Humble Independent School District Spanish Immersion Program Admission Application for School Year 2017-2018 Student s Name Boy Girl Last First Middle Date of Birth ID # Parent/Guardian Name(s) Current Legal Address Number Street Apt. # Zip Parent/Guardian contact info: Home Phone Cell phone Email Elementary School of residence Name of School Currently Attending K Name of K Teacher (please print) Email of K Teacher Campus applying to (indicate one): Bear Branch Elem Pine Forest Elem Elem #28 (Groves) Which informational meeting did you attend (X to indicate)? * Attendance to one of the informational meetings is required in order to apply. Feb. 20 th at Bear Branch Elem. Feb. 21 st at Pine Forest Elem. Feb. 23rd at Lakeshore Elem. Feb.27th at Atascocita Springs Elem. Feb. 28 th at Eagle Springs Elem. March 1st at Ridge Creek Elem. March 2nd at Summerwood Elem. What language is spoken in your home most of the time? What language does your child speak most of the time? (This program is designed for students that are very proficient in English literacy). If an opening in 1 st grade occurs within the first 10 days of the school year, my child could be considered for entry into the program ONLY if s/he has an English istation Overall Reading Ability score of 203, a DRA Running Record (Instructional) Level 8 and a recommendation from the sending Kindergarten teacher. Do you want your child to be considered for an opening after the first 10 days of the school year? Yes: No: By signing this commitment: A. I understand that the Spanish Immersion guidelines require that in order for students to experience success, program entry requires that students applying to SIP have an English istation Overall Reading Ability score of 203(as determined by the universal screener) and a DRA Running Record (Instructional) Level 8 at the end of the last reporting period of their first Kindergarten year in addition to receiving a recommendation for the program from their current Kindergarten teacher. B. I understand that I will be notified of the status of my child s application by May 24, 2017. C. I understand that there is an enrollment commitment to this program through the 5 th grade. I will be supportive and understanding of both my child and his/her Spanish Immersion teacher. D. I understand that if more applications are received than positions are available, there will be a lottery to determine participants. E. I understand that in order to immerse students in Spanish, it is critical that parents be committed to providing support in English reading and writing. I understand that this support includes reading with my child daily in English as well as ensuring that they master the English Language Arts standards not provided in the SIP instructional day. (See addendum for standards for which I am responsible for supporting at home.) F. I understand that my child s progress will be monitored continuously. I understand that students who struggle academically in meeting English benchmarks will be provided with interventions. Students who are consistently performing below grade level will be reviewed by the campus SIP Committee, which consists of the parent, SIP teacher and campus administrator. The SIP Committee will collaborate to make the program placement that is in the best interest of the child. Parent/Guardian Signature Parent/Guardian Signature Please return to the campus to which you are applying (Bear Branch Elem, Pine Forest Elementary or Eagle Springs Elementary for Elem. #28) no later than April 28, 2017, 12:00 p.m. Applicants will be notified of status of application by May 24, 2017.
Humble Independent School District Spanish Immersion Program: Parent Commitment Form For School Year 2017-2018 Return this form with the Admission Application as described. Student s Name Date of Birth (Last) (First) (MI) Parent(s)/Guardian(s) Name Phone Address Email: An important key to the success of children in an immersion program is a positive working relationship between the school and the home. Humble ISD will devote the time, energy and resources needed to ensure the success of your child. As parents of immersion students, it is important for you to make commitments that will support a successful experience for your child. The commitments required are listed below: I commit to having my child remain in the Spanish Immersion program at throughout the elementary years enrolled in Humble I.S.D. (campus to which you are applying) I understand and accept that I will most likely see a difference between my child s English Reading/Language Arts ability/proficiency and Spanish Reading/Language Arts ability/proficiency as this is typical when acquiring a second language. I understand that my child s progress will be monitored continuously. I understand that students who struggle academically in meeting English benchmarks will be provided with interventions. Students who are consistently performing below grade level will be reviewed by the campus SIP Committee, which consists of the parent, SIP teacher and campus administrator. I understand that the SIP Committee will collaborate with me to make the program placement that is in the best interest of my child. I understand that in order to immerse students in Spanish, it is critical that parents be committed to providing support in English reading and writing. I understand that this support includes reading with my child daily in English as well as ensuring that they master the English Language Arts standards not provided in the SIP instructional day. (See addendum for standards for which I am responsible for supporting at home.) I understand and commit to supporting my child in meeting the reading expectations as listed below. Grade Level End of Year Goals for English Istation Reading Ability Levels End of Year Goals for DRA (Independent) English Spanish End of Year Goals for Spanish Istation Reading Ability Levels 1 st grade 216-218 16-18 6 707-754 2 nd grade 235-237 28 16 817-848 3 rd grade 1786-1815 38-40 28 890-907 4 th grade 1816-1869 40-50 38 947-984 5 th grade 1896-1969 50-60 50 985+ I have read and understand the commitments that are necessary for a successful experience for my child while participating in the Spanish Immersion program and request that my child be considered for placement into the program. * Parent/Guardian Signature Date:
