Organization: Pearson Product Name: miVision Lectura 2020 Texas Grado 3 Product Version: 1 Source: IMS Online Validator Profile: 1.2.0 Identifier: realize-47b8e0d6-c54f-3269-9c33-789704c367ee Timestamp: Monday, December 16, 2019 11:37 AM EST Status: VALID! Conformant: true ----- VALID! ----- Resource Validation Results The document is valid. ----- VALID! ----- Schema Location Results Schema locations are valid. ----- VALID! ----- Schema Validation Results The document is valid. ----- VALID! ----- Schematron Validation Results The document is valid. Curriculum Standards: explain the meaning of synonyms in a text - SPAN_TEKS_3_3_D_xii recognize characteristics of argumentative text by identifying the claim - SPAN_TEKS_3_9_E_i use antonyms - SPAN_TEKS_3_3_D_vi demonstrate understanding of information gathered - SPAN_TEKS_3_13_E_i generate questions about text after reading to gain information - SPAN_TEKS_3_6_B_vi analyze plot elements, including the resolution - SPAN_TEKS_3_8_C_iii apply phonetic knowledge by decoding words that use the [syllable] gui- - SPAN_TEKS_3_2_A_xxiii know how the affix [-mente] changes the meaning of the word - SPAN_TEKS_3_3_C_xx use words with affixes, including -eza - SPAN_TEKS_3_3_C_xv recognize structures of informational text, including the central idea with supporting evidence - SPAN_TEKS_3_9_D_iv use words with affixes, including in- - SPAN_TEKS_3_3_C_ix restate oral instructions that involve a series of related sequences of action - SPAN_TEKS_3_1_B_ii revise drafts to improve word choice - SPAN_TEKS_3_11_C_ii develop drafts into a structured piece of writing by organizing with purposeful structure, including a conclusion - SPAN_TEKS_3_11_B_v identify the meaning of words with affixes, including -mente - SPAN_TEKS_3_3_C_iv edit drafts using standard Spanish conventions, including imperfect past verb [tense] including the difference between ser and estar - SPAN_TEKS_3_11_D_vi describe how the author's use of imagery achieves specific purposes - SPAN_TEKS_3_10_D_i identify the meaning of words with affixes, including -dad - SPAN_TEKS_3_3_C_v use evidence to support understanding - SPAN_TEKS_3_6_F_ii create mental images to deepen understanding - SPAN_TEKS_3_6_D_i give oral instructions that involve a series of related sequences of action - SPAN_TEKS_3_1_B_iii use words with affixes, including des- - SPAN_TEKS_3_3_C_x identify the meaning of words with affixes, including des- - SPAN_TEKS_3_3_C_ii write a response to a literary or informational text that demonstrates an understanding of a text - SPAN_TEKS_3_7_B_i develop drafts into a focused piece of writing by organizing with purposeful structure, including an introduction - SPAN_TEKS_3_11_B_i demonstrate phonetic knowledge by decoding words that use the [syllable] gue- - SPAN_TEKS_3_2_A_vi describe how the author's use of figurative language achieves specific purposes - SPAN_TEKS_3_10_D_iii identify the meaning of words with affixes, including in- - SPAN_TEKS_3_3_C_i identify primary sources - SPAN_TEKS_3_13_D_i use appropriate fluency (rate) when reading grade-level text - SPAN_TEKS_3_4_A_i recognize characteristics of informational text, including the central idea with supporting evidence - SPAN_TEKS_3_9_D_i use context beyond a sentence to determine the meaning of multiple-meaning words - SPAN_TEKS_3_3_B_iv demonstrate phonetic knowledge by decoding words with prefixes - SPAN_TEKS_3_2_A_xv apply phonetic knowledge by decoding words that use the [syllable] que- - SPAN_TEKS_3_2_A_xx demonstrate phonetic knowledge by decoding words that use the [syllable] gui- - SPAN_TEKS_3_2_A_vii apply spelling knowledge by spelling words with the concept of diphthongs and their implications for orthographic accents - SPAN_TEKS_3_2_B_xxxv recognize characteristics of argumentative text by distinguishing facts from opinion - SPAN_TEKS_3_9_E_ii use appropriate fluency (accuracy) when reading grade-level text - SPAN_TEKS_3_4_A_ii identify idioms - SPAN_TEKS_3_3_D_iii use context within a sentence to determine the meaning