2021-2022 Vertical Alignment Matrix Reading Language Arts - Spanish - Prekindergarten - Grade 5
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2021-2022 Vertical Alignment Matrix
Reading Language Arts – Spanish – Prekindergarten - Grade 5
Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Strand 1: Foundational Language Skills
SLA.1 Developing and Sustaining Foundational Language Skills: listening, speaking, discussion, and thinking—oral language. The student develops oral language through listening, speaking, and discussion. The student is
expected to do the following:
II.A.1 Child shows SLA.K.1A Listen actively and SLA.1.1A Listen actively, ask SLA.2.1A Listen actively, ask SLA.3.1A Listen actively, ask SLA.4.1A Listen actively, ask SLA.5.1A Listen actively to
understanding by responding ask questions to understand relevant questions to clarify relevant questions to clarify relevant questions to clarify relevant questions to clarify interpret verbal and non-verbal
appropriately. information and answer information, and answer information, and answer information, and make information, and make messages, ask relevant
II.A.3 Child show questions using multi-word questions using multi-word questions using multi-word pertinent comments. pertinent comments. questions, and make pertinent
understanding of the language responses. responses. responses. comments.
being spoken by teachers and
peers.
II.B.3 Child provides
appropriate information for
various situations.
II.E.3 Child uses sentences
with more than one phrase.
I.B.1.a Child follows SLA.K.1B Restate and follow SLA.1.1B Follow, restate, and SLA.2.1B Follow, restate, and SLA.3.1B Follow, restate, and SLA.4.1B Follow, restate, and SLA.5.1B Follow, restate, and
classroom rules and routines oral directions that involve a give oral instructions that give oral instructions that give oral instructions that give oral instructions that give oral instructions that
with occasional reminders short, related sequence of involve a short, related involve a short, related involve a series of related involve a series of related include multiple action steps.
from teacher. actions. sequence of actions. sequence of actions. sequences of action. sequences of action.
II.A.2 Child shows
understanding by following
two-step oral directions and
usually follows three-step
directions.
I.C.1 Child uses effective SLA.K.1C Share information SLA.1.1C Share information SLA.2.1C Share information SLA.3.1C Speak coherently SLA.4.1C Express an opinion SLA.5.1C Give an organized
verbal and nonverbal and ideas by speaking audibly and ideas about the topic and ideas that focus on the about the topic under supported by accurate presentation employing eye
communication skills to build and clearly using the under discussion, speaking topic under discussion, discussion, employing eye information, employing eye contact, speaking rate,
relationships with conventions of language. clearly at an appropriate pace speaking clearly at an contact, speaking rate, contact, speaking rate, volume, enunciation, natural
teachers/adults. and using the conventions of appropriate pace and using volume, enunciation, and the volume, enunciation, and the gestures, and conventions of
II.B.1 Child is able to use language. the conventions of language. conventions of language to conventions of language to language to communicate
language for different communicate ideas communicate ideas ideas effectively.
purposes. effectively. effectively.
II.C.1 Child’s speech is
understood by both the
teacher and other adults in the
school.
GLOBAL GRADUATE 1. Foundational Language Skills
2. Comprehension Skills
5. Author’s Purpose and Craft
6. Composition © Houston ISD Curriculum
3. Response Skills 7. Inquiry and Research 2021-2022
4. Multiple Genres Page 1 of 242021-2022 Vertical Alignment Matrix
Reading Language Arts – Spanish – Prekindergarten - Grade 5
Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Strand 1: Foundational Language Skills
II.B.4 Child demonstrates SLA.K.1D Work SLA.1.1D Work SLA.2.1D Work SLA.3.1D Work SLA.4.1D Work SLA.5.1D Work collaboratively
knowledge of verbal collaboratively with others by collaboratively with others by collaboratively with others by collaboratively with others by collaboratively with others to with others to develop a plan
conversational rules. following agreed-upon rules following agreed-upon rules following agreed-upon rules following agreed-upon rules, develop a plan of shared of shared responsibilities.
I.C.4 Child increasingly for discussion, including taking for discussion, including for discussion, including norms, and protocols. responsibilities.
interacts and communicates turns. listening to others, speaking listening to others, speaking
with peers to initiate pretend when recognized, and making when recognized, making
play scenarios that share a appropriate contributions. appropriate contributions, and
common plan and goal. building on the ideas of
others.
I.B.2.b Child can SLA.K.1E Develop social SLA.1.1E Develop social SLA.2.1E Develop social SLA.3.1E Develop social
communicate basic communication such as communication such as communication such as communication such as
emotions/feelings. introducing himself/herself, introducing himself/herself distinguishing between asking conversing politely in all
II.E.7 Child uses single words using common greetings, and and others, relating and telling. situations.
and simple phrases to expressing needs and wants. experiences to a classmate,
communicate meaning in and expressing needs and
social situations. feelings.
II.B.4 Child demonstrates
knowledge of verbal
conversational rules.
II.B.5 Child demonstrates
knowledge of nonverbal
conversational rules.
SLA.2 Developing and Sustaining Foundational Language Skills: listening, speaking, reading, writing, and thinking—beginning reading and writing. The student develops word structure knowledge through phonological
awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to do the following:
SLA.2A Demonstrate phonological awareness by doing the following:
II.C.2 Child perceives SLA.K.2A.i Demonstrate SLA.1.2A.i Demonstrate
differences between similar phonological awareness by phonological awareness by
sounding words. identifying and producing producing a series of rhyming
II.C.3 Child investigates and rhyming words. words.
demonstrates growing
understanding of the sounds
and intonation of language.
III.B.6 Child can recognize
rhyming words.
GLOBAL GRADUATE 1. Foundational Language Skills
2. Comprehension Skills
5. Author’s Purpose and Craft
6. Composition © Houston ISD Curriculum
3. Response Skills 7. Inquiry and Research 2021-2022
4. Multiple Genres Page 2 of 242021-2022 Vertical Alignment Matrix
Reading Language Arts – Spanish – Prekindergarten - Grade 5
Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Strand 1: Foundational Language Skills
II.C.3 Child investigates and SLA.K.2A.ii Demonstrate SLA.1.2A.ii Demonstrate
demonstrates growing phonological awareness by phonological awareness by
understanding of the sounds recognizing spoken alliteration recognizing spoken alliteration
and intonation of language. or groups of words that begin or groups of words that begin
II.B.7 Child can produce a with the same simple syllable with the same simple syllable
word that begins with the or initial sounds. or initial sounds.
same sound as a given pair of
words.
III.B.1 Child separates a SLA.K.2A.iii Demonstrate SLA.1.2A.iii Demonstrate
normally spoken four-word phonological awareness by phonological awareness by
sentence into individual identifying the individual words recognizing the change in
words. in a spoken sentence. spoken word when a specified
syllable is added, changed, or
removed.