Spanish Immersion Program Grade 1 Parent Expectations for Supporting English Language Arts/ Reading in a 90/10 Model 110.12. English Language Arts and Reading, Grade 1, Beginning with School Year 2009-2010. (b) Knowledge and skills. (2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to: (A) orally generate a series of original rhyming words using a variety of phonograms (e.g., -ake, -ant, -ain) and consonant blends (e.g., bl, st, tr); (B) distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite); (C) recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g.,/b/l/o/w/ to/g/l/o/w/); (D) blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr); (E) isolate initial, medial, and final sounds in one-syllable spoken words; and (F) segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., splat =/s/p/l/a/t/). (3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) decode words in context and in isolation by applying common letter-sound correspondences, including: (ii) single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i; (iii) consonant blends (e.g., bl, st); (iv) consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -dge, and ph; (v) vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread, ee, ow as in how, ow as in snow, ou as in out, ay,ai, aw, au, ew, oa, ie as in chief, ie as in pie, and -igh; and (vi) vowel diphthongs including oy, oi, ou, and ow; (B) combine sounds from letters and common spelling patterns (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words;
(C) use common syllabication patterns to decode words, including: (i) closed syllable (CVC) (e.g., mat, rab-bit); (ii) open syllable (CV) (e.g., he, ba-by); (iii) final stable syllable (e.g., ap-ple, a-ble); (iv) vowel-consonant-silent "e" words (VCe) (e.g., kite, hide); (v) vowel digraphs and diphthongs (e.g., boy-hood, oat-meal); and (vi) r-controlled vowel sounds (e.g., tar); including er, ir, ur, ar, and or); (D) decode words with common spelling patterns (e.g., -ink, -onk, -ick); (E) read base words with inflectional endings (e.g., plurals, past tenses); (F) use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, daydream); (G) identify and read contractions (e.g., isn't, can't); (H) identify and read at least 100 high-frequency words from a commonly used list; and (I) monitor accuracy of decoding. (6) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) identify words that name actions (verbs) and words that name persons, places, or things (nouns); (B) determine the meaning of compound words using knowledge of the meaning of their individual component words (e.g., lunchtime); (E) alphabetize a series of words to the first or second letter and use a dictionary to find words. (17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas); (B) develop drafts by sequencing ideas through writing sentences; (C) revise drafts by adding or deleting a word, phrase, or sentence; (D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and (E) publish and share writing with others. (18) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write brief stories that include a beginning, middle, and end; and (B) write short poems that convey sensory details.
(19) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) write brief compositions about topics of interest to the student; (B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing); and (C) write brief comments on literary or informational texts. (20) Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) understand and use the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past, present, and future); (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g., descriptive: green, tall); (iv) adverbs (e.g., time: before, next); (v) prepositions and prepositional phrases; (vi) pronouns (e.g., I, me); and (vii) time-order transition words; (21) Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) form upper- and lower-case letters legibly in text, using the basic conventions of print (left-to-right and top-to-bottom progression), including spacing between words and sentences; (B) recognize and use basic capitalization for: (i) the beginning of sentences; (ii) the pronoun "I"; and (iii) names of people; and (C) recognize and use punctuation marks at the end of declarative, exclamatory, and interrogative sentences. (22) Written Conventions/Spelling. Students spell correctly. Students are expected to: (A) use phonological knowledge to match sounds to letters to construct known Words; (B) use letter-sound patterns to spell: (i) consonant-vowel-consonant (CVC) words;
(ii) consonant-vowel-consonant-silent e (CVCe) words (e.g., "hope"); and (iii) one-syllable words with consonant blends (e.g., "drop"); (C) spell high-frequency words from a commonly used list; (D) spell base words with inflectional endings (e.g., adding "s" to make words plurals); and (E) use resources to find correct spellings.
