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English to Spanish: INDIVIDUALIZED EDUCATION PROGRAM (IEP) General field: Social Sciences Detailed field: Education / Pedagogy
Source text - English At the beginning of 3rd grade, students are expected to read grade-appropriate text at 80 words per minute. By the end of the year, they will have built up to reading 120 words per minute. Students in this level are to learn the meaning of most common prefixes (dis- in disagree; re- in
rebuild; un- in unfriendly) and suffixes (e.g. -able in agreeable or -less in homeless) then figure out what the words mean (e.g.heat/preheat,
care/careless). Third graders should also be able to decode dozens of multisyllabic words (such as pho-to-graph and est-i-mate), identify context clues, and use resource materials (like glossaries and dictionaries) to determine the meaning of words and phrases. In this level, students are expected to read accurately and fluently (not stumbling over too many words) by using decoding and fluency skills they have worked on for years. Fluency in 3rd grade also means students should be able to read the same way as they talk, using expression and changing their voice (tone) to reflect what is happening in the story/passage they read.
As of February 2021,based on teacher selected/created informal assessments, progress made on previous IEP , teacher report, and live interaction during virtual learning sessions, Christopher can read a teacher-selected instructional level text at 40 WPM with 90% accuracy. Given a word list, Christopher can decode and define the meaning of words formed using prefixes /dis/ /un/ and /re/.He can decode 1-2 syllable words with consonant digraphs, vowel patterns and glued syllables with 50% accuracy. Given a grade-level passage, Christopher struggles to simultaneously read and understand the text he is reading. He has difficulty reading words with uncommon spelling patterns(ex: -ight, kn-, -ngue,) and words with suffixes. He demonstrates inconsistent proficiency when asked to decode words with long vowels.
At this time, Christopher’s reading fluency is below expectations and impacts his participation in the general education setting. His academic
performance in Reading Fluency is estimated to be at the 1st grade, indicating a two year deficit between his functional performance and grade expectations based on common core standards.
Translation - Spanish Al comienzo del 3er grado, se espera que los estudiantes lean textos apropiados para su grado a 80 palabras por minuto. Al final del año, estarán en capacidad de leer 120 palabras por minuto. Los estudiantes de este nivel deben aprender el significado de los prefijos más comunes (p. ej: dis- en disagree; re- en
rebuild; un- en unfriendly) y sufijos (p. ej: -able en agreeable o -less en homeless), luego averigüar qué significan las palabras (p. ej: heat y preheat
, care/careless). Los estudiantes de tercer grado también deben poder decodificar docenas de palabras de varias sílabas (como pho-to-graph y est-i-mate), identificar las pistas para hallar el contexto y usar recursos (como glosarios y diccionarios) para determinar el significado de palabras y frases. En este nivel, Se espera que los estudiantes lean con precisión y fluidez (sin tropezar con demasiadas palabras) mediante el uso de las habilidades de decodificación y fluidez en las que han trabajado durante años.
La fluidez en 3er grado también significa que los estudiantes deben poder leer de la misma manera que hablan, usar expresiones y cambiar su voz (tono) para
reflejar lo que está sucediendo en la historia / pasaje que leyeron.
A partir de febrero de 2021, según las evaluaciones informales seleccionadas / creadas por el maestro, el progreso realizado en el IEP anterior, el informe del maestro y la interacción en vivo durante las sesiones de aprendizaje virtual, Christopher puede leer un texto de nivel de instrucción seleccionado por el maestro a 40 palabras por minuto con un 90% de precisión. Dada una lista de palabras, Christopher puede decodificar y definir el significado de palabras formadas con los prefijos / dis / / un / y /re/. Puede decodificar palabras de 1 a 2 sílabas con combinación de dos consonantes que se pronuncian como un solo sonido. (P. ej: la ch y la ll), patrones de vocales y sílabas pegadas con 50% de precisión. Al darle un pasaje del nivel de su grado, Christopher tiene dificultad para leer y entender simultaneamente el texto que está leyendo. Tiene dificultad para leer palabras con patrones de ortografía poco comunes (por ejemplo: -ight, kn-, -ngue) y palabras con sufijos. Demuestra competencia irregular cuando se le pide que decodifique palabras con vocales largas.
En este momento, la fluidez en la lectura de Christopher está por debajo de las expectativas y afecta su participación en el entorno de educación general. Su desempeño académico en la fluidez de lectura se encuentra en el 1er grado, lo que indica un déficit de dos años entre su rendimiento funcional y las expectativas del grado basadas en estándares básicos comunes.
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Years of experience: 4. Registered at ProZ.com: Mar 2021.
Adobe Acrobat, Adobe Illustrator, Adobe Photoshop, Google Translator Toolkit, Microsoft Office Pro, Microsoft Word, ProZ.com Translation Center
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Industrial designer, climber and mountaineer who transfers his passion to translation in order to adapt to a new lifestyle.
Although I have a special passion for adventure sports, I also have translation experience in the social sciences and education fields, news and magazine articles.
Keywords: Spanish, news, magazines, sport, climbing, mountaineering, education, social Sciences, articles, social. See more.Spanish, news, magazines, sport, climbing, mountaineering, education, social Sciences, articles, social, design, social media, tourism, travel, social, media, Sciences. See less.
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