III.B.5 Child can segment a SLA.K.2A.iv Demonstrate SLA.1.2A.iv Demonstrate
syllable from a word. phonological awareness by phonological awareness by
identifying syllables in spoken segmenting spoken words into
words. individual syllables.
III.B.4 Child blends syllables SLA.K.2A.v Demonstrate SLA.1.2A.v Demonstrate
into words. phonological awareness by phonological awareness by
blending syllables to form blending spoken complex
multisyllabic words. syllables, including sílabas
trabadas, to form multisyllabic
words.
III.B.5 Child can segment a SLA.K.2A.vi Demonstrate SLA.1.2A.vi Demonstrate
syllable from a word. phonological awareness by phonological awareness by
segmenting multisyllabic segmenting spoken words into
words into syllables. syllables, including words with
sílabas trabadas.
II.C.3 Child investigates and SLA.K.2A.vii Demonstrate
demonstrates growing phonological awareness by
understanding of the sounds identifying initial and final
and intonation of language. sounds in simple words.
III.C.2 Child recognizes at
least 20 distinct letter sounds
in the language of instruction.
GLOBAL GRADUATE 1. Foundational Language Skills
2. Comprehension Skills
5. Author’s Purpose and Craft
6. Composition © Houston ISD Curriculum
3. Response Skills 7. Inquiry and Research 2021-2022
4. Multiple Genres Page 3 of 242021-2022 Vertical Alignment Matrix
Reading Language Arts – Spanish – Prekindergarten - Grade 5
Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Strand 1: Foundational Language Skills
III.B.9 Child recognizes and SLA.K.2A.viii Demonstrate
blends spoken phonemes into phonological awareness by
one syllable words with blending spoken phonemes to
pictorial support. form syllables.
III.B.5 Child can segment a SLA.K.2A.ix Demonstrate SLA.1.2A.vii Demonstrate
syllable from a word. phonological awareness by phonological awareness by
III.B.4 Child blends syllables manipulating syllables within a manipulating syllables within
into words. multisyllabic word. words.
SLA.2B Demonstrate and apply phonetic knowledge by doing SLA.2A Demonstrate and apply phonetic knowledge by doing the following:
the following:
III.C.2 Child recognizes at SLA.K.2B.i Demonstrate and SLA.1.2B.i Demonstrate and SLA.2.2A.i Demonstrate and SLA.3.2A.i Demonstrate and SLA.4.2A.i Demonstrate and SLA.5.2A.i Demonstrate and
least 20 distinct letter sounds apply phonetic knowledge by apply phonetic knowledge by apply phonetic knowledge by apply phonetic knowledge by apply phonetic knowledge by apply phonetic knowledge by
in the language of instruction. identifying and matching the identifying and matching decoding multisyllabic words. decoding words with a decoding palabras agudas, decoding palabras agudas,
III.C.3 Child produces at least common sounds that letters sounds to individual letters. prosodic or orthographic graves, esdrújulas, and graves, and esdrújulas (words
20 distinct letter sound represent. accent. sobreesdrújulas (words with with the stress on the
correspondences in the the stress on the last, antepenultimate, penultimate,
language of instruction. penultimate, and and last syllable and words
antepenultimate syllable and with the stress on the syllable
words with the stress on the before the antepenultimate.
syllable before the
antepenultimate).
III.C.3 Child produces at least SLA.K.2B.ii Demonstrate and SLA.1.2B.ii Demonstrate and SLA.2.2A.ii Demonstrate and SLA.3.2A.ii Demonstrate and
20 distinct letter sound apply phonetic knowledge by apply phonetic knowledge by apply phonetic knowledge by apply phonetic knowledge by
correspondences in the using letter-sound decoding words with sílabas decoding words with multiple decoding words with multiple
language of instruction. relationships to decode one- trabadas such as /bla/, /bra/, sound spelling patterns such sound spelling patterns such
and two-syllable words and and /gla/; digraphs; and words as c, k, and q and s, z, soft c, as c, k, and q and s, z, soft c,
multisyllabic words, including with multiple sound spelling and x. and x.
CV, VC, CCV, CVC, VCV, patterns such as c, k, and q
CVCV, CCVCV, and CVCCV. and s, z, soft c, and x.
III.C.3 Child produces at least SLA.K.2B.iii Demonstrate SLA.1.2B.iii Demonstrate and SLA.2.2A.iii Demonstrate and SLA.3.2A.iii Demonstrate and
20 distinct letter sound and apply phonetic knowledge apply phonetic knowledge by apply phonetic knowledge by apply phonetic knowledge by
correspondences in the by decoding words with silent decoding words with silent h decoding words with silent h decoding words with silent h
language of instruction. h and consonant digraphs and words that use the and words that use the and words that use the
such as /ch/, /rr/, and /ll/. syllables que-, qui-, gue-, gui-, syllables que-, qui-, gue-, gui-, syllables que-, qui-, gue-, gui-,
güe-, and güi-. güe-, and güi-. güe-, and güi-.
GLOBAL GRADUATE 1. Foundational Language Skills
2. Comprehension Skills
5. Author’s Purpose and Craft
6. Composition © Houston ISD Curriculum
3. Response Skills 7. Inquiry and Research 2021-2022
4. Multiple Genres Page 4 of 242021-2022 Vertical Alignment Matrix
Reading Language Arts – Spanish – Prekindergarten - Grade 5
Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Strand 1: Foundational Language Skills
SLA.1.2B.iv Demonstrate and SLA.2.2A.iv Demonstrate and SLA.3.2A.iv Demonstrate and SLA.4.2A.ii Demonstrate and SLA.5.2A.ii Demonstrate and
apply phonetic knowledge by apply phonetic knowledge by apply phonetic knowledge by apply phonetic knowledge by apply phonetic knowledge by
decoding words with decoding words with becoming very familiar with using orthographic rules to using orthographic rules to
diphthongs such as /ai/, /au/, diphthongs and hiatus. the concept of hiatus and segment and combine segment and combine
and /ei/. diphthongs and the syllables, including diphthongs syllables, including diphthongs
implications for orthographic and formal and accented and formal and accented
accents. hiatus. hiatus.
SLA.1.2B.v Demonstrate and SLA.2.2A.v Demonstrate and
apply phonetic knowledge by apply phonetic knowledge by
decoding contractions such as decoding common
al and del. abbreviations.
SLA.3.2A.v Demonstrate and SLA.4.2A.iii Demonstrate and SLA.5.2A.iii Demonstrate and
apply phonetic knowledge by apply phonetic knowledge by apply phonetic knowledge by
decoding and differentiating decoding and differentiating decoding and differentiating
meaning of a word based on a the meaning of a word based meaning of word based on the
diacritical accent. on the diacritical accent. diacritical accent.
