Emelita Street School

READING, WRITING, LISTENING, AND SPEAKING

Students will:

• Match oral words to printed words.
• Identify the title and author of somethin  they read.
• ldentify letters, words, and sentences.
• Tell the difference between long- and short-vowel (a, e, i, o, u) sounds in words said orally (for example, bit has a short i vowel sound and bite has a long i vowel sound).
• Change sounds to change words such as cow to how and pan to an.
• Make sounds from all the letters and letter patterns and blend those sounds into recognizable words.
• Read common irregular sight words such as the, have, said, come, give, and of.
• Read words from common word families, such as words ending in ·ate (late, rate) or -ite (bite, kite).
• Answer who, what, when, where, and how questions about something they read.
• Follow one-step written directions.
• Retell the main ideas of simple text.
• Identify and describe plot (the story of a book), setting (where it takes place), and the characters (who) in a story.
• Identify the story’s beginning, middle, and end.
• Write in complete sentences.
• Write a composition describing an experience.
• Write short descriptions of a real object, person, place, or event
• Identify and use singular and plural nouns.
• Identify and use contractions, such as isn‘t, aren’t, can’t, and won’t in writing.
• Tell the difference between sentences that tell (declarative) or ask (interrogative) or express a lot of emotion (exclamatory).
• Capitalize the first word of a sentence, names of people, and the pronoun I.
• Speak in complete sentences.
• Give and follow two-step directions.
• Stay on the topic when speaking.
• Retell stories and tell about the events of a story by answering who, what, when, where, why and how questions.
• Tell about an important life event or personal experience.

ENGLISH LANGUAGE DEVELOPMENT (ELD) STANDARDS

BEGINNING LEVEL (ELD 1)

Students will:

• Begin to speak using a few words, phrases (not complete sentences , or sentences.
• Retell stories using drawings, simple words, or phrases (not complete sentences).
• Give out loud one- or two-word answers to questions about a story that is read to them or that they are sharing in a group.
• Respond to simple directions and questions by body movements or other ways that do not use talking.
• Copy words commonly used in the classroom, for example, number words, names, and days of the week.

EARLY INTERMEDIATE LEVEL (ELD 2)

Students will:

• Read simple words, phrases, and sentences without help.
• “Give out loud the sequence (the order) of a story that is read them.
• Retell familiar stories by using body and face movements and drawings.
• Write or one or two simple sentences about an experience.

INTERMEDIATE LEVEL (ELD 3)

Students will:

• Produce most: English-language sounds understandably when they read out loud.
• Read a familiar story that has simple sentences and answer questions about it.
• Answer questions about school subjects by using simple sentences and make up similar (like) questions.
• (Write short paragraphs of at least three lines following models (examples) given by the teacher.

EARLY ADVANCED LEVEL (ELD 4)

Students will:

• Use the words they have learned to begin independent reading.
• Read a story and tell about the plot (what happened), the setting (where it takes place), and the characters (who) in a story.
• Listen to stories or information and tell the important ideas and details.
• Write, without help, using the English grammar rules they already now.

ADVANCED LEVEL (ELD 5)

Students will:

• Use what English-language words they have learned to help them understand what they read in a story.
• Listen to a story and answer questions about what might happen in the story and compare the story with other stories.
• Use correct English when speaking.
• Write independently (without help) and show that they understand standard English.

MATHEMATICS

Students will:

• Count, read, and write numbers from 0 to 100.
• Use symbols for less than (<), greater than (>), and equal to (=) to compare numbers to 100.
• Identify and know the value of coins.
• Know and memorize the addition and subtraction facts to 20 (for example, 2 + 7 = 9,9 — 7 = 2).
• Count by twos, fives, and tens to 100.
• Solve addition and subtraction problems wlth one- and two-digit numbers (for example, 5 + 58 = _).
• Find the sum of three one-digit numbers (for example, 3+2+1=_)·
• Show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference).
• Understand the meaning of the symbols +, -, and =.
• Tell time to the nearest half-hour.
• Give and follow directions about location.
• Describe the location of objects by using the words near, fan below, above, up. down, behind, in front of, next to, and left of or right of.
• Use pictures, bar graphs, charts, and picture graphs to show information.
• Solve problems and tell or show how they did it.

LEARNING CAN TAKE PLACE AT HOME

• Develop routines with your child. For example, set a bedtime hour, a homework time and place, and a wake-up time.
• Ask the teacher what activities you can do at home to back up what is learned in the classroom.
• Make sure your child gets enough sleep each night.
• Have pencils, crayons, paper, scissors, and glue at home so your child can practice what he or she has learned or has time to be creative.
• Visit the library and get a card for your child. Ask the librarian for help in choosing books. Take part in story hours at the library.
• Have your child read daily. It makes a difference. Ten minutes a day of independent reading  increases reading understanding. Twenty minutes a day is even better.
• Keep track of how much television your child watches. According to the National Assessment of Education 1994 Reading Report Card for the Nation and the States, if your child watches more than three hours of TV a day, his or her reading will suffer.
• Monitor the homework your child brings home. Don’t do it for him or her, but encourage them to complete the assignment.
• Make up games as you do your daily chores. For Instance, you can ask, “What is this and what is it used for?” (Examples: broom, mop, and vacuum cleaner).
• Have your child read labels on cans or boxes as you put them away.
• Read to your child from material that is at a higher level than what he or she usually reads. Read to your child even if he or she is reading by himself or herself.
• Ask your child to explain to you the things he or she is learning in school. Ask specific questions, such as, “Did you learn any new words (new ideas. new facts, or new songs)?” or “What story did you read today?”
• Read out loud when you are with your child. Read signs, billboards, ads, magazines, or comics. Point out such words as “exit.” “start”, “on,” “off.” and “stop.”
• Read nursery rhymes and poems to your china.
• Talk with your child about the names of the days of the week, the months of the year, and seasons.
• Make sure your child knows the words for restroom, “Women” or “Ladies” and “Men” or “Gentlemen.”
• Choose toys that are creative such as blocks or educational puzzles or board games.
• Talk about the value of coins. Sort the coins. Trade coins of equal value, such as two nickels for one dime.
• Talk to your child about how many days there are in a week and how many months in a year.
• Show your child how to add and subtract by using such common items as dried beans, pennies, or stones.
• Use things you have around the house to help your child with math problems. For example, use apples or pennies. Put them in two groups. Ask questions like which group has more? Which group has less? I-low much more or less? Have your child use the objects to make up questions to ask you.
• Count with your child the number of days until somebody‘s birthday, until a holiday, or until you go on a trip.
• Give your child lots of praise when he or she deserves it.
• Start a folder or notebook for your child. Collect your child’s best work. notes from school or any other items that show your child’s accomplishments in school.
• Display your child’s work somewhere. A refrigerator is a good place to put a child’s work.
• Make sure you talk to your children and let them talk to you.
• Show an interest in what your child is learning.