of multiple-meaning words - SPAN_TEKS_3_3_B_ii revise drafts by deleting ideas for coherence - SPAN_TEKS_3_11_C_iv edit drafts using standard Spanish conventions, including prepositional phrases - SPAN_TEKS_3_11_D_xviii recognize structures of informational text, including features to support understanding - SPAN_TEKS_3_9_D_v revise drafts combining ideas for clarity - SPAN_TEKS_3_11_C_ix revise drafts by adding ideas for clarity - SPAN_TEKS_3_11_C_vii identify secondary sources - SPAN_TEKS_3_13_D_ii demonstrate spelling knowledge by using accents on words commonly used in questions - SPAN_TEKS_3_2_B_vi apply spelling knowledge by using accents on words commonly used in questions - SPAN_TEKS_3_2_B_xxxvii make connections to society - SPAN_TEKS_3_6_E_iii edit drafts using standard Spanish conventions, including prepositions - SPAN_TEKS_3_11_D_xvii edit drafts using standard Spanish conventions, including adverbs that convey time - SPAN_TEKS_3_11_D_xv use words with affixes, including ex- - SPAN_TEKS_3_3_C_xi paraphrase texts in ways that maintain logical order - SPAN_TEKS_3_7_D_iv edit drafts using standard Spanish conventions, including pronouns, including possessive pronouns - SPAN_TEKS_3_11_D_xx explain the meaning of idioms in a text - SPAN_TEKS_3_3_D_xiii describe how the author's use of sound devices achieves specific purposes - SPAN_TEKS_3_10_D_iv revise drafts by combining ideas for coherence - SPAN_TEKS_3_11_C_v retell texts in ways that maintain logical order - SPAN_TEKS_3_7_D_ii revise drafts by rearranging ideas for clarity - SPAN_TEKS_3_11_C_x make connections to personal experiences - SPAN_TEKS_3_6_E_i know how the affix [-ura] changes the meaning of the word - SPAN_TEKS_3_3_C_xxiv compose informational texts, including brief compositions that convey information about a topic, using craft - SPAN_TEKS_3_12_B_iii identify the use of literary devices, including first- or third-person point of view - SPAN_TEKS_3_10_E_i write complete words legibly in cursive - SPAN_TEKS_3_2_D_i demonstrate spelling knowledge by spelling words that have the same sounds represented by different letters, including c, k, and q - SPAN_TEKS_3_2_B_xxii recognize characteristics of informational text, including organizational patterns - SPAN_TEKS_3_9_D_iii compose literary texts, including personal narratives, using genre characteristics - SPAN_TEKS_3_12_A_i make connections to ideas in other texts - SPAN_TEKS_3_6_E_ii edit drafts using standard Spanish conventions, including common nouns, including gender-specific articles - SPAN_TEKS_3_11_D_xi use text evidence to support an appropriate response - SPAN_TEKS_3_7_C_i infer the theme of a work, distinguishing theme from topic - SPAN_TEKS_3_8_A_i demonstrate phonetic knowledge by becoming very familiar with the concept of diphthongs - SPAN_TEKS_3_2_A_xi use context within a sentence to determine the meaning of unfamiliar words - SPAN_TEKS_3_3_B_i revise drafts to improve sentence structure - SPAN_TEKS_3_11_C_i know how the affix [-oso] changes the meaning of the word - SPAN_TEKS_3_3_C_xxii demonstrate spelling knowledge by spelling words that have the same sounds represented by different letters, including soft g, j, and x - SPAN_TEKS_3_2_B_xxiv demonstrate spelling knowledge by spelling words using m before p - SPAN_TEKS_3_2_B_xxix recognize structures of informational text, including organizational patterns - SPAN_TEKS_3_9_D_vi ask relevant questions to clarify information - SPAN_TEKS_3_1_A_ii generate questions about text before reading to gain information - SPAN_TEKS_3_6_B_iv write complete thoughts legibly in cursive leaving appropriate spaces between words - SPAN_TEKS_3_2_D_ii use homophones - SPAN_TEKS_3_3_D_ix discuss the elements of drama - SPAN_TEKS_3_9_C_i use synonyms - SPAN_TEKS_3_3_D_vii identify homophones - SPAN_TEKS_3_3_D_iv apply phonetic knowledge by becoming very familiar with the concept of hiatus - SPAN_TEKS_3_2_A_xxvi demonstrate spelling knowledge by marking accents appropriately when conjugating verbs in future [tense] - SPAN_TEKS_3_2_B_xiii generate questions about text during reading to deepen understanding - SPAN_TEKS_3_6_B_ii edit drafts using standard Spanish conventions, including simple past verb tense, including the difference between ser and estar - SPAN_TEKS_3_11_D_iii identify synonyms - SPAN_TEKS_3_3_D_ii demonstrate spelling knowledge by spelling palabras esdrújulas (words with the stress on the antepenultimate syllable) that have an orthographic accent - SPAN_TEKS_3_2_B_iii compose literary texts, including poetry, using genre characteristics - SPAN_TEKS_3_12_A_iii use words with affixes, including -mente - SPAN_TEKS_3_3_C_xii listen actively - SPAN_TEKS_3_1_A_i create a works cited page - SPAN_TEKS_3_13_G_i describe how the author's use of literal language achieves specific purposes - SPAN_TEKS_3_10_D_ii correct or confirm predictions using structures - SPAN_TEKS_3_6_C_vi know how the affix [-dad] changes the meaning of the word - SPAN_TEKS_3_3_C_xxi apply spelling knowledge by spelling palabras agudas (words with an accent on the last syllable) - SPAN_TEKS_3_2_B_xxxii make inferences to support understanding - SPAN_TEKS_3_6_F_i apply spelling knowledge by spelling palabras esdrújulas (words with the stress on the antepenultimate syllable) that have an orthographic accent - SPAN_TEKS_3_2_B_xxxiv demonstrate phonetic knowledge by decoding a word based on a diacritical accent - SPAN_TEKS_3_2_A_xiii explain how the use of text structure contributes to the author's purpose - SPAN_TEKS_3_10_B_i use homophones - SPAN_TEKS_3_3_E_v demonstrate spelling knowledge by spelling the plural form of words ending in z by replacing the z with c before adding -es - SPAN_TEKS_3_2_B_xxxi compose informational texts, including brief compositions that convey information about a topic, using genre characteristics - SPAN_TEKS_3_12_B_ii edit drafts using standard Spanish conventions, including adverbs that convey manner - SPAN_TEKS_3_11_D_xvi revise drafts deleting ideas for clarity - SPAN_TEKS_3_11_C_viii demonstrate spelling knowledge by spelling words that use the [syllable] qui- - SPAN_TEKS_3_2_B_xvi explain the relationships among the major and minor characters - SPAN_TEKS_3_8_B_i retell texts in ways that maintain meaning - SPAN_TEKS_3_7_D_i edit drafts using standard Spanish conventions, including capitalization of geographical places - SPAN_TEKS_3_11_D_xxviii speak coherently about the topic under discussion, employing volume to communicate ideas effectively - SPAN_TEKS_3_1_C_iii differentiate between [or among] homographs - SPAN_TEKS_3_3_E_i identify the meaning of words with affixes, including ex- - SPAN_TEKS_3_3_C_iii explain the meaning of antonyms in a text - SPAN_TEKS_3_3_D_xi explain rhyme scheme in a variety of poems - SPAN_TEKS_3_9_B_i develop drafts into a focused piece of writing by organizing with purposeful structure, including a conclusion - SPAN_TEKS_3_11_B_ii revise drafts by rearranging ideas for coherence - SPAN_TEKS_3_11_C_vi recognize characteristics of argumentative text by identifying the intended audience or reader - SPAN_TEKS_3_9_E_iii apply phonetic knowledge by decoding words with prefixes - SPAN_TEKS_3_2_A_xxxi self-select text - SPAN_TEKS_3_5_A_i apply spelling knowledge by spelling words with the concept of hiatus and their implications for orthographic accents - SPAN_TEKS_3_2_B_xxxvi compose literary texts, including personal narratives, using craft - SPAN_TEKS_3_12_A_ii develop drafts into a coherent piece of writing by organizing with purposeful structure, including an introduction - SPAN_TEKS_3_11_B_vii recognize the difference between paraphrasing and plagiarism when using source materials - SPAN_TEKS_3_13_F_i apply phonetic knowledge by decoding words with suffixes - SPAN_TEKS_3_2_A_xxxii compose literary texts, including poetry, using craft - SPAN_TEKS_3_12_A_iv use words with affixes, including -ura - SPAN_TEKS_3_3_C_xvi use commonly confused terms - SPAN_TEKS_3_3_E_vi demonstrate spelling knowledge by spelling words using m before b - SPAN_TEKS_3_2_B_xxviii explain the author's use of print features to achieve specific purposes - SPAN_TEKS_3_10_C_i evaluate details read to determine key ideas - SPAN_TEKS_3_6_G_i identify homographs - SPAN_TEKS_3_3_D_v edit drafts using standard Spanish conventions, including conditional verb tenses including the difference between ser and estar - SPAN_TEKS_3_11_D_viii use homographs - SPAN_TEKS_3_3_D_x recognize characteristics of informational text, including features to support understanding - SPAN_TEKS_3_9_D_ii demonstrate spelling knowledge by spelling words with soft r - SPAN_TEKS_3_2_B_xxvi explain the meaning of homographs in a text - SPAN_TEKS_3_3_D_xv explain the meaning of homophones in a text - SPAN_TEKS_3_3_D_xiv demonstrate spelling knowledge by spelling words that have the same sounds represented by different letters, including soft c, soft x, s, and z - SPAN_TEKS_3_2_B_xxiii analyze plot elements, including the sequence of events - SPAN_TEKS_3_8_C_i establish purpose for reading self-selected texts - SPAN_TEKS_3_6_A_ii plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies - SPAN_TEKS_3_11_A_i develop drafts into a coherent piece of writing by developing an engaging idea with relevant details - SPAN_TEKS_3_11_B_ix interact with sources in meaningful ways - SPAN_TEKS_3_7_E_i develop drafts into a structured piece of writing by organizing with purposeful structure, including an introduction - SPAN_TEKS_3_11_B_iv explain the author's use of graphic features to achieve specific purposes - SPAN_TEKS_3_10_C_ii identify antonyms - SPAN_TEKS_3_3_D_i know how the affix [in-] changes the meaning of the word - SPAN_TEKS_3_3_C_xvii apply phonetic knowledge by decoding words that use the [syllable] güe- - SPAN_TEKS_3_2_A_xxiv demonstrate phonetic knowledge by decoding words with silent h - SPAN_TEKS_3_2_A_iii apply phonetic knowledge by decoding a word based on a diacritical accent - SPAN_TEKS_3_2_A_xxix work collaboratively with others by following agreed-upon protocols - SPAN_TEKS_3_1_D_iii demonstrate knowledge of distinguishing characteristics of well-known children's literature - SPAN_TEKS_3_9_A_i revise drafts by adding ideas for coherence - SPAN_TEKS_3_11_C_iii generate questions on a topic for formal inquiry - SPAN_TEKS_3_13_A_i make adjustments when understanding breaks down - SPAN_TEKS_3_6_I_ii compose argumentative texts, including opinion essays, using craft - SPAN_TEKS_3_12_C_ii speak coherently about the topic under discussion, employing the conventions of language to communicate ideas effectively - SPAN_TEKS_3_1_C_v explain structural elements in a variety of poems - SPAN_TEKS_3_9_B_iii identify the meaning of words with affixes, including -eza - SPAN_TEKS_3_3_C_vii edit drafts using standard Spanish conventions, including coordinating conjunctions to form compound subjects - SPAN_TEKS_3_11_D_xxiii apply spelling knowledge by using accents on words commonly used in exclamations - SPAN_TEKS_3_2_B_xxxviii apply phonetic knowledge by decoding words that use the [syllable] gue- - SPAN_TEKS_3_2_A_xxii speak coherently about the topic under discussion, employing eye contact to communicate ideas effectively - SPAN_TEKS_3_1_C_i demonstrate phonetic knowledge by decoding words with suffixes - SPAN_TEKS_3_2_A_xvi demonstrate phonetic knowledge by decoding words that use the [syllable] qui- - SPAN_TEKS_3_2_A_v differentiate between [or among] commonly confused terms - SPAN_TEKS_3_3_E_iii paraphrase texts in ways that maintain meaning - SPAN_TEKS_3_7_D_iii apply spelling knowledge by spelling words that have the same sounds represented by different letters, including c, k, and q - SPAN_TEKS_3_2_B_liii demonstrate phonetic knowledge by decoding words with a prosodic or orthographic accent - SPAN_TEKS_3_2_A_i synthesize information to create new understanding - SPAN_TEKS_3_6_H_i demonstrate spelling knowledge by spelling words that use the [syllable] güe- - SPAN_TEKS_3_2_B_xix compose correspondence - SPAN_TEKS_3_12_D_i explain the influence of the setting on the plot - SPAN_TEKS_3_8_D_i edit