SLA.1.2B.vi Demonstrate and
apply phonetic knowledge by
decoding three- to four-
syllable words.
III.B.2 Child combines words SLA.1.2B.vii Demonstrate
to make a compound word. and apply phonetic knowledge
III.B.3 Child deletes a word by using knowledge of base
from a compound word. words to decode common
compound words.
III.B.4 Child blends syllables SLA.K.2B.iv Demonstrate SLA.1.2B.viii Demonstrate SLA.2.2A.vi Demonstrate and SLA.3.2A.vi Demonstrate and SLA.4.2A.iv Demonstrate and SLA.5.2A.iv Demonstrate and
into words. and apply phonetic knowledge and apply phonetic knowledge apply phonetic knowledge by apply phonetic knowledge by apply phonetic knowledge by apply phonetic knowledge by
III.B.5 Child can segment a by recognizing that new words by decoding words with decoding words with prefixes decoding words with prefixes decoding words with prefixes decoding words with prefixes
syllable from a word. are created when syllables are common prefixes and suffixes. and suffixes. and suffixes. and suffixes. and suffixes.
changed, added, or deleted.
GLOBAL GRADUATE 1. Foundational Language Skills
2. Comprehension Skills
5. Author’s Purpose and Craft
6. Composition © Houston ISD Curriculum
3. Response Skills 7. Inquiry and Research 2021-2022
4. Multiple Genres Page 5 of 242021-2022 Vertical Alignment Matrix
Reading Language Arts – Spanish – Prekindergarten - Grade 5
Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Strand 1: Foundational Language Skills
SLA.2C Demonstrate and apply spelling knowledge by doing SLA.2B Demonstrate and apply spelling knowledge by doing the following:
the following:
III.C.3 Child produces at least SLA.K.2C.i Demonstrate and SLA.1.2C.i Demonstrate and SLA.2.2B.i Demonstrate and SLA.3.2B.i Demonstrate and SLA.4.2B.i Demonstrate and SLA.5.2B.i Demonstrate and
20 distinct-letter sound apply spelling knowledge by apply spelling knowledge by apply spelling knowledge by apply spelling knowledge by apply spelling knowledge by apply spelling knowledge by
correspondences in the spelling common letter and spelling common letter and spelling multisyllabic words. spelling palabras agudas and spelling palabras agudas and spelling words with more
language of instruction. sound correlations. sound correlations. graves (words with an accent graves (words with the stress advanced orthographic
on the last and penultimate on the last and penultimate patterns and rules
syllable). syllable) with an orthographic
accent.
SLA.K.2C.ii Demonstrate and SLA.1.2C.ii Demonstrate and SLA.3.2B.ii Demonstrate and SLA.4.2B.ii Demonstrate and SLA.5.2B.ii Demonstrate and
apply spelling knowledge by apply spelling knowledge by apply spelling knowledge by apply spelling knowledge by apply spelling knowledge by
spelling words with common spelling words with common spelling palabras esdrújulas spelling palabras esdrújulas spelling palabras agudas,
syllabic patterns such as CV, patterns such as CV, VC, (words with the stress on the (words with the stress on the graves, and esdrújulas (words
VC, CCV, CVC, VCV, CVCV, CCV, CVC, VCV, CVCV, antepenultimate syllable) that antepenultimate syllable) that with the stress on the
CCVCV, and CVCCV. CCVCV, and CVCCV. have an orthographic accent. have an orthographic accent. antepenultimate, penultimate,
and last syllable) with a
prosodic or orthographic
accent.
SLA.5.2B.iii Demonstrate and
apply spelling knowledge by
spelling palabras
sobresdrújulas (words with the
stress on the syllable before
the antepenultimate syllable)
with a prosodic or
orthographic accent.
SLA.1.2C.iii Demonstrate and
apply spelling knowledge by
spelling words with silent h;
consonant digraphs such as
/ch/, /rr/, and /ll/; and sílabas
trabadas such as /bla/, /bra/,
/gla/, and /gra/.
GLOBAL GRADUATE 1. Foundational Language Skills
2. Comprehension Skills
5. Author’s Purpose and Craft
6. Composition © Houston ISD Curriculum
3. Response Skills 7. Inquiry and Research 2021-2022
4. Multiple Genres Page 6 of 242021-2022 Vertical Alignment Matrix
Reading Language Arts – Spanish – Prekindergarten - Grade 5
Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Strand 1: Foundational Language Skills
SLA.1.2C.iv Demonstrate and SLA.2.2B.v Demonstrate and SLA.3.2B.vii Demonstrate
apply spelling knowledge by apply spelling knowledge by and apply spelling knowledge
spelling multisyllabic words, spelling words with silent h by spelling words with silent h
including words with que-, and words that use the and words that use the
qui-, gue-, gui-, güe-, and güi-. syllables que-, qui-, gue-, gui-, syllables que-, qui-, gue-, gui-,
güe-, and güi-. güe-, and güi-.
SLA.1.2C.v Demonstrate and
apply spelling knowledge by
spelling contractions such as
al and del.
SLA.1.2C.vi Demonstrate and SLA.2.2B.ii Demonstrate and SLA.3.2B.iii Demonstrate and SLA.4.2B.iii Demonstrate and SLA.5.2B.iv Demonstrate and
apply spelling knowledge by apply spelling knowledge by apply spelling knowledge by apply spelling knowledge by apply spelling knowledge by
spelling words with spelling words with diphthongs spelling words with the spelling words with spelling words with diphthongs
diphthongs such as /ai/, /au/, and hiatus. concept of diphthongs and diphthongs and hiatus. and hiatus.
and /ie/ as in quie- ro, na-die, hiatus and their implications
and ra-dio and hiatus such as for orthographic accents.
le-er and rí- o.
SLA.3.2B.iv Demonstrate and
apply spelling knowledge by
using accents on words
commonly used in questions
and exclamations.
SLA.3.2B.v Demonstrate and
apply spelling knowledge by
spelling words based on the
diacritical accent such as
se/sé, el/él, and mas/más.
SLA.3.2B.vi Demonstrate and SLA.4.2B.iv Demonstrate and SLA.5.2B.v Demonstrate and
apply spelling knowledge by apply spelling knowledge by apply spelling knowledge by
marking accents appropriately marking accents appropriately marking accents appropriately
when conjugating verbs in when conjugating verbs in when conjugating verbs in
simple and imperfect past, simple and imperfect past, simple and imperfect past,
perfect, conditional, and future perfect, conditional, and future perfect, conditional, and future
tenses. tenses. tenses.
GLOBAL GRADUATE 1. Foundational Language Skills
2. Comprehension Skills
5. Author’s Purpose and Craft
6. Composition © Houston ISD Curriculum
3. Response Skills 7. Inquiry and Research 2021-2022
4. Multiple Genres Page 7 of 242021-2022 Vertical Alignment Matrix
Reading Language Arts – Spanish – Prekindergarten - Grade 5
Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Strand 1: Foundational Language Skills
SLA.2.2B.iii Demonstrate and
apply spelling knowledge by
spelling common
abbreviations.
SLA.1.2C.vii Demonstrate SLA.2.2B.iv Demonstrate and
and apply spelling knowledge apply spelling knowledge by
by spelling words with spelling words with prefixes
common prefixes and suffixes. and suffixes.
SLA.3.2B.viii Demonstrate
and apply spelling knowledge
by spelling words that have
the same sounds represented
by different letters, including ll
and y; c, k, and q; soft c, soft
x, s, and z; and soft g, j, and
x.
SLA.3.2B.ix Demonstrate and
apply spelling knowledge by
spelling words with hard and
soft r.
SLA.3.2B.x Demonstrate and
apply spelling knowledge by
spelling words using n before
v; m before b; and m before p.
SLA.3.2B.xi Demonstrate and
apply spelling knowledge by
spelling words with sílabas
trabadas.
SLA.3.2B.xii Demonstrate
and apply spelling knowledge
by spelling the plural form of
words ending in z by replacing
the z with c before adding -es.
GLOBAL GRADUATE 1. Foundational Language Skills
2. Comprehension Skills
5. Author’s Purpose and Craft
6. Composition © Houston ISD Curriculum
3. Response Skills 7. Inquiry and Research 2021-2022
4. Multiple Genres Page 8 of 242021-2022 Vertical Alignment Matrix
Reading Language Arts – Spanish – Prekindergarten - Grade 5
Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Strand 1: Foundational Language Skills
SLA.K.2D Demonstrate print SLA.1.2D Demonstrate print
awareness by doing the awareness by identifying the
following: information that different parts
of a book provide.
SLA.K.2D.i Demonstrate print
awareness by identifying the
front cover, back cover, and
title page of a book.
III.E.2 Child demonstrates SLA.K.2D.ii Demonstrate
understanding of print print awareness by holding a
directionality including left to book right side up, turning
right and top to bottom. pages correctly, and knowing
that reading moves from top to
bottom and left to right with
return sweep.
II.E.1 Child typically uses SLA.K.2D.iii Demonstrate
complete sentences of four or print awareness by
more words and grammatical recognizing that sentences
complexity usually with are comprised of words
subject, verb, and object separated by spaces and
order. recognizing word boundaries.
II.E.3 Child uses sentences
with more than one phrase.
III.E.1 Child can distinguish SLA.K.2D.iv Demonstrate
between elements of print print awareness by
including letters, words, and recognizing the difference
pictures. between a letter and a printed
word.
III.C.1 Child names at least 20 SLA.K.2D.v Demonstrate
upper and at least 20 print awareness by identifying
lowercase letters in the all uppercase and lowercase
language of instruction. letters.
SLA.1.2E Alphabetize a SLA.2.2C Alphabetize a SLA.3.2C Alphabetize a
series of words to the first or series of words and use a series of words to the third
second letter and use a dictionary or glossary to find letter.
dictionary to find words. words.
GLOBAL GRADUATE 1. Foundational Language Skills
2. Comprehension Skills
5. Author’s Purpose and Craft
6. Composition © Houston ISD Curriculum
3. Response Skills 7. Inquiry and Research 2021-2022
4. Multiple Genres Page 9 of 242021-2022 Vertical Alignment Matrix
Reading Language Arts – Spanish – Prekindergarten - Grade 5
Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Strand 1: Foundational Language Skills
IV.C.1 Child writes own name SLA.K.2E Develop SLA.1.2F Develop SLA.2.2D Develop SLA.3.2D Write complete SLA.4.2C Write legibly in SLA.5.2C Write legibly in
(first name or frequent handwriting by accurately handwriting by printing words, handwriting by accurately words, thoughts, and answers cursive to complete cursive.
nickname) using legible letters forming all uppercase and sentences, and answers forming all cursive letters legibly in cursive leaving assignments.
in proper sequence. lowercase letters using legibly leaving appropriate using appropriate strokes appropriate spaces between
IV.C.4 Child uses appropriate appropriate directionality. spaces between words. when connecting letters. words.
directionality when writing (top
to bottom, left to right).
SLA.3 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking—vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to do the
following:
SLA.K.3A Use a resource SLA.1.3A Use a resource SLA.2.3A Use print or digital SLA.3.3A Use print or digital SLA.4.3A Use print or digital SLA.5.3A Use print or digital
such as a picture dictionary or such as a picture dictionary or resources to determine resources to determine resources to determine resources to determine
digital resource to find words. digital resource to find words. meaning and pronunciation of meaning, syllabication, and meaning, syllabication, and meaning, syllabication,
unknown words. pronunciation. pronunciation. pronunciation, and word
origin.
II.D.4 Child uses a large SLA.K.3B Use illustrations SLA.1.3B Use illustrations SLA.2.3B Use context within SLA.3.3B Use context within SLA.4.3B Use context within SLA.5.3B Use context within
speaking vocabulary, adding and texts the student is able to and texts the student is able and beyond a sentence to and beyond a sentence to and beyond a sentence to and beyond a sentence to
several new words daily. read or hear to learn or clarify to read or hear to learn or determine the meaning of determine the meaning of determine the relevant determine the relevant
word meanings. clarify word meanings. unfamiliar words. unfamiliar words and multiple- meaning of unfamiliar words meaning of unfamiliar words
meaning words. or multiple-meaning words. or multiple- meaning words.
SLA.1.3C Identify the SLA.2.3C Use affixes, SLA.3.3C Identify the SLA.4.3C Identify the SLA.5.3C Identify the
meaning of words with affixes, including re-, pre, -ción, and meaning of and use words meaning of and use base meaning of and use base
including -s, -es, and -or. ísimo/ísima, to determine the with affixes, including in-, words with affixes, including words with affixes, including
meaning of words and des-, ex-, -mente, -dad, -oso, mono-, sobre-, sub-, inter-, trans-, super-, anti-, semi-,
subsequently use the newly -eza, and -ura, and know how poli-, -able, -ante, -eza, -logía, -ificar, -ismo, and -ista
acquired words. the affix changes the meaning -ancia, and -ura, and roots, and roots, including audi,
of the word. including auto, bio, grafía, crono, foto, geo, and terr.
metro, fono, and tele.
