插班生申请

 

English Track Eelementary Expectations

 

Grade 1

When assessing out first grade we are assessing and observing more than just their academics. We also look at behavior, English ability, and parent support. All of these factors play into the ideal candidate. When looking at academics, a first grader entering English track should be able to do the following:

  1. Identify all letters and their sounds
  2. Count to 20 and Identify up to 10
  3. Proficiency in at least 200 sight words up to Level 2 Dolch/Fry
  4. Ability to write and recognize their name
  5. Decode, segment, and blend a CVC (consonant vowel consonant) word- this means sounding out the letters, breaking the word apart to figure out the sounds, and then blending the sounds back together to figure out the word.

Behavior:

  1. Ability to follow directions when they are given
  2. Ability to work well with peers (no fighting, able to share, kind to others)
  3. Ability to cope well in a variety of social situations (not crying, shutting down with no response, losing control, become aggressive)
  4. Independence in going to the bathroom, use class materials, and ask question or notify teacher of a problem

English ability:

  1. Students should be able to understand basic conversational English words
  2. Students should be able to communicate their issues, concerns or questions independently
  3. Ability to understand basic teacher directions like sit down, stand, line up, quiet please, do you understand

Parental Support:

  1. Someone at home should be proficient enough in English to assist the student with homework if the student has questions
  2. Communication with teacher
  3. Ability to monitor student to ensure completion of school tasks

 

Grade 2 

Reading Fluency

  1. Read with sufficient accuracy and fluency to support comprehension.
  2. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
  3. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Comprehension

  1. Students are able to identify beginning, middle, and ending of a story
  2. Students are able to identify characters in a story
  3. Students are able to identify the characteristics of a book ( sad, funny, characters learned a lesson)

Parts of speech

  1. students are able to identify that sentences have 2 parts
  2. students are able to identify and define a noun
  3. students are able to identify and define an action verb
  4. students are able to demonstrate proper usage of grammatical skills such as capitalization and punctuation.

Composition

  1. Students are able to write at least 3-5 complete sentences independently when given a prompt
  2. When writing students are able to follow the basic grammatical skills
  3. Students are able to compose and identify a fictional piece of writing

Mathematics

  1. Students are able to identify and count their numbers up to 500.
  2. Students are able to skip count by 10's
  3. Students have basic mathematical vocabulary (big, small, tall, long, short, number words, add, subtract, etc.)
  4. students are able to complete basic addition and subtraction up to 2 digits
  5. Students are able to complete a simple word problem and identify the property

Science

  1. Students are able to identify the basic parts of a plant
  2. Students are able to identify that there are different classes of animals

Social Skills

  1. Students are independent with bathroom, dressing, packing schoolbag
  2. Students are able to transition to locations within the school independently
  3. Students are able to communicate issues with the teacher
  4. Students are able to work with their peers and solve minimal issues
  5. Students are able to sit quietly for a minimum of 20-25 minutes

Oral English

  1. Students can participate and engage in a basic conversation in English and answer open ended question giving their opinions and comments when prompted
  2. Students can understand directions from the teacher such as clean or tidy up, pack backpack, line up, listen, pay attention, etc.

 

Grade 3

Reading Fluency

  1. Read with sufficient accuracy and fluency to support comprehension.
  2. Read grade-level text with purpose and understanding.
  3. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
  4. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Comprehension

  1. Students are able to identify beginning, middle, and ending of a story
  2. Students are able to identify characters in a story
  3. Students are able to identify the characteristics of a book (sad, funny, characters learned a lesson)
  4. Students are able to identify when there is dialogue present in a story
  5. Answer questions: Who, what, when, where, and why to demonstrate understanding of key details in a text

Language Usage

  1. Use collective nouns (e.g., group).
    b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice).
    c. Use reflexive pronouns (e.g., myself, ourselves).
    d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
  2. Identify and define adjectives and adverbs
  3. Use an apostrophe to form contractions and frequently occurring possessives.
  4. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
  5. Use reference materials, including beginning dictionaries, as needed to check and correct spellings.

Writing

  1. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
  2. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing
  3. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
  4. Use linking words and phrases (e.g.,becausethereforesincefor example) to connect opinion and reasons.

Oral English

  1. Ask for clarification and further explanation as needed about the topics and texts under discussion.
  2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
  3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
  4. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Mathematics

  1. Use and define mathematical vocabulary such as greater than, less than, and equal to
  2. Students will be able to identify hands on a clock as well as the hour and minute increments

 

Grade 4

Reading Fluency:

  1. Read with sufficient accuracy and fluency to support comprehension.
  2. Read grade-level text with purpose and understanding.
  3. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
  4. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Comprehension

  1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
  3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
  4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology
  5. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Language Usage

  1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  2. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
  3. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.\
  4. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
  5. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
  6. Form and use prepositional phrases
  7. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  8. Choose words and phrases to convey ideas precisely.
  9. Choose punctuation for effect

Writing

  1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
  2. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
  3. Provide reasons that are supported by facts and details.
  4. Link opinion and reasons using words and phrases (e.g., for instancein order toin addition).
  5. Provide a concluding statement or section related to the opinion presented.
  6. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  7. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
  8. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
  9. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  10. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
  11. Use a variety of transitional words and phrases to manage the sequence of events.
  12. Provide a conclusion that follows from the narrated experiences or events

Oral Language

  1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own
  2. Follow agreed-upon rules for discussions and carry out assigned roles.
  3. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
  4. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  5. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace