice encoding multisyllabic words. For example, in "Lesson 77," the activity Leer los libritos is followed by Actividad de escritura, where students write the first syllable of words like gusano and galletas. Similarly, "Lesson 59" is an activity where students practice writing frequently used words dictated by the teacher. They hear the word, write it down, read it, and then check their spelling, with examples including reir, pueden, and otros.
5.E.2d (grade 3 only)
Materials include a variety of activities and 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)
Evaluation for 5.E.2d (grade 3 only)
Materials include a variety of activities and 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)
5.E.3 Phonics (Encoding/Decoding) Morphological Awareness (grades 1–3 only)
5.E.3a (grades 1–3 only)
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)
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Evaluation for 5.E.3a (grades 1–3 only)
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)
- The materials do not contain a systematic and authentic Spanish sequence for introducing grade-level morphemes, as outlined in the Spanish language arts TEKS. The materials do not include lessons or activities in their scope and sequence that systematically teach grade-level morphemes. No dedicated segment within the lessons introduces and practices morphemes in a structured manner. The materials do not provide a comprehensive approach to teaching and reinforcing grade-level morphemes as mandated by the TEKS standards. For example, the materials do not include a scope and sequence section at the end of every unit that lists each of the lessons containing the identification of the meaning of words with affixes, including -s, -es, and -or.
5.E.3b (grades 1–3 only)
Materials include guidance for the teacher to provide direct and explicit instruction authentic to Spanish for supporting recognition of common morphemes and using their meanings (e.g., affixes and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
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Evaluation for 5.E.3b (grades 1–3 only)
Materials include guidance for the teacher to provide direct and explicit instruction authentic to Spanish for supporting recognition of common morphemes and using their meanings (e.g., affixes and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
- The materials do not guide the teacher in providing explicit instruction authentic to Spanish to support the recognition of common morphemes. There is no evidence of lessons or activities that support students in recognizing common morphemes, such as affixes and base words. For example, Lesson 99, focuses on reading and writing syllables including gas, mi, mis, and words including gusta and ramas without discussing their morphemic structure or meaning. In this activity, the teacher pronounces a syllable, and the students are instructed to identify and articulate the individual sounds (phonemes) that make up that syllable. This emphasis on phonetics overlooks morpheme identification and analysis.
- The materials do not guide the teacher to provide explicit instruction authentic to Spanish for using common morpheme meanings to support reading comprehension. For example, Lesson 98 includes dictation and word formation activities without mentioning morphemic instruction, focusing instead on phonetic aspects. This omission indicates that the materials emphasize phonetic decoding and encoding without focusing on morphemes and their role in supporting reading comprehension.
5.E.3c (grades 1–3 only)
Materials include a variety of activities and resources in Spanish for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3)
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Evaluation for 5.E.3c (grades 1–3 only)
Materials include a variety of activities and resources in Spanish for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3)
- The materials do not contain a variety of activities in Spanish for students to develop grade-level morphological skills. The lessons focus on decoding and encoding syllables and words without exercises designed explicitly for morphological analysis or practice. Materials do not contain a variety of activities in Spanish for students to practice and reinforce grade-level morphological skills through cumulative review. The focus remains on phonetic aspects, such as syllables and diphthongs, with no explicit attention to morphemes or morphological analysis.
- The materials do not contain a variety of resources in Spanish for students to develop, practice, or reinforce grade-level morphological skills. No print or digital resources related to morphological awareness for teachers or students exist. The resources provided, such as syllable cards and word lists, aim to develop phonetic rather than morphological skills.
5.E.3d (grades 1–3 only)
Materials include a variety of activities and 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)
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Evaluation for 5.E.3d (grades 1–3 only)
Materials include a variety of activities and 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)
- The materials do not contain a variety of activities authentic to Spanish for students to decode and encode words with morphemes in authentic Spanish decodable connected text that builds on previous instruction. The connected text in the Libros de trabajo resource focuses on individual letter sounds, digraphs, and diphthongs without integrating morpheme instruction. For instance, Lesson 102, includes reading sentences and words but does not involve discussion of the meaning of morphemes within words.
- The materials do not contain various resources authentic to Spanish for students to decode and encode words with morphemes, either in isolation or within connected text contexts. Activities like "Dividir y unir sílabas" and "Leer sílabas" are centered on syllable decoding rather than morphemic analysis, indicating an absence of a systematic approach to teaching the importance of analyzing morphemes to determine meaning. While the materials include connected texts, they do not incorporate morphemic analysis in connected text, highlighting a focus on syllable and word-level practice.