II.D.1 Child uses a wide SLA.K.3C Identify and use SLA.1.3D Identify and use SLA.2.3D Identify, use, and SLA.3.3D Identify, use, and SLA.4.3D Identify, use, and SLA.5.3D Identify, use, and
variety of words to describe words that name actions; words that name actions, explain the meaning of explain the meaning of explain the meaning of idioms, explain the meaning of idioms,
people, places, things, and directions; positions; directions, positions, antonyms, synonyms, idioms, antonyms, synonyms, idioms, homographs, and adages, and puns.
actions. sequences; categories such sequences, categories, and and homographs in context. homophones, and homophones such as
II.D.5 Child increases listening as colors, shapes, and locations. homographs in a text. abrasar/abrazar.
vocabulary and begins to textures; and locations.
develop vocabulary of object
names and common phrases.
GLOBAL GRADUATE 1. Foundational Language Skills
2. Comprehension Skills
5. Author’s Purpose and Craft
6. Composition © Houston ISD Curriculum
3. Response Skills 7. Inquiry and Research 2021-2022
4. Multiple Genres Page 10 of 242021-2022 Vertical Alignment Matrix
Reading Language Arts – Spanish – Prekindergarten - Grade 5
Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Strand 1: Foundational Language Skills
SLA.2.3E Differentiate SLA.3.3E Differentiate SLA.4.3E Differentiate SLA.5.3E Differentiate
between and use between and use between and use between and use
homographs, homophones, homographs, homophones, homographs, homophones, homographs, homophones,
and commonly confused and commonly confused and commonly confused and commonly confused terms
terms such as terms such as terms such as such as porque/porqué/por
porque/porqué/por qué/por porque/porqué/por qué/por porque/porqué/por qué/por qué/por que, sino/si no, and
que, sino/si no, and que, sino/si no, and que, sino/si no, and también/tan bien.
también/tan bien. también/tan bien. también/tan bien.
SLA.4 Developing and Sustaining Foundational Language Skills: listening, speaking, reading, writing, and thinking—fluency. The student reads grade-level text
with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
SLA.4 Developing and SLA.5 Developing and Sustaining Foundational Language Skills: listening, speaking, reading, writing, and thinking—self-sustained reading. The student is
Sustaining Foundational expected to:
Language Skills: listening,
speaking, reading, writing, and
thinking—self-sustained
reading. The student is
expected to:
SLA.K.4A Self-select text and SLA.1.5A Self-select text and SLA.2.5A Self-select text and SLA.3.5A Self-select text and SLA.4.5A Self-select text and SLA.5.5A Self-select text and
interact independently with interact independently with interact independently with interact independently with interact independently with interact independently with
text for increasing periods of text for increasing periods of text for a sustained period of text for a sustained period of text for a sustained period of text for a sustained period of
time. time. time. time. time. time.
GLOBAL GRADUATE 1. Foundational Language Skills
2. Comprehension Skills
5. Author’s Purpose and Craft
6. Composition © Houston ISD Curriculum
3. Response Skills 7. Inquiry and Research 2021-2022
4. Multiple Genres Page 11 of 242021-2022 Vertical Alignment Matrix
Reading Language Arts – Spanish – Prekindergarten - Grade 5
Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Strand 2: Comprehension Skills
SLA.5 Comprehension SLA.6 Comprehension Skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and
Skills: listening, speaking, deepen comprehension of increasingly complex texts. The student is expected to do the following:
reading, writing, and thinking
using multiple texts.
III.A.3 Child recognizes that SLA.K.5A Establish purpose SLA.1.6A Establish purpose SLA.2.6A Establish purpose SLA.3.6A Establish purpose SLA.4.6A Establish purpose SLA.5.6A Establish purpose
text has meaning. for reading assigned and self- for reading assigned and self- for reading assigned and self- for reading assigned and self- for reading assigned and self- for reading assigned and self-
selected texts with adult selected texts with adult selected texts. selected texts. selected texts. selected texts.
assistance. assistance.
III.D.3 Child asks and SLA.K.5B Generate questions SLA.1.6B Generate questions SLA.2.6B Generate questions SLA.3.6B Generate questions SLA.4.6B Generate questions SLA.5.6B Generate questions
responds to questions about text before, during, and about text before, during, and about text before, during, and about text before, during, and about text before, during, and about text before, during, and
relevant to the text read aloud. after reading to deepen after reading to deepen after reading to deepen after reading to deepen after reading to deepen after reading to deepen
understanding and gain understanding and gain understanding and gain understanding and gain understanding and gain understanding and gain
information with adult information with adult information. information. information. information.
assistance. assistance.
III.D.4 Child will make SLA.K.5C Make and confirm SLA.1.6C Make and correct, SLA.2.6C Make, correct, or SLA.3.6C Make, correct, or SLA.4.6C Make, correct, or SLA.5.6C Make, correct, or
inferences and predictions predictions using text features or confirm predictions using confirm predictions using text confirm predictions using text confirm predictions using text confirm predictions using text
about text. and structures with adult text features, characteristics of features, characteristics of features, characteristics of features, characteristics of features, characteristics of
assistance. genre, and structures with genre, and structures. genre, and structures. genre, and structures. genre, and structures.
adult assistance.
SLA.K.5D Create mental SLA.1.6D Create mental SLA.2.6D Create mental SLA.3.6D Create mental SLA.4.6D Create mental SLA.5.6D Create mental
images to deepen images to deepen images to deepen images to deepen images to deepen images to deepen
understanding with adult understanding with adult understanding. understanding. understanding. understanding.
assistance. assistance.
III.D.2 Child uses information SLA.K.5E Make connections SLA.1.6E Make connections SLA.2.6E Make connections SLA.3.6E Make connections SLA.4.6E Make connections SLA.5.6E Make connections
learned from books by to personal experiences, ideas to personal experiences, ideas to personal experiences, ideas to personal experiences, ideas to personal experiences, ideas to personal experiences, ideas
describing, relating, in other texts, and society with in other texts, and society with in other texts, and society. in other texts, and society. in other texts, and society. in other texts, and society.
categorizing or comparing and adult assistance. adult assistance.
contrasting.
III.D.4 Child will make SLA.K.5F Make inferences SLA.1.6F Make inferences SLA.2.6F Make inferences SLA.3.6F Make inferences SLA.4.6F Make inferences SLA.5.6F Make inferences
inferences and predictions and use evidence to support and use evidence to support and use evidence to support and use evidence to support and use evidence to support and use evidence to support
about text. understanding with adult understanding with adult understanding. understanding. understanding. understanding.
assistance. assistance.
SLA.K.5G Evaluate details to SLA.1.6G Evaluate details to SLA.2.6G Evaluate details SLA.3.6G Evaluate details SLA.4.6G Evaluate details SLA.5.6G Evaluate details
determine what is most determine what is most read to determine key ideas. read to determine key ideas. read to determine key ideas. read to determine key ideas.
important with adult important with adult
assistance. assistance.