Spanish Immersion Program Grade 2 Parent Expectations for Supporting English Language Arts/ Reading in the 90/10 Model 110.13. English Language Arts and Reading, Grade 2, Beginning with School Year 2009-2010. (b) Knowledge and skills. (2) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including: (i) single letters (consonants and vowels); (ii) consonant blends (e.g., thr, spl); (iii) consonant digraphs (e.g., ng, ck, ph); and (iv) vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou); (B) use common syllabication patterns to decode words including: (i) closed syllable (CVC) (e.g., pic-nic, mon-ster); (ii) open syllable (CV) (e.g., ti-ger); (iii) final stable syllable (e.g., sta-tion, tum-ble); (iv) vowel-consonant-silent "e" words (VCe) (e.g., in-vite, cape); (v) r-controlled vowels (e.g., per-fect, cor-ner); and (vi) vowel digraphs and diphthongs (e.g., boy-hood, oat-meal); (C) decode words by applying knowledge of common spelling patterns (e.g., -ight, -ant); (D) read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful); (E) identify and read abbreviations (e.g., Mr., Ave.); (F) identify and read contractions (e.g., haven't, it's); (G) identify and read at least 300 high-frequency words from a commonly used list; and (H) monitor accuracy of decoding. (5) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow);
(17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas); (B) develop drafts by sequencing ideas through writing sentences; (C) revise drafts by adding or deleting words, phrases, or sentences; (D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and (E) publish and share writing with others. (18) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (B) write short poems that convey sensory details. (19) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) write brief compositions about topics of interest to the student; (20) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive statements about issues that are important to the student for the appropriate audience in the school, home, or local community. (21) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) understand and use the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past, present, and future); (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g., descriptive: old, wonderful; articles: a, an, the); (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully); (v) prepositions and prepositional phrases; (vi) pronouns (e.g., he, him); and (vii) time-order transition words; (B) use complete sentences with correct subject-verb agreement; and (C) distinguish among declarative and interrogative sentences.
(22) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (B) use capitalization for: (i) proper nouns; (ii) months and days of the week; and (iii) the salutation and closing of a letter; and (C) recognize and use punctuation marks, including: (i) ending punctuation in sentences; (ii) apostrophes and contractions; and (iii) apostrophes and possessives. (23) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (A) use phonological knowledge to match sounds to letters to construct unknown words; (B) spell words with common orthographic patterns and rules: (i) complex consonants (e.g., hard and soft c and g, ck); (ii) r-controlled vowels; (iii) long vowels (e.g., VCe-hope); and (iv) vowel digraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou-out, ow-cow, oi-coil, oy-toy); (C) spell high-frequency words from a commonly used list; (D) spell base words with inflectional endings (e.g., -ing and -ed); (E) spell simple contractions (e.g., isn't, aren't, can't); and (F) use resources to find correct spellings. (24) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: (A) generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics;
Spanish Immersion Program Grade 3 Parent Expectations for Supporting English Language Arts/ Reading in the 90/10 Model 110.14. English Language Arts and Reading, Grade 3, Beginning with School Year 2009-2010. (b) Knowledge and skills. (1) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to: (A) decode multisyllabic words in context and independent of context by applying common spelling patterns including: (i) dropping the final "e" and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable); (ii) doubling final consonants when adding an ending (e.g., hop to hopping); (iii) changing the final "y" to "i" (e.g., baby to babies); (iv) using knowledge of common prefixes and suffixes (e.g., dis-, -ly); and (v) using knowledge of derivational affixes (e.g., -de, -ful, -able); (B) use common syllabication patterns to decode words including: (i) closed syllable (CVC) (e.g., mag-net, splen-did); (ii) open syllable (CV) (e.g., ve-to); (iii) final stable syllable (e.g., puz-zle, con-trac-tion); (iv) r-controlled vowels (e.g., fer-ment, car-pool); and (v) vowel digraphs and diphthongs (e.g., ei-ther); (C) decode words applying knowledge of common spelling patterns (e.g., -eigh, -ought); (D) identify and read contractions (e.g., I'd, won't); and (E) monitor accuracy in decoding. (3) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. (4) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots; (C) identify and use antonyms, synonyms, homographs, and homophones;
(D) identify and apply playful uses of language (e.g., tongue twisters, palindromes, riddles); and (17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. (18) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. (19) Writing. Students write about their own experiences. Students are expected to write about important personal experiences. (22) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past, present, and future); (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the); (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully); (v) prepositions and prepositional phrases; (vi) possessive pronouns (e.g., his, hers, theirs); (vii) coordinating conjunctions (e.g., and, or, but); and (viii) time-order transition words and transitions that indicate a conclusion; (B) use the complete subject and the complete predicate in a sentence; and (C) use complete simple and compound sentences with correct subject-verb agreement. (23) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (C) recognize and use punctuation marks including: (i) apostrophes in contractions and possessives; and (ii) commas in series and dates; and (24) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (A) use knowledge of letter sounds, word parts, word segmentation, and
syllabication to spell; (B) spell words with more advanced orthographic patterns and rules: (i) consonant doubling when adding an ending; (ii) dropping final "e" when endings are added (e.g., -ing, -ed); (iii) changing y to i before adding an ending; (iv) double consonants in middle of words; (v) complex consonants (e.g., scr-, -dge, -tch); and (vi) abstract vowels (e.g., ou as in could, touch, through, bought); (C) spell high-frequency and compound words from a commonly used list; (D) spell words with common syllable constructions (e.g., closed, open, final stable syllable); (E) spell single syllable homophones (e.g., bear/bare; week/weak; road/rode); (F) spell complex contractions (e.g., should've, won't); and (G) use print and electronic resources to find and check correct spellings.
