More About Indirect Objects in Spanish

More About Indirect Objects in Spanish In Spanish, you may find indirect object pronouns where you least expect them, at least if your native language is English. That is because in Spanish, the indirect object pronouns have a much wider variety of uses than they do in English. As you may recall, in English the indirect object pronouns are used almost exclusively to indicate that someone has been the recipient of a verbs action although not directly acted upon. Thus, in English, the indirect object is often a shorter substitute for saying something is being done to or for someone. The same usage is common in Spanish (although the use of the indirect object is usually mandatory in such sentences, not so in English). A few examples should help explain this usage: English: I am giving him the books. Spanish: Le doy los libros. Explanation: Book (libro) is the direct object of the verb because it is the object that is given. The indirect object is him, because he is the recipient of the action. The English sentence is the equivalent of I am giving the book to him. English: He showed her the house. Spanish: Le enseà ±Ãƒ ³ la casa. Explanation: House (casa) is the direct object because it is what was shown. The indirect object is her, because she is the recipient of the action. The English sentence is the equivalent of He showed the house to her. English: They are serving us the dinner. Spanish: Nos sirven la cena. Explanation: Dinner (cena) is the direct object because it is what is being served. The indirect object is us, because we are the recipients of the action. The English sentence is the equivalent of They are serving the dinner to us. In Spanish, indirect object pronouns are used in similar sentences that would be awkward in English. For example, while it is possible to say, They are painting me a house, it would be more common to say, They are painting a house for me. In Spanish, there is no awkwardness; the normal sentence construction still would be Me pintan una casa. The main point of this lesson, however, is that Spanish uses the indirect objects in many cases where it would be impossible to do so in English. As noted above, English typically uses the indirect object for cases in which the object is the recipient of some object or action. In Spanish, however, the indirect object can be used in other types of instances where the object is merely affected by the action. The use of the pronoun indicates only that the person was affected by the verb; exactly how the person was affected is determined by the context. Also, in English it is almost always the case that a sentence with an indirect object also has a direct object (as in the above examples). However, in Spanish there are some verbs (the most common being gustar, to be pleasing) that take an indirect object without needing a direct object. Following are examples that should help clarify some common types of uses of indirect objects. The indirect object pronouns le and les (the third-person indirect objects) are used in the following examples to make it clear that an indirect object pronoun is being used. (In the first and second persons, the indirect and direct objects are the same; for example, me can function as either an indirect or direct object.) Indicating that a person received some emotion, sensation, result or impression: El trabajo le abruma. (The work is overwhelming to her.) Le gusta el programa. (The program is pleasing to him.) No voy a explicarle las teorà ­as. (I am not going to explain the theories to you.) Les obligà ³ que comer. (He forced them to eat.) La decisià ³n le perjudicà ³. (The decision harmed him.) Les es ventajoso. (It is advantageous to them.) Indicating a loss of something: Le robaron cincuenta euros. (They took 50 euros from her.) Le sacaron un rià ±on. (They took out one kidney from her.) Le comprà © el coche. (I bought the car from him or I bought the car for him.) Las inversiones le devaluaron. (The investments lost money for him.) With various phrases using hacer or tener: Les hacà ­a  feliz. (It made them happy.) Les tengo miedo. (Im afraid for them.) Le hizo daà ±o. (It hurt her.) When a verb affects a body part or an intimate possession, particularly clothing. In such cases, the pronoun is seldom translated to English: Se le cae el pelo. (His hair is falling out. Note that, as in this example, when a reflexive verb is used, the reflexive pronoun comes before the indirect-object pronoun.) Le rompieron los anteojos. (They broke his glasses.) With certain verbs to indicate sufficiency or insufficiency. The pronoun isnt always translated to English. Le faltan dos euros. (She is two euros short.) Les bastan 100 pesos. (A hundred pesos is enough for them.) When making requests or addressing someone: Le pidieron dos libros. (They asked her for two books.) Les exigià ³ mucho dinero. (It required much money from them.) Les dijo que es peligroso. (He told them it is dangerous.)

How Federal Title I Program Helps Students and Schools

How Federal Title I Program Helps Students and Schools Title I provides federal funding to schools that serve an area with high poverty. The funding is meant to help students who are at risk of falling behind academically. The funding provides supplemental instruction for students who are economically disadvantaged or at risk of failing to meet state standards. Students are expected to show academic growth at a faster rate with the support of Title I instruction. The Origin of Title I The Title I program originated as the Title I of the Elementary and Secondary Act of 1965. It is now associated with Title I, Part A of the No Child Left Behind Act of 2001 (NCLB). Its primary purpose was to ensure that all children were given the opportunity to be provided with a high-quality education. Title I is the largest federally funded education program for elementary and secondary schools. Title I is also designed to focus on special needs populations and to reduce the gap between advantaged and disadvantaged students. Benefits of Title I Title I has benefited schools in many ways. Perhaps the most important is the funding itself. Public education is cash strapped and having Title I funds available affords schools the opportunity to maintain or initiate programs that target specific students.  Without this funding, many schools would not be able to provide their students with these services.  Furthermore, the students have reaped the benefits of Title I funds having opportunities that they otherwise would not have. In short, Title I has helped some students succeed when they may not have otherwise. Some schools may opt to use the funds to initiate a school-wide Title I program where every student can benefit from these services. Schools must have a child poverty rate of at least 40% to implement a school-wide Title I program. A school-wide Title I program can provide benefits to all students and is not just limited to those students who are considered to be economically disadvantaged. This path gives schools the biggest bang for their buck because they are able to impact a larger number of students. Requirements of Title I Schools Schools that utilize Title I funds have several requirements to keep the funding. Some of these requirements are as follows: Schools must create a comprehensive needs assessment that specifies why Title I funds are needed and how they will be used.Schools must use highly qualified teachers to provide instruction.Teachers must utilize highly effective, research-based instructional strategies.Schools must provide their teachers with quality professional development designed to improve the areas identified by the needs assessment.Schools must create a targeted parental involvement plan with associated activities such as a family engagement night.Schools must identify students who are not meeting state standards and create a strategic plan for helping those students grow and improve.Schools must show annual growth and improvement. They must prove that what they are doing is working.