GLOBAL GRADUATE 1. Foundational Language Skills
2. Comprehension Skills
5. Author’s Purpose and Craft
6. Composition © Houston ISD Curriculum
3. Response Skills 7. Inquiry and Research 2021-2022
4. Multiple Genres Page 12 of 242021-2022 Vertical Alignment Matrix
Reading Language Arts – Spanish – Prekindergarten - Grade 5
Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Strand 2: Comprehension Skills
SLA.K.5H Synthesize SLA.1.6H Synthesize SLA.2.6H Synthesize SLA.3.6H Synthesize SLA.4.6H Synthesize SLA.5.6H Synthesize
information to create new information to create new information to create new information to create new information to create new information to create new
understanding with adult understanding with adult understanding. understanding. understanding. understanding.
assistance. assistance.
III.D.3 Child asks and SLA.K.5I Monitor SLA.1.6I Monitor SLA.2.6I Monitor SLA.3.6I Monitor SLA.4.6I Monitor SLA.5.6I Monitor
responds to questions comprehension and make comprehension and make comprehension and make comprehension and make comprehension and make comprehension and make
relevant to the text read aloud. adjustments such as re- adjustments such as re- adjustments such as re- adjustments such as re- adjustments such as re- adjustments such as re-
reading, using background reading, using background reading, using background reading, using background reading, using background reading, using background
knowledge, checking for visual knowledge, checking for visual knowledge, checking for visual knowledge, asking questions, knowledge, asking questions, knowledge, asking questions,
cues, and asking questions cues, and asking questions cues, and asking questions and annotating when and annotating when and annotating when
when understanding breaks when understanding breaks when understanding breaks understanding breaks down. understanding breaks down. understanding breaks down.
down with adult assistance. down. down.
GLOBAL GRADUATE 1. Foundational Language Skills
2. Comprehension Skills
5. Author’s Purpose and Craft
6. Composition © Houston ISD Curriculum
3. Response Skills 7. Inquiry and Research 2021-2022
4. Multiple Genres Page 13 of 242021-2022 Vertical Alignment Matrix
Reading Language Arts – Spanish – Prekindergarten - Grade 5
Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Strand 3: Response Skills
SLA.6 Response Skills: SLA.7 Response Skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of
listening, speaking, reading, sources that are read, heard, or viewed. The student is expected to do the following:
writing, and thinking using
multiple texts.
SLA.K.6A Describe personal SLA.1.7A Describe personal SLA.2.7A Describe personal SLA.3.7A Describe personal SLA.4.7A Describe personal SLA.5.7A Describe personal
connections to a variety of connections to a variety of connections to a variety of connections to a variety of connections to a variety of connections to a variety of
sources. sources. sources. sources, including self- sources, including self- sources, including self-
selected texts. selected texts. selected texts.
III.D.3 Child asks and SLA.K.6B Provide an oral, SLA.1.7B Write brief SLA.2.7B Write brief SLA.3.7B Write a response to SLA.4.7B Write responses SLA.5.7B Write responses
responds to questions pictorial, or written response comments on literary or comments on literary or a literary or informational text that demonstrate that demonstrate
relevant to the text read aloud. to a text. informational texts. informational texts that that demonstrates an understanding of texts, understanding of texts,
demonstrate an understanding understanding of a text. including comparing and including comparing and
of the text. contrasting ideas across a contrasting ideas across a
variety of sources. variety of sources.
SLA.K.6C Use text evidence SLA.1.7C Use text evidence SLA.2.7C Use text evidence SLA.3.7C Use text evidence SLA.4.7C Use text evidence SLA.5.7C Use text evidence
to support an appropriate to support an appropriate to support an appropriate to support an appropriate to support an appropriate to support an appropriate
response. response. response. response. response. response.
III.D.1 Child retells or reenacts SLA.K.6D Retell texts in ways SLA.1.7D Retell texts in ways SLA.2.7D Retell and SLA.3.7D Retell and SLA.4.7D Retell, paraphrase, SLA.5.7D Retell, paraphrase,
a story after it is read aloud. that maintain meaning. that maintain meaning. paraphrase texts in ways that paraphrase texts in ways that or summarize texts in ways or summarize texts in ways
maintain meaning and logical maintain meaning and logical that maintain meaning and that maintain meaning and
order. order. logical order. logical order.
SLA.K.6E Interact with SLA.1.7E Interact with SLA.2.7E Interact with SLA.3.7E Interact with SLA.4.7E Interact with SLA.5.7E Interact with
sources in meaningful ways sources in meaningful ways sources in meaningful ways sources in meaningful ways sources in meaningful ways sources in meaningful ways
such as illustrating or writing. such as illustrating or writing. such as illustrating or writing. such as notetaking, such as notetaking, such as notetaking,
annotating, freewriting, or annotating, freewriting, or annotating, freewriting, or
illustrating. illustrating. illustrating.
II.D.4 Child uses a large SLA.K.6F Respond using SLA.1.7F Respond using SLA.2.7F Respond using SLA.3.7F Respond using SLA.4.7F Respond using SLA.5.7F Respond using
speaking vocabulary, adding newly acquired vocabulary as newly acquired vocabulary as newly acquired vocabulary as newly acquired vocabulary as newly acquired vocabulary as newly acquired vocabulary as
several new words daily. appropriate. appropriate. appropriate. appropriate. appropriate. appropriate.
II.E.8 Child attempts to use
new vocabulary and grammar
in speech.
SLA.3.7G Discuss specific SLA.4.7G Discuss specific SLA.5.7G Discuss specific
ideas in the text that are ideas in the text that are ideas in the text that are
important to the meaning. important to the meaning. important to the meaning.
GLOBAL GRADUATE 1. Foundational Language Skills
2. Comprehension Skills
5. Author’s Purpose and Craft
6. Composition © Houston ISD Curriculum
3. Response Skills 7. Inquiry and Research 2021-2022
4. Multiple Genres Page 14 of 242021-2022 Vertical Alignment Matrix
Reading Language Arts – Spanish – Prekindergarten - Grade 5
Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Strand 4: Multiple Genres
SLA.7 Multiple Genres: SLA.8 Multiple Genres: listening, speaking, reading, writing, and thinking using multiple texts—literary elements. The student recognizes and analyzes literary
listening, speaking, reading, elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to do the following:
writing, and thinking using
multiple texts—literary
elements.
SLA.K.7A Discuss topics and SLA.1.8A Discuss topics and SLA.2.8A Discuss topics and SLA.3.8A Infer the theme of a SLA.4.8A Infer basic themes SLA.5.8A Infer multiple
determine the basic theme determine theme using text determine theme using text work, distinguishing theme supported by text evidence. themes within a text using text
using text evidence with adult evidence with adult evidence with adult from topic. evidence.
assistance. assistance. assistance.