Spanish Immersion Program Grade 4 Parent Expectations for Supporting English Language Arts/ Reading in the 90/10 Model 110.15. English Language Arts and Reading, Grade 4, Beginning with School Year 2009-2010. (b) Knowledge and skills. (1) Fluency. Students read grade-level text with fluency and comprehension. Students are expected: to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. (2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (C) complete analogies using knowledge of antonyms and synonyms (e.g., boy:girl as male: or girl:woman as boy: ); (D) identify the meaning of common idioms; and (3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) summarize and explain the lesson or message of a work of fiction as its theme (4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse). (5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to: describe the structural elements particular to dramatic literature. (6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(C) identify whether the narrator or speaker of a story is first or third person. (7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to: identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography. (8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to: identify the author's use of similes and metaphors to produce imagery. (11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize the main idea and supporting details in text in ways that maintain meaning; (B) distinguish fact from opinion in a text and explain how to verify what is a fact; (14) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to: apply earlier standards with greater depth in increasingly more complex texts. (15) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals); (B) develop drafts by categorizing ideas and organizing them into paragraphs; (C) revise drafts for coherence, organization, use of simple and compound sentences, and audience; (D) edit drafts for grammar, mechanics, and spelling using a teacher-developed
rubric; and (E) revise final draft in response to feedback from peers and teacher and publish written work for a specific audience. (16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (B) write poems that convey sensory details using the conventions of poetry (e.g.,rhyme, meter, patterns of verse). (18) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) create brief compositions that: (i) establish a central idea in a topic sentence; (ii) include supporting sentences with simple facts, details, and explanations; and (iii) contain a concluding statement; (B) write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing); and (C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding. (20) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (irregular verbs); (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest); (iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot); (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details; (vi) reflexive pronouns (e.g., myself, ourselves); (vii) correlative conjunctions (e.g., either/or, neither/nor); and (viii) use time-order transition words and transitions that indicate a conclusion;
(21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (C) recognize and use punctuation marks including: (i) commas in compound sentences; and (ii) quotation marks. (22) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (A) spell words with more advanced orthographic patterns and rules: (i) plural rules (e.g., words ending in f as in leaf, leaves; adding -es); (ii) irregular plurals (e.g., man/men, foot/feet, child/children); (v) silent letters (e.g., knee, wring); (C) spell commonly used homophones (e.g., there, they're, their; two, too, to); (23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. (24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan
Spanish Immersion Program Grade 5 Parent Expectations for Supporting English Language Arts/ Reading in the 90/10 Model 110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (b) Knowledge and skills. (2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes; (C) produce analogies with known antonyms and synonyms; (D) identify and explain the meaning of common idioms, adages, and other sayings (4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems. (20) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (irregular verbs and active voice); (ii) collective nouns (e.g., class, public); (iii) adjectives (e.g., descriptive, including origins: French windows, American cars) and their comparative and superlative forms (e.g., good, better, best); (iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot); (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details; (vi) indefinite pronouns (e.g., all, both, nothing, anything); (vii) subordinating conjunctions (e.g., while, because, although, if); and (viii) transitional words (e.g., also, therefore); (21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.
Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) use capitalization for: (i) abbreviations; (B) recognize and use punctuation marks including: (ii) proper punctuation and spacing for quotations (22) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (A) spell words with more advanced orthographic patterns and rules: (i) consonant changes (e.g.,/t/ to/sh/ in select, selection;/k/ to/sh/ in music, musician); (ii) vowel changes (e.g., long to short in crime, criminal; long to schwa in define, definition; short to schwa in legality, legal); and (iii) silent and sounded consonants (e.g., haste, hasten; sign, signal; condemn, condemnation); (B) spell words with: (i) Greek Roots (e.g., tele, photo, graph, meter); (ii) Latin Roots (e.g., spec, scrib, rupt, port, ject, dict); (iii) Greek suffixes (e.g., -ology, -phobia, -ism, -ist); and (iv) Latin derived suffixes (e.g., -able, -ible; -ance, -ence); (C) differentiate between commonly confused terms (e.g., its, it's; affect, effect); (D) use spelling patterns and rules and print and electronic resources to determine and check correct spellings; and (E) know how to use the spell-check function in word processing while understanding its limitations.