drafts using standard Spanish conventions, including adjectives, including their superlative forms - SPAN_TEKS_3_11_D_xiv make predictions using characteristics of genre - SPAN_TEKS_3_6_C_ii edit drafts using standard Spanish conventions, including pronouns, including personal pronouns - SPAN_TEKS_3_11_D_xix demonstrate phonetic knowledge by becoming very familiar with the concept of hiatus - SPAN_TEKS_3_2_A_x respond using newly acquired vocabulary as appropriate - SPAN_TEKS_3_7_F_i demonstrate spelling knowledge by spelling words using n before v - SPAN_TEKS_3_2_B_xxvii correct or confirm predictions using text features - SPAN_TEKS_3_6_C_iv generate questions on a topic for informal inquiry - SPAN_TEKS_3_13_A_ii apply phonetic knowledge by becoming very familiar with the concept of diphthongs - SPAN_TEKS_3_2_A_xxvii demonstrate spelling knowledge by marking accents appropriately when conjugating verbs in conditional [tense] - SPAN_TEKS_3_2_B_xii edit drafts using standard Spanish conventions, including punctuation marks, including commas in dates - SPAN_TEKS_3_11_D_xxxii develop drafts into a coherent piece of writing by organizing with purposeful structure, including a conclusion - SPAN_TEKS_3_11_B_viii identify the meaning of words with affixes, including -ura - SPAN_TEKS_3_3_C_viii edit drafts using standard Spanish conventions, including proper nouns, including gender-specific articles - SPAN_TEKS_3_11_D_xii edit drafts using standard Spanish conventions, including capitalization of proper nouns - SPAN_TEKS_3_11_D_xxvi demonstrate spelling knowledge by spelling words with silent h - SPAN_TEKS_3_2_B_xiv explain sound devices in a variety of poems - SPAN_TEKS_3_9_B_ii apply spelling knowledge by spelling words based on the diacritical accent - SPAN_TEKS_3_2_B_xxxix know how the affix [des-] changes the meaning of the word - SPAN_TEKS_3_3_C_xviii read independently for a sustained period of time - SPAN_TEKS_3_5_A_ii apply spelling knowledge by spelling words that use the [syllable] gue- - SPAN_TEKS_3_2_B_xlviii demonstrate spelling knowledge by spelling words based on the diacritical accent - SPAN_TEKS_3_2_B_viii make pertinent comments - SPAN_TEKS_3_1_A_iii follow oral instructions that involve a series of related sequences of action - SPAN_TEKS_3_1_B_i analyze plot elements, including the conflict - SPAN_TEKS_3_8_C_ii use an appropriate mode of delivery, whether written, oral, or multimodal, to present results - SPAN_TEKS_3_13_H_i demonstrate spelling knowledge by spelling words with sílabas trabadas - SPAN_TEKS_3_2_B_xxx edit drafts using standard Spanish conventions, including coordinating conjunctions to form compound sentences - SPAN_TEKS_3_11_D_xxv know how the affix [ex-] changes the meaning of the word - SPAN_TEKS_3_3_C_xix develop drafts into a structured piece of writing by developing an engaging idea with relevant details - SPAN_TEKS_3_11_B_vi use words with affixes, including -oso - SPAN_TEKS_3_3_C_xiv edit drafts using standard Spanish conventions, including capitalization of official titles of people - SPAN_TEKS_3_11_D_xxx use homographs - SPAN_TEKS_3_3_E_iv establish purpose for reading assigned texts - SPAN_TEKS_3_6_A_i write complete answers legibly in cursive leaving appropriate spaces between words - SPAN_TEKS_3_2_D_iii explain the author's purpose within a text - SPAN_TEKS_3_10_A_i work collaboratively with others by following agreed-upon norms - SPAN_TEKS_3_1_D_ii monitor comprehension - SPAN_TEKS_3_6_I_i edit drafts using standard Spanish conventions, including pronouns, including objective pronouns - SPAN_TEKS_3_11_D_xxi demonstrate spelling knowledge by spelling words that have the same sounds represented by different letters, including ll and y - SPAN_TEKS_3_2_B_xxi use context beyond a sentence to determine the meaning of unfamiliar words - SPAN_TEKS_3_3_B_iii differentiate between [or among] homophones - SPAN_TEKS_3_3_E_ii discuss specific ideas in the text that are important to the meaning - SPAN_TEKS_3_7_G_i explain the use of hyperbole - SPAN_TEKS_3_10_G_ii demonstrate spelling knowledge by spelling words with hard r - SPAN_TEKS_3_2_B_xxv make predictions using structures - SPAN_TEKS_3_6_C_iii edit drafts using standard Spanish conventions, including correct spelling of words with grade-appropriate orthographic rules - SPAN_TEKS_3_11_D_xxxv identify relevant information from a variety of sources - SPAN_TEKS_3_13_C_i explain the author's message within a text - SPAN_TEKS_3_10_A_ii edit drafts using standard Spanish conventions, including complete compound sentences with subject-verb agreement - SPAN_TEKS_3_11_D_ii use words with affixes, including -dad - SPAN_TEKS_3_3_C_xiii develop drafts into a focused piece of writing by developing an engaging idea with relevant details - SPAN_TEKS_3_11_B_iii apply phonetic knowledge by decoding words with a prosodic or orthographic accent - SPAN_TEKS_3_2_A_xvii edit drafts using standard Spanish conventions, including punctuation marks, including commas in a series - SPAN_TEKS_3_11_D_xxxi demonstrate spelling knowledge by marking accents appropriately when conjugating verbs in perfect [tense] - SPAN_TEKS_3_2_B_xi develop social communication - SPAN_TEKS_3_1_E_i know how the affix [-eza] changes the meaning of the word - SPAN_TEKS_3_3_C_xxiii follow a research plan with adult assistance - SPAN_TEKS_3_13_B_ii generate questions about text before reading to deepen understanding - SPAN_TEKS_3_6_B_i use idioms - SPAN_TEKS_3_3_D_viii apply phonetic knowledge by becoming very familiar with the implications for orthographic accents - SPAN_TEKS_3_2_A_xxviii apply spelling knowledge by spelling palabras graves (words with an accent on the penultimate syllable) - SPAN_TEKS_3_2_B_xxxiii recognize characteristics of digital texts - SPAN_TEKS_3_9_F_ii demonstrate phonetic knowledge by decoding words with multiple sound spelling patterns - SPAN_TEKS_3_2_A_ii edit drafts using standard Spanish conventions, including simple future verb tense, including the difference between ser and estar - SPAN_TEKS_3_11_D_v alphabetize a series of words to the third letter - SPAN_TEKS_3_2_C_i edit drafts using standard Spanish conventions, including plural nouns, including gender-specific articles - SPAN_TEKS_3_11_D_x identify the meaning of words with affixes, including -oso - SPAN_TEKS_3_3_C_vi discuss how the author's use of language contributes to voice - SPAN_TEKS_3_10_F_i generate questions about text during reading to gain information - SPAN_TEKS_3_6_B_v edit drafts using standard Spanish conventions, including simple present verb tense, including the difference between ser and estar - SPAN_TEKS_3_11_D_iv edit drafts using standard Spanish conventions, including correct spelling of words with grade-appropriate orthographic patterns - SPAN_TEKS_3_11_D_xxxiv edit drafts using standard Spanish conventions, including singular nouns, including gender-specific articles - SPAN_TEKS_3_11_D_ix edit drafts using standard Spanish conventions, including adjectives, including their comparative forms - SPAN_TEKS_3_11_D_xiii demonstrate phonetic knowledge by decoding words that use the [syllable] que- - SPAN_TEKS_3_2_A_iv compose informational texts, including brief compositions that convey information about a topic, using a clear central idea - SPAN_TEKS_3_12_B_i demonstrate phonetic knowledge by decoding words that use the [syllable] güi- - SPAN_TEKS_3_2_A_ix demonstrate spelling knowledge by spelling words that use the [syllable] gui- - SPAN_TEKS_3_2_B_xviii use print or digital resources to determine meaning - SPAN_TEKS_3_3_A_i edit drafts using standard Spanish conventions, including complete simple sentences with subject-verb agreement - SPAN_TEKS_3_11_D_i recognize characteristics of multimodal texts - SPAN_TEKS_3_9_F_i develop a research plan with adult assistance - SPAN_TEKS_3_13_B_i edit drafts using standard Spanish conventions, including capitalization of geographical names - SPAN_TEKS_3_11_D_xxvii edit drafts using standard Spanish conventions, including perfect verb tenses including the difference between ser