III.D.2 Child uses information SLA.K.7B Identify and SLA.1.8B Describe the main SLA.2.8B Describe the main SLA.3.8B Explain the SLA.4.8B Explain the SLA.5.8B Analyze the
learned from books by describe the main character(s) and the reason(s) character's (characters') relationships among the major interactions of the characters relationships of and conflicts
describing, relating, character(s). for their actions. internal and external traits. and minor characters. and the changes they among the characters.
categorizing, or comparing undergo.
and contrasting.
III.D.1 Child retells or re- SLA.K.7C Describe the SLA.1.8C Describe plot SLA.2.8C Describe and SLA.3.8C Analyze plot SLA.4.8C Analyze plot SLA.5.8C Analyze plot
enacts a story after it is read elements of plot development, elements, including the main understand plot elements, elements, including the elements, including the rising elements, including rising
aloud. including the main events, the events, the problem, and the including the main events, the sequence of events, the action, climax, falling action, action, climax, falling action,
III.D.2 Child uses information problem, and the resolution for resolution, for texts read aloud conflict, and the resolution, for conflict, and the resolution. and resolution. and resolution.
learned from books by texts read aloud with adult and independently. texts read aloud and
describing, relating, assistance. independently.
categorizing, or comparing
and contrasting.
III.D.1 Child retells or re- SLA.K.7D Describe the SLA.1.8D Describe the SLA.2.8D Describe the SLA.3.8D Explain the SLA.4.8D Explain the SLA.5.8D Analyze the
enacts a story after it is read setting. setting. importance of the setting. influence of the setting on the influence of the setting, influence of the setting,
aloud. plot. including historical and including historical and
III.D.2 Child uses information cultural settings, on the plot. cultural settings, on the plot.
learned from books by
describing, relating,
categorizing, or comparing
and contrasting.
GLOBAL GRADUATE 1. Foundational Language Skills
2. Comprehension Skills
5. Author’s Purpose and Craft
6. Composition © Houston ISD Curriculum
3. Response Skills 7. Inquiry and Research 2021-2022
4. Multiple Genres Page 15 of 242021-2022 Vertical Alignment Matrix
Reading Language Arts – Spanish – Prekindergarten - Grade 5
Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Strand 4: Multiple Genres
SLA.8 Multiple Genres: SLA.9 Multiple Genres: listening, speaking, reading, writing, and thinking using multiple texts—genres. The student recognizes and analyzes genre-specific
listening, speaking, reading, characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to do
writing, and thinking using the following:
multiple texts—genres.
SLA.K.8A Demonstrate SLA.1.9A Demonstrate SLA.2.9A Demonstrate SLA.3.9A Demonstrate SLA.4.9A Demonstrate SLA.5.9A Demonstrate
knowledge of distinguishing knowledge of distinguishing knowledge of distinguishing knowledge of distinguishing knowledge of distinguishing knowledge of distinguishing
characteristics of well-known characteristics of well-known characteristics of well-known characteristics of well-known characteristics of well-known characteristics of well-known
children's literature such as children's literature such as children's literature such as children's literature such as children's literature such as children's literature such as
folktales, fables, fairy-tales, folktales, fables, fairy-tales, folktales, fables, and fairy- folktales, fables, fairy-tales, folktales, fables, legends, folktales, fables, legends,
and nursery rhymes. and nursery rhymes. tales. legends, and myths. myths, and tall tales. myths, and tall tales.
III.B.6 Child can recognize SLA.K.8B Discuss rhyme and SLA.1.9B Discuss rhyme, SLA.2.9B Explain visual SLA.3.9B Explain rhyme SLA.4.9B Explain figurative SLA.5.9B Explain the use of
rhyming words. rhythm in nursery rhymes and rhythm, repetition, and patterns and structures in a scheme, sound devices, and language such as simile, sound devices and figurative
a variety of poems. alliteration in a variety of variety of poems. structural elements such as metaphor, and personification language and distinguish
poems. stanzas in a variety of poems. that the poet uses to create between the poet and the
images. speaker in poems across a
variety of poetic forms.
VIII.C.1 Child creates or SLA.K.8C Discuss main SLA.1.9C Discuss elements SLA.2.9C Discuss elements SLA.3.9C Discuss elements SLA.4.9C Explain structure in SLA.5.9C Explain structure in
recreates stories, moods, or characters in drama. of drama such as characters of drama such as characters, of drama such as characters, drama such as character tags, drama such as character tags,
experiences through dramatic and setting. dialogue, and setting. dialogue, setting, and acts. acts, scenes, and stage acts, scenes, and stage
representations. directions. directions.
SLA.8D Recognize SLA.9D Recognize characteristics and structures of informational text, including:
characteristics and structures
of informational text, including:
III.D.2 Child uses information SLA.K.8D.i Recognize SLA.1.9D.i Recognize SLA.2.9D.i Recognize SLA.3.9D.i Recognize SLA.4.9D.i Recognize SLA.5.9D.i Recognize
learned from books by characteristics and structures characteristics and structures characteristics and structures characteristics and structures characteristics and structures characteristics and structures
describing, relating, of informational text, including of informational text, including of informational text, including of informational text, including of informational text, including of informational text, including
categorizing, or comparing the central idea and the central idea and the central idea and the central idea with the central idea with the central idea with
and contrasting. supporting evidence with adult supporting evidence with adult supporting evidence with adult supporting evidence. supporting evidence. supporting evidence.
assistance. assistance. assistance.
III.D.2 Child uses information SLA.K.8D.ii Recognize SLA.1.9D.ii Recognize SLA.2.9D.ii Recognize SLA.3.9D.ii Recognize SLA.4.9D.ii Recognize SLA.5.9D.ii Recognize
learned from books by characteristics and structures characteristics and structures characteristics and structures characteristics and structures characteristics and structures characteristics and structures
describing, relating, of informational text, including of informational text, including of informational text, including of informational text, including of informational text, including of informational text, including
categorizing, or comparing titles and simple graphics to features and simple graphics features and graphics to features such as sections, features such as features such as insets,
and contrasting. gain information. to locate or gain information. locate and gain information. tables, graphs, timelines, pronunciation guides and timelines, and sidebars to
bullets, numbers, and bold diagrams to support support understanding.
and italicized font to support understanding.
understanding.
