Emelita Street School

READING, WRITING, LISTENING, AND SPEAKING

Students will:

• Use knowledge of phonics, syllables (a unit of pronunciation that contains one vowel, for example, ti·tle, bas·ket), and word parts when reading.
• Apply knowledge of word origins, antonyms (words of opposite meaning), synonyms (words with same meaning), to help understand the meaning ¤f words and phrases.
• Use a thesaurus to find words that have the same meaning.
• Use different strategies when reading for different purposes (for example, for full understanding of what they read, for finding information, or for personal enjoyment).
• Follow multiple-step Instructions, such as in directions for doing something on the computer.
• Read a wide variety of children’s literature.
• Identify the main events of the plot (what happens in the story).
• Write clear, understandable sentences and paragraphs that develop a main idea.
• Create compositions with many paragraphs that support a main idea.
• Research and write information reports which include facts and details.
• Write summaries that contain the main idea of something they have read.
• Edit and revise written work to improve what they wrote.
• Write using knowledge ol sentence structure, grammar parts of speech, punctuation, capitalization, and spelling.
• Understand and summarize major Ideas presented orally by others.
• Give exact directions and Instructions.
• Use details and examples to explain information.
• Make presentations telling about an event or experience.
• Make presentations that give information.
• Recite brief poems.

ENGLISH LANGUAGE DEVELOPMENT (ELD) STANDARDS

BEGINNING LEVEL (ELD 1)

Students will:

• Begin to speak using a low words, phrases (not complete sentences), or sentences.
• Be able to read their own written work.
• Act out sample words to show they understand them.
• Give out loud one· or two-word answers to questions about stories that are read to them.
• Give one or two word answers to questions about stories that are read to them.
• Use beginning capital letters to write their names.

EARLY INTERMEDIATE LEVEL (ELD 2)

Student will:

• Read simple vocabulary, phrases (not complete sentences), and sentences on their own.
• Use simple sentences to tell about a character (who) in a story.
• Use simple sentences to tell about the important points of simple conversations and of stories that are read to them.
• Write on their own about what they read and use reasonably correct English grammar.
• Write sentences using commas and a period at the end of a sentence.

INTERMEDIATE LEVEL (ELD 3)

Students will:

• Use words they have learned in reading, mathematics, and other subjects in discussions.
• Identity the parts of books such as the title, table of contents (a list at the beginning of a book showing what is in the book and the page number of each part), glossary (list of words and definitions at the end of a particular), and index (list of topics in alphabetical order showingwhere the topics can be found in the main part of a boof).
• Read and tell about tye main problem of  plot (what happened) in a story and how it is solved.
•  Ask and answer questions, with help, about school subjects.
• Write paragraphs on their own that have a main Idea and use English grammar, spelling, and capitalization that they have Iearned.

EARLY ADVANCED LEVEL (ELD 4)

Students will:

• Read for meaning, both orally and silently, from their school books and other books.
• Use the words they have learned to read by themselves.
• Use information from what they have read to draw conclusions (final decisions after thinking about something) and to make predictions (tell about something that might happen).
• Retell stories and include information about the characters (who), setting (time and place), plot (what happened), summary (short statement about the whole story), an analysis (breaking down and Iooking closely for information).
• Write material without help and use correct capitalization, punctuation marks, and correct spelling.

ADVANCED LEVEL (ELD 5)

Students will:

• Put into use their knowledge of parts of of words used at the beginning (prefixes) or (ending (suffixes) of words to get meaning from words in the stories and books.
• Read material out loud with expression
• Tell the difference between fact(true statement) and opinion (the way that someone thinks about something) in material they read.
• Listen to grade-level materials and tell the main points and give details.
• Write using correct punctuation, capitalization, and spelling.

 MATHEMATICS

Students wlll:

• Read, write, compare and put in order numbers from 0 to the millions.
• Read and put in order decimals (to two decimal places, for example, .05).
• Round numbers to the nearest 10, 100, 1000, 10.000 or 100,000.
• Write decimals to tenths (for example, .5) and hundredths (for example, .75).
• Write fractions in tenths and hundredths and compare to decimals or example, 5l10 = ,5 or 75/100 = .75).
• Solve problems involving addition, subtraction, multiplication, and numbers.
• Multiply many-digit numbers by one-digit numbers (for example, 2345 x 6 =____ ).
• Divide many-digit numbers by a one—digit number (for example, 5364 / 5 + ___).
• Write fractions.
• Use letters, boxes. or other symbols to stand for a number in simple equations (for example, 3 x __ = 12).
• Measure and calculate the area of rectangles.
• Understand and make different kinds of graphs.
• ldentify angles, parallel lines, and perpendicular lines In drawings,
• Use different methods and skills to make decisions about how to solve problems.
• Use words, numbers, charts, graphs, tables, or models to explain math reasoning.

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.
• Read to your child, and have your child read to you.
• Visit the library and gel a card for your child. Ask the librarian for help in choosing books. Take part in story hours at the library.
• 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
• 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.
• Take turns reading aloud from a book chosen by both of you.
• Choose books that may be too difficult for your child to read by himself or herself.
• Read poems, jokes and riddles, comic books, and magazines with your child.
• Create family reading projects, such as letting your child read a recipe or planning a trip after reading travel brochures.
• Let  your child make lists, for example, what to buy at the market, what to plan for a party, or what to take on a trip.
• Share or exchange books with neighbors, friends, and relatives.
• 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.”
• Have your child write out invitations to a party.
• Encourage your child to write daily.Have you childwrite in a journal. Anotebook can be used as a journal, Ask if your child wants to share it with you.
• Use the holidays as a time to share stories, either written or spoken.
• Have you child practice making poems on the refrigerator  with magnetic word strips ( sold in card shops and bookstores). Find words that rhyme. Make poems together.
• Read menus in restaurants with your child for good reading and math practice. HeIp your child figure out what he or she can order with a certain amount of money.
• Show your child by example that reading is important to you.
• Have your child write to other members of the family like grandmothers, grandfathers, aunts, uncles, or cousins.
• Leave notes for your child to read, Ask your child to write notes to you
• Have your child write directions that tell how to do something.
• Monitor the homework your child brings home. Don’t do it for him or her, but encourage them to complete the assignment.
• When you go to the market or store, have your child figure out how much two or three of the same thing would cost. lf there are four things for one dollar, how much would one cost?
• Practice “mental” (no paper or pencil) math problems.
• Have your child read and follow recipes. Making something from a recipe will give your child a chance to practice measurement and fractions, for example, measuring out one-half cup of something or one-quarter teaspoon of something.
• Give your child lots of praise when he or she deserves it.