and estar - SPAN_TEKS_3_11_D_vii demonstrate spelling knowledge by spelling palabras graves (words with an accent on the penultimate syllable) - SPAN_TEKS_3_2_B_ii speak coherently about the topic under discussion, employing speaking rate to communicate ideas effectively - SPAN_TEKS_3_1_C_ii use appropriate fluency (prosody) when reading grade-level text - SPAN_TEKS_3_4_A_iii apply phonetic knowledge by decoding words with multiple sound spelling patterns - SPAN_TEKS_3_2_A_xviii edit drafts using standard Spanish conventions, including coordinating conjunctions to form compound predicates - SPAN_TEKS_3_11_D_xxiv demonstrate phonetic knowledge by becoming very familiar with the implications for orthographic accents - SPAN_TEKS_3_2_A_xii demonstrate spelling knowledge by spelling words with the concept of diphthongs and their implications for orthographic accents - SPAN_TEKS_3_2_B_iv demonstrate spelling knowledge by marking accents appropriately when conjugating verbs in simple past [tense] - SPAN_TEKS_3_2_B_ix edit drafts using standard Spanish conventions, including capitalization of historical periods - SPAN_TEKS_3_11_D_xxix speak coherently about the topic under discussion, employing enunciation to communicate ideas effectively - SPAN_TEKS_3_1_C_iv apply phonetic knowledge by decoding words with silent h - SPAN_TEKS_3_2_A_xix demonstrate spelling knowledge by using accents on words commonly used in exclamations - SPAN_TEKS_3_2_B_vii demonstrate phonetic knowledge by differentiating meaning of a word based on a diacritical accent - SPAN_TEKS_3_2_A_xiv work collaboratively with others by following agreed-upon rules - SPAN_TEKS_3_1_D_i apply phonetic knowledge by decoding words that use the [syllable] qui- - SPAN_TEKS_3_2_A_xxi demonstrate spelling knowledge by spelling words with the concept of hiatus and their implications for orthographic accents - SPAN_TEKS_3_2_B_v demonstrate spelling knowledge by spelling words that use the [syllable] que- - SPAN_TEKS_3_2_B_xv make predictions using text features - SPAN_TEKS_3_6_C_i edit drafts using standard Spanish conventions, including pronouns, including reflexive pronouns - SPAN_TEKS_3_11_D_xxii demonstrate spelling knowledge by spelling words that use the [syllable] güi- - SPAN_TEKS_3_2_B_xx demonstrate spelling knowledge by spelling palabras agudas (words with an accent on the last syllable) - SPAN_TEKS_3_2_B_i demonstrate phonetic knowledge by decoding words that use the [syllable] güe- - SPAN_TEKS_3_2_A_viii use print or digital resources to determine pronunciation - SPAN_TEKS_3_3_A_iii identify the use of hyperbole - SPAN_TEKS_3_10_G_i generate questions about text after reading to deepen understanding - SPAN_TEKS_3_6_B_iii apply phonetic knowledge by decoding words that use the [syllable] güi- - SPAN_TEKS_3_2_A_xxv demonstrate spelling knowledge by spelling words that use the [syllable] gue- - SPAN_TEKS_3_2_B_xvii compose argumentative texts, including opinion essays, using genre characteristics - SPAN_TEKS_3_12_C_i use print or digital resources to determine syllabication - SPAN_TEKS_3_3_A_ii apply phonetic knowledge by differentiating meaning of a word based on a diacritical accent - SPAN_TEKS_3_2_A_xxx describe personal connections to a variety of sources, including self-selected texts - SPAN_TEKS_3_7_A_i correct or confirm predictions using characteristics of genre - SPAN_TEKS_3_6_C_v demonstrate spelling knowledge by marking accents appropriately when conjugating verbs in imperfect past [tense] - SPAN_TEKS_3_2_B_x gather relevant information from a variety of sources - SPAN_TEKS_3_13_C_ii publish written work for appropriate audiences - SPAN_TEKS_3_11_E_i List of all Files Validated: imsmanifest.xml I_0022bc56-c9b7-3424-91f1-f926d8164e46_1_R/BasicLTI.xml I_002e053e-db01-3bbb-aa12-583d2f2840ed_1_R/BasicLTI.xml I_003a77da-bece-3c7c-97bc-fd5c4c85cdec_R/BasicLTI.xml I_003c9ca5-9196-368a-a065-7846ba84035f_R/BasicLTI.xml I_003fea9f-498a-3cd9-8ea7-f046bf8db161_1_R/BasicLTI.xml 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