GLOBAL GRADUATE 1. Foundational Language Skills
2. Comprehension Skills
5. Author’s Purpose and Craft
6. Composition © Houston ISD Curriculum
3. Response Skills 7. Inquiry and Research 2021-2022
4. Multiple Genres Page 16 of 242021-2022 Vertical Alignment Matrix
Reading Language Arts – Spanish – Prekindergarten - Grade 5
Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Strand 4: Multiple Genres
III.D.2 Child uses information SLA.K.8D.iii Recognize SLA.1.9D.iii Recognize SLA.2.9D.iii Recognize SLA.3.9D.iii Recognize SLA.4.9D.iii Recognize SLA.5.9D.iii Recognize
learned from books by characteristics and structures characteristics and structures characteristics and structures characteristics and structures characteristics and structures characteristics and structures
describing, relating, of informational text, including of informational text, including of informational text, including of informational text, including of informational text, including of informational text, including
categorizing, or comparing the steps in a sequence with organizational patterns such organizational patterns such organizational patterns such organizational patterns such organizational patterns such
and contrasting. adult assistance. as chronological order and as chronological order and as cause and effect and as compare and contrast. as logical order and order of
description with adult cause and effect stated problem and solution. importance.
assistance. explicitly.
SLA.K.8E Recognize SLA.1.9E Recognize SLA.2.9E Recognize SLA.9E Recognize characteristics and structures of argumentative text by:
characteristics of persuasive characteristics of persuasive characteristics of persuasive
text with adult assistance and text with adult assistance and text, including:
state what the author is trying state what the author is trying
to persuade the reader to to persuade the reader to
think or do. think or do.
SLA.2.9E.i Recognize SLA.3.9E.i Recognize SLA.4.9E.i Recognize SLA.5.9E.i Recognize
characteristics of persuasive characteristics of characteristics of characteristics of
text, including stating what the argumentative text, including argumentative text, including argumentative text, including
author is trying to persuade identifying the claim. identifying the claim. identifying the claim.
the reader to think or do.
SLA.2.9E.ii Recognize SLA.3.9E.ii Recognize SLA.4.9E.ii Recognize SLA.5.9E.ii Recognize
characteristics of persuasive characteristics of characteristics of characteristics of
text, including distinguishing argumentative text, including argumentative text, including argumentative text, including
facts from opinion. distinguishing facts from explaining how the author has explaining how the author has
opinion. used facts for an argument. used facts for or against an
argument.
SLA.3.9E.iii Recognize SLA.4.9E.iii Recognize SLA.5.9E.iii Recognize
characteristics of characteristics of characteristics of
argumentative text, including argumentative text, including argumentative text, including
identifying the intended identifying the intended identifying the intended
audience or reader. audience or reader. audience or reader.
SLA.K.8F Recognize SLA.1.9F Recognize SLA.2.9F Recognize SLA.3.9F Recognize SLA.4.9F Recognize SLA.5.9.F Recognize
characteristics of multimodal characteristics of multimodal characteristics of multimodal characteristics of multimodal characteristics of multimodal characteristics of multimodal
and digital texts. and digital texts. and digital texts. and digital texts. and digital texts. and digital texts.
GLOBAL GRADUATE 1. Foundational Language Skills
2. Comprehension Skills
5. Author’s Purpose and Craft
6. Composition © Houston ISD Curriculum
3. Response Skills 7. Inquiry and Research 2021-2022
4. Multiple Genres Page 17 of 242021-2022 Vertical Alignment Matrix
Reading Language Arts – Spanish – Prekindergarten - Grade 5
Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Strand 5: Author’s Purpose and Craft
SLA.9 Author's Purpose and SLA.10 Author's Purpose and Craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors'
Craft: listening, speaking, choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop
reading, writing, and thinking his or her own products and performances. The student is expected to do the following:
using multiple texts.
SLA.K.9A Discuss with adult SLA.1.10A Discuss the SLA.2.10A Discuss the SLA.3.10A Explain the SLA.4.10A Explain the SLA.5.10A Explain the
assistance the author's author's purpose for writing author's purpose for writing author's purpose and author's purpose and author's purpose and
purpose for writing text. text. text. message within a text. message within a text. message within a text.
SLA.K.9B Discuss with adult SLA.1.10B Discuss how the SLA.2.10B Discuss how the SLA.3.10B Explain how the SLA.4.10B Explain how the SLA.5.10B Analyze how the
assistance how the use of text use of text structure use of text structure use of text structure use of text structure use of text structure
structure contributes to the contributes to the author's contributes to the author's contributes to the author's contributes to the author's contributes to the author's
author's purpose. purpose. purpose. purpose. purpose. purpose.
SLA.K.9C Discuss with adult SLA.1.10C Discuss with adult SLA.2.10C Discuss the SLA.3.10C Explain the SLA.4.10C Analyze the SLA.5.10C Analyze the
assistance the author's use of assistance the author's use of author's use of print and author's use of print and author's use of print and author's use of print and
print and graphic features to print and graphic features to graphic features to achieve graphic features to achieve graphic features to achieve graphic features to achieve
achieve specific purposes. achieve specific purposes. specific purposes. specific purposes. specific purposes. specific purposes.
SLA.K.9D Discuss with adult SLA.1.10D Discuss how the SLA.2.10D Discuss the use of SLA.3.10D Describe how the SLA.4.10D Describe how the SLA.5.10D Describe how the
assistance how the author author uses words that help descriptive, literal, and author's use of imagery, literal author's use of imagery, literal author's use of imagery, literal
uses words that help the the reader visualize. figurative language. and figurative language such and figurative language such and figurative language such
reader visualize. as simile, and sound devices as simile and metaphor, and as simile and metaphor, and
such as onomatopoeia sound devices such as sound devices achieves
achieves specific purposes. alliteration and assonance specific purposes.
achieve specific purposes.
SLA.K.9E Listen to and SLA.1.10E Listen to and SLA.2.10E Identify the use of SLA.3.10E Identify the use of SLA.4.10E Identify and SLA.5.10E Identify and
experience first- and third- experience first- and third- first or third person in a text. literary devices, including first- understand the use of literary understand the use of literary
person texts. person texts. or third-person point of view. devices, including first- or devices, including first- or
third-person point of view. third-person point of view.
SLA.3.10F Discuss how the SLA.4.10F Discuss how the SLA.5.10F Examine how the
author's use of language author's use of language author's use of language
contributes to voice. contributes to voice. contributes to voice.
SLA.2.10F Identify and SLA.3.10G Identify and SLA.4.10G Identify and SLA.5.10G Explain the
explain the use of repetition. explain the use of hyperbole. explain the use of anecdote. purpose of hyperbole,
stereotyping, and anecdote.
GLOBAL GRADUATE 1. Foundational Language Skills
2. Comprehension Skills
5. Author’s Purpose and Craft
6. Composition © Houston ISD Curriculum
3. Response Skills 7. Inquiry and Research 2021-2022
4. Multiple Genres Page 18